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OverviewThis innovative introduction to educational psychology in Canada connects theory to practice by documenting - through letters, journal entries, and the authors' accompanying commentary - a typical educator's experience teaching students of various ages, grades, nationalities, and abilities. This unique approach covers teaching and learning, development, individual variability, and diversity, while bringing together classroom management and assessment in a way that is practical, instructive, and accessible for teacher-candidates. Full Product DetailsAuthor: Edmunds , EdmundsPublisher: Oxford University Press, Canada Imprint: Oxford University Press, Canada Edition: 2nd edition ISBN: 9780199011001ISBN 10: 0199011001 Publication Date: 10 March 2015 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsNote: Every chapter concludes with: Annette's Journal Annette's Exploration of the Research Annette's Resource List From the Authors' Notebook Reflecting on Practice Chapter Summary List of New Terms Review Questions 1. Early August: Planning for the Upcoming School Year From the Authors' Notebook Primary Learning Objectives The Little Red Schoolhouse Teaching Considerations Educational Psychology - Commonplaces of Education - Applying Psychological Theories to Education - Foundational Topics of Educational Psychology - Research in Educational Psychology The Students of The Little Red Schoolhouse Teacher Planning - Curricular Planning - Instructional Planning Assignment: My Approach to Teaching 2. Late August: Considering Developmental Differences From the Authors' Notebook Primary Learning Objectives Teaching Students of Different Ages Developmental Influences - Principles of Development - Physical/Biological Development - Cognitive/Learning Development - The Psychological Structures of Learning - Domain-Specific Learning - Challenge the Brain: Enhancing Learning - Language Development - Personal and Social Development - Moral Development Societal Influences - Ecological Theory 3. First Week of School: Establishing a Positive Learning Experience From the Authors' Notebook Primary Learning Objectives Deciding on an Approach to Classroom Management Dynamic Classroom Management - Motivational Underpinnings - Behaviour - The First Day of School - Several Days Later ADHD - Addressing Zach's Classroom Behaviour 4. Mid-September: Making Instructional Decisions From the Authors' Notebook Primary Learning Objectives Determining the Starting Point for Instruction - Diagnostic Assessment Determining Exactly What to Teach - Learning Objectives and Lesson Plans - Backward Design - Bloom's Taxonomy Choosing Effective Instructional Mechanisms My Instructional Practices - My Preferred Instructional Mechanisms - My Three Guiding Principles - Theoretical Basis for My Instruction Motivational Underpinnings - Direct Instruction - Student Problem-Solving - Summary Putting Teacher Knowledge into Practice 5. Late September: Assessing Student Progress From the Authors' Notebook Primary Learning Objectives Deciding on an Approach to Assessment Talking to Students about Assessment Assessment of Student Learning - The Purposes of Assessment - The Assessment Design Process - Testing Issues - Frequency of Testing - Types of Assessment Questions Assignment - My Use of Assessment Tools - Authentic Assessment - Portfolios Evaluating Effectiveness of Assessment Tools The Student Teacher's Role in the Classroom 6. Early December: Individual Differences - Intellectual Abilities and Challenges From the Authors' Notebook Primary Learning Objectives Parent Concern - Our Son Doesn't Seem As Smart as the Other Students Intelligence - Is Intelligence a Structure or a Process? - The Source of Intelligence - Why Is It Important for Teachers to Understand Intelligence? - An Example of an Intelligence Test Special Education - Who Are the Students Who Receive Special Education? - Controversies Surrounding Special Education - Individualized Education Programs - The Cognitive Abilities of Students with Exceptionalities - Students with ADHD - Students with Autism Spectrum Disorder - Students who Are Gifted and Talented - Students with Mild Intellectual Disabilities - Students with Specific Learning Disorders Cognitive Styles, Learning Styles, and Temperament 7. Early February: Socio-Cultural Considerations From the Authors' Notebook Primary Learning Objectives Cultural Differences in The Little Red Schoolhouse Socio-Cultural Perspectives - Differences Within Identified Groups - Positioning Cultural Identity Within the Individual - Stereotype Threat and Socio-Economic Status Multicultural Education Aboriginal Education Conclusion 8. End of School Year: Standardized Achievement Tests From the Authors' Notebook Primary Learning Objectives Determining Student Achievement Testing Issues - What Is a Standardized Test? - Achievement versus Aptitude Tests - Stakeholders' Views of Standardized Testing - Misconceptions - Constructing Better Standardized Tests - Connections Between Classroom Curricula and Standardized Tests - Preparing Students for Test-Writing - Interpreting Test Results Canadian Standards for Student Achievement Testing Canadian Debate over Standardized Testing Glossary References IndexReviews"""The text is well thought out and presented in a meaningful way to B.Ed. students. . . . It promotes and models reflection and research."" --Shaunda Wood, St. Thomas University ""The text's conversational approach is inviting. . . . [The characters] stand as good examples for both students and teachers to collaborate and apply a common-sense and working strategy for effective teaching."" --Ibrahim Sumrain, MacEwan University" The text is well thought out and presented in a meaningful way to B.Ed. students. . . . It promotes and models reflection and research. --Shaunda Wood, St. Thomas University The text's conversational approach is inviting. . . . [The characters] stand as good examples for both students and teachers to collaborate and apply a common-sense and working strategy for effective teaching. --Ibrahim Sumrain, MacEwan University The text is well thought out and presented in a meaningful way to B.Ed. students. . . . It promotes and models reflection and research. --Shaunda Wood, St. Thomas University The text's conversational approach is inviting. . . . [The characters] stand as good examples for both students and teachers to collaborate and apply a common-sense and working strategy for effective teaching. --Ibrahim Sumrain, MacEwan University Author InformationAlan Edmunds is an Associate Professor in the Faculty of Education at the University of Western Ontario. For 20 years, Edmunds has worked as a special education teacher, a school psychologist, a private educational consultant, and as a faculty member at four different Canadian universities. His interests have always been in providing optimum learning environments for all individuals with exceptional learning needs, including adults and those who are highly gifted. He has taught educational psychology and special education at the undergraduate level and specialty courses in learning disabilities, giftedness, and cognition and learning. In his spare time he coaches the UWO Women's Golf Team. Gail Edmunds is a Research Coordinator at the Centre for Inclusive Education in the Faculty of Education at the University of Western Ontario. In recent years, Gail has been the research officer for the Esso Family Math Project and also works with Alan Edmunds on his research with a precocious child writer. She is also a freelance writer/editor. Tab Content 6Author Website:Countries AvailableAll regions |
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