Cheryl Cisero Durwin & Marla J. Reese-Weber 
EdPsych Modules [EPUB ebook] 

Preface
Diversity Table
Digital Resources
About the Authors
INTRODUCTION
Module 1: Using Science to Inform Classroom Practices
Outline and Learning Goals
Educational Psychology: A Resource for Teachers
Educational Psychology: The Science
Educational Psychology: Classroom Practices
Summary
Key Concepts
Case Study: Reflect and Evaluate
UNIT 1: PERSONAL DEVELOPMENT
Module 2: Contexts of Development
Outline and Learning Goals
Bronfenbrenner’s Bioecological Theory
Family Context
Peer Context
Broader Contexts
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 3: Social-Emotional Development
Outline and Learning Goals
Erikson’s Psychosocial Theory
Aspects of Identity
Understanding the Self
Social Competence
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 4: Moral Development
Outline and Learning Goals
Cognitive-Developmental Moral Reasoning
Prosocial Behavior
Aggressive Behavior
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 2: THE DEVELOPING LEARNER
Module 5: Brain Development
Outline and Learning Goals
Influence of Neuroscience on Education
Neuroscience 101
Brain Mechanisms During Learning
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 6: Cognitive Development
Outline and Learning Goals
Constructivist Theories of Cognitive Development
Issues in Cognitive Development: Piaget and Vygotsky
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 7: Language Development
Outline and Learning Goals
Understanding Language Acquisition
Development of Language Skills
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 3: LEARNING THEORIES
Module 8: Behavioral Learning Theories
Outline and Learning Goals
Assumptions of Behavioral Learning Theories
Classical Conditioning
Operant Conditioning
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 9: Social Cognitive Theory
Outline and Learning Goals
Assumptions of Social Cognitive Theory
Observational Learning
Personal Factors in Learning
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 10: Information Processing
Outline and Learning Goals
Assumptions of the Information Processing Approach
Perception and Attention
Memory
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 4: COGNITIVE PROCESSES
Module 11: Metacognition
Outline and Learning Goals
What Is Metacognition and Why Is It Important?
Special Cases of Metacognition
Factors Affecting the Development and Use of Metacognition
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 12: Transfer of Skills and Knowledge
Outline and Learning Goals
What Is Transfer, and Why Is It Important?
Do We Readily Transfer What We Learn?
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 13: Higher Order Thinking
Outline and Learning Goals
What Is Higher Order Thinking, and Why Is It Important?
Critical Thinking
Problem-Solving
Creativity
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 5: MOTIVATION
Module 14: Behavioral Theory
Outline and Learning Goals
A Developmental View of Motivation
Rewarding Students for Learning
Praising Students for Learning
When the Reward Is the Activity Itself
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 15: Cognitive Theories
Outline and Learning Goals
Cognitive Theories of Motivation
Developmental and Cultural Differences in Motivation
Serious Motivational Problems
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 16: Self Theories
Outline and Learning Goals
Self-Efficacy Theory
Self-Worth Theory
Self-Determination Theory
Integrating the Self Theories
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 6: CLASSROOM MANAGEMENT AND INSTRUCTION
Module 17: Classroom Management
Outline and Learning Goals
Importance of Classroom Management
Time Management
Relationship Building
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 18: Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches
Outline and Learning Goals
Meeting the Needs of Diverse Learners
Teaching Methods Based on Behaviorism
Teaching Methods Based on Cognitive Learning Theory
Teaching Methods Based on Constructivism
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 19: Grouping Practices
Outline and Learning Goals
Grouping by Ability
Cooperative Learning
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 7: LEARNER DIFFERENCES
Module 20: Intelligence and Giftedness
Outline and Learning Goals
Intelligence and Giftedness: More Than “Being Smart”
Assessing Intelligence and Giftedness
Biological, Social, and Cultural Issues
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 21: Cognitive Disabilities
Outline and Learning Goals
Cognitive Disabilities in Today’s Classrooms
Intellectual Disabilities
Specific Learning Disabilities
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 22: Emotional, Social, and Behavioral Disorders
Outline and Learning Goals
Emotional, Social, and Behavioral Disorders in Today’s Classrooms
Characteristics of Disorders
Summary
Key Concepts
Case Studies: Reflect and Evaluate
UNIT 8: ASSESSMENT
Module 23: Assessing Student Learning
Outline and Learning Goals
What Is Assessment?
Planning Assessments
Evaluating Student Performance
Communicating Assessment Information
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 24: Test Construction and Use
Outline and Learning Goals
Characteristics of High-Quality Classroom Tests
Test Preparation
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 25: Standardized Tests and Scores
Outline and Learning Goals
Types of Standardized Tests
Understanding Test Scores
Characteristics of Good Tests
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Appendix: How Does Ed Psych Help You Prepare for the Praxis Exam?
Glossary
References
Index

Marla Reese-Weber received her Ph D at The Ohio State University in 1998. She is Professor of Psychology and serves as the associate dean in the College of Arts and Sciences at Illinois State University. She has taught educational psychology for over 17 years in sections as small as 25 students and as large as 150 students. In addition, her course on educational psychology has included a focus on underserved populations, particularly in urban areas. Marla also teaches adolescent development at the undergraduate and graduate levels, as well as a course on developmental research methods. Her research interests include sibling and dating violence as well as romantic relationship development during emerging adulthood.