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[null,"1.","Record Nr.",null,"UNINA9910154951803321"]
[null,null,"Autore",null,"Hoy Anita Woolfolk <1947->"]
[null,null,"Titolo",null,"Educational psychology / / Anita Woolfolk"]
[null,null,"Pubbl/distr/stampa",null,"Boston : , : Pearson, , [2016]"]
[{"$nulls":4},"Â©2016"]
[null,null,"ISBN",null,"9781292095318"]
[{"$nulls":4},"1292095318"]
[{"$nulls":4},"9781292095301"]
[{"$nulls":4},"129209530X"]
[null,null,"Edizione",null,"[Thirteenth, global edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (720 pages) : illustrations (some colour)"]
[null,null,"Collana",null,"Always learning"]
[null,null,"Disciplina",null,"370.15"]
[null,null,"Soggetti",null,"Educational psychology"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and indexes."]
[null,null,"Nota di contenuto",null,"Educational Psychology -- Title Page -- Copyright -- Dedication -- About the Author -- Preface -- Brief Contents -- Contents -- Special Features -- CHAPTER 1: LEARNING, TEACHING, AND EDUCATIONAL PSYCHOLOGY -- TEACHERS' CASEBOOK-LEAVING NO STUDENT BEHIND: WHAT WOULD YOU DO? -- OVERVIEW AND OBJECTIVES -- LEARNING AND TEACHING TODAY -- Students Today: Dramatic Diversity and Remarkable Technology -- Confidence in Every Context -- High Expectations for Teachers and Students -- Do Teachers Make a Difference? -- TEACHER-STUDENT RELATIONSHIPS -- THE COST OF POOR TEACHING -- WHAT IS GOOD TEACHING? -- Inside Three Classrooms -- A BILINGUAL FIRST GRADE -- A SUBURBAN FIFTH GRADE -- AN INCLUSIVE CLASS -- SO WHAT IS GOOD TEACHING -- MODELS OF GOOD TEACHING -- MEASURES OF EFFECTIVE TEACHING -- Beginning Teachers -- THE ROLE OF EDUCATIONAL PSYCHOLOGY -- In the Beginning: Linking Educational Psychology and Teaching -- Educational Psychology Today -- Is It Just Common Sense? -- HELPING STUDENTS -- ANSWER BASED ON RESEARCH -- SKIPPING GRADES -- ANSWER BASED ON RESEARCH -- STUDENTS IN CONTROL -- ANSWER BASED ON RESEARCH -- OBVIOUS ANSWERS? -- Using Research to Understand and Improve Learning -- CORRELATION STUDIES -- EXPERIMENTAL STUDIES -- SINGLE-SUBJECT EXPERIMENTAL DESIGNS -- CLINICAL INTERVIEWS AND CASE STUDIES -- ETHNOGRAPHY -- THE ROLE OF TIME IN RESEARCH -- QUANTITATIVE VERSUS QUALITATIVE "]
[{"$nulls":4},"RESEARCH -- POINT/COUNTERPOINT: What Kind of Research Should Guide Education? -- TEACHERS AS RESEARCHERS -- Theories for Teaching -- Supporting Student Learning -- SUMMARY -- KEY TERMS -- TEACHERS' CASEBOOK-LEAVING NO STUDENT BEHIND: WHAT WOULD THEY DO? -- CHAPTER 2: COGNITIVE DEVELOPMENT -- TEACHERS' CASEBOOK-SYMBOLS AND CYMBALS: WHAT WOULD YOU DO? -- OVERVIEW AND OBJECTIVES -- A DEFINITION OF DEVELOPMENT -- Three Questions Across the Theories."]
[{"$nulls":4},"WHAT IS THE SOURCE OF DEVELOPMENT? NATURE VERSUS NURTURE -- WHAT IS THE SHAPE OF DEVELOPMENT? CONTINUITY VERSUS DISCONTINUITY -- TIMING: IS IT TOO LATE? CRITICAL VERSUS SENSITIVE PERIODS -- BEWARE OF EITHER/OR -- General Principles of Development -- THE BRAIN AND COGNITIVE DEVELOPMENT -- The Developing Brain: Neurons -- The Developing Brain: Cerebral Cortex -- Adolescent Development and the Brain -- Putting It All Together: How the Brain Works -- Neuroscience, Learning, and Teaching -- POINT/COUNTERPOINT: Brain-Based Education -- INSTRUCTION AND BRAIN DEVELOPMENT -- THE BRAIN AND LEARNING TO READ -- EMOTIONS, LEARNING, AND THE BRAIN -- Lessons for Teachers: General Principles -- PIAGET'S THEORY OF COGNITIVE DEVELOPMENT -- Influences on Development -- Basic Tendencies in Thinking -- ORGANIZATION -- ADAPTATION -- EQUILIBRATION -- Four Stages of Cognitive Development -- INFANCY: THE SENSORIMOTOR STAGE -- EARLY CHILDHOOD TO THE EARLY ELEMENTARY YEARS: THE PREOPERATIONAL STAGE -- GUIDELINES: Family and Community Partnerships-Helping Families Care for Preoperational Chil-dren -- LATER ELEMENTARY TO THE MIDDLE SCHOOL YEARS: THE CON-CRETE-OPERATIONAL STAGE -- HIGH SCHOOL AND COLLEGE: FORMAL OPERATIONS -- GUIDELINES: Teaching the Concrete-Operational Child -- DO WE ALL REACH THE FOURTH STAGE? -- Information Processing, Neo-Piagetian, and Neuroscience Views of Cognitive Development -- GUIDELINES: Helping Students to Use Formal Operations -- Some Limitations of Piaget's Theory -- THE TROUBLE WITH STAGES -- UNDERESTIMATING CHILDREN'S ABILITIES -- COGNITIVE DEVELOPMENT AND CULTURE -- VYGOTSKY'S SOCIOCULTURAL PERSPECTIVE -- The Social Sources of Individual Thinking -- Cultural Tools and Cognitive Development -- TECHNICAL TOOLS IN A DIGITAL AGE -- PSYCHOLOGICAL TOOLS -- The Role of Language and Private Speech."]
[{"$nulls":4},"PRIVATE SPEECH: VYGOTSKY'S AND PIAGET'S VIEWS COMPARED -- The Zone of Proximal Development -- PRIVATE SPEECH AND THE ZONE -- THE ROLE OF LEARNING AND DEVELOPMENT -- Limitations of Vygotsky's Theory -- IMPLICATIONS OF PIAGET'S AND VYGOTSKY'S THEORIES FOR TEACHERS -- Piaget: What Can We Learn? -- UNDERSTANDING AND BUILDING ON STUDENTS' THINKING -- ACTIVITY AND CONSTRUCTING KNOWLEDGE -- Vygotsky: What Can We Learn? -- THE ROLE OF ADULTS AND PEERS -- ASSISTED LEARNING -- An Example Curriculum: Tools of the Mind -- Reaching Every Student: Teaching in the \"Magic Middle\" -- GUIDELINES: Applying Vygotsky's Ideas in Teaching -- Cognitive Development: Lessons for Teachers -- SUMMARY -- KEY TERMS -- TEACHERS' CASEBOOK-SYMBOLS AND CYMBALS: WHAT WOULD THEY DO? -- CHAPTER 3: THE SELF, SOCIAL, AND MORAL DEVELOPMENT -- TEACHERS' CASEBOOK-MEAN GIRLS: WHAT WOULD YOU DO? -- OVERVIEW AND OBJECTIVES -- PHYSICAL DEVELOPMENT -- Physical and Motor Development -- YOUNG CHILDREN -- ELEMENTARY SCHOOL YEARS -- THE ADOLESCENT YEARS -- EARLY AND LATER MATURING -- GUIDELINES: Dealing with Physical Differences in the Classroom -- Play, Recess, and Physical Activity -- CULTURAL DIFFERENCES IN PLAY -- EXERCISE AND RECESS -- PHYSICAL "]
[{"$nulls":4},"ACTIVITY AND STUDENTS WITH DISABILITIES -- Challenges in Physical Development -- OBESITY -- EATING DISORDERS -- GUIDELINES: Supporting Positive Body Images in Adolescents -- BRONFENBRENNER: THE SOCIAL CONTEXT FOR DEVELOPMENT -- The Importance of Context and the Bioecological Model -- Families -- FAMILY STRUCTURE -- PARENTING STYLES -- CULTURE AND PARENTING -- ATTACHMENT -- GUIDELINES: Family and Community Partnerships -- DIVORCE -- GUIDELINES: Helping Children of Divorce -- Peers -- CLIQUES -- CROWDS -- PEER CULTURES -- FRIENDSHIPS -- POPULARITY -- CAUSES AND CONSEQUENCES OF REJECTION -- AGGRESSION -- RELATIONAL AGGRESSION."]
[{"$nulls":4},"MEDIA, MODELING, AND AGGRESSION -- VIDEO GAMES AND AGGRESSIVE BEHAVIOR -- Reaching Every Student: Teacher Support -- GUIDELINES: Dealing with Aggression and Encouraging Cooperation -- ACADEMIC AND PERSONAL CARING -- Teachers and Child Abuse -- Society and Media -- IDENTITY AND SELF-CONCEPT -- Erikson: Stages of Psychosocial Development -- THE PRESCHOOL YEARS: TRUST, AUTONOMY, AND INITIATIVE -- THE ELEMENTARY AND MIDDLE SCHOOL YEARS: INDUSTRY VERSUS INFERIORITY -- ADOLESCENCE: THE SEARCH FOR IDENTITY -- GUIDELINES: Encouraging Initiative and Industry -- IDENTITY AND TECHNOLOGY -- GUIDELINES: Supporting Identity Formation -- BEYOND THE SCHOOL YEARS -- Racial-Ethnic Identity -- ETHNIC IDENTITIES: OUTCOME AND PROCESS -- RACIAL IDENTITY: OUTCOME AND PROCESS -- RACIAL AND ETHNIC PRIDE -- Self-Concept -- THE STRUCTURE OF SELF-CONCEPT -- HOW SELF-CONCEPT DEVELOPS -- SELF-CONCEPT AND ACHIEVEMENT -- Sex Differences in Self-Concept of Academic Competence -- Self-Esteem -- POINT/COUNTERPOINT: What Should Schools Do to Encourage Students' Self-Esteem? -- UNDERSTANDING OTHERS AND MORAL DEVELOPMENT -- Theory of Mind and Intention -- Moral Development -- KOHLBERG'S THEORIES OF MORAL DEVELOPMENT -- CRITICISMS OF KOHLBERG'S THEORY -- Moral Judgments, Social Conventions, and Personal Choices -- MORAL VERSUS CONVENTIONAL DOMAINS -- IMPLICATIONS FOR TEACHERS -- Diversity in Moral Reasoning -- Beyond Reasoning: Haidt's Social Intuitionist Model of Moral Psychology -- Moral Behavior and the Example of Cheating -- WHO CHEATS? -- DEALING WITH CHEATING -- PERSONAL/SOCIAL DEVELOPMENT: LESSONS FOR TEACHERS -- SUMMARY -- KEY TERMS -- TEACHERS' CASEBOOK-MEAN GIRLS: WHAT WOULD THEY DO? -- CHAPTER 4: LEARNER DIFFERENCES AND LEARNING NEEDS -- TEACHERS' CASEBOOK-INCLUDING EVERY STUDENT: WHAT WOULD YOU DO? -- OVERVIEW AND OBJECTIVES -- INTELLIGENCE -- Language and Labels."]
[{"$nulls":4},"DISABILITIES AND HANDICAPS -- PERSON-FIRST LANGUAGE -- POSSIBLE BIASES IN THE APPLICATION OF LABELS -- What Does Intelligence Mean? -- INTELLIGENCE: ONE ABILITY OR MANY? -- Multiple Intelligences -- WHAT ARE THESE INTELLIGENCES -- CRITICS OF MULTIPLE INTELLIGENCES THEORY -- GARDNER RESPONDS -- MULTIPLE INTELLIGENCES GO TO SCHOOL -- Multiple Intelligences: Lessons for Teachers -- Intelligence as a Process -- Measuring Intelligence -- BINET'S DILEMMA -- WHAT DOES AN IQ SCORE MEAN? -- GROUP VERSUS INDIVIDUAL IQ TESTS -- THE FLYNN EFFECT: ARE WE GETTING SMARTER? -- GUIDELINES: Interpreting IQ Scores -- INTELLIGENCE AND ACHIEVEMENT -- Gender Differences in Intelligence -- HEREDITY OR ENVIRONMENT? -- BEING SMART ABOUT IQ TESTS -- LEARNING AND THINKING STYLES -- Learning Styles/Preferences -- CAUTIONS ABOUT LEARNING STYLES -- THE VALUE OF CONSIDERING LEARNING STYLES -- Beyond Either/Or -- INDIVIDUAL DIFFERENCES AND THE LAW -- IDEA -- LEAST RESTRICTIVE ENVIRONMENT -- INDIVIDUALIZED EDUCATION "]
[{"$nulls":4},"PROGRAM -- THE RIGHTS OF STUDENTS AND FAMILIES -- Section 504 Protections -- GUIDELINES: Family and Community Partnerships-Productive Conferences -- STUDENTS WITH LEARNING CHALLENGES -- Neuroscience and Learning Challenges -- Students with Learning Disabilities -- STUDENT CHARACTERISTICS -- TEACHING STUDENTS WITH LEARNING DISABILITIES -- Students with Hyperactivity and Attention Disorders -- DEFINITIONS -- TREATING ADHD WITH DRUGS -- ALTERNATIVES/ADDITIONS TO DRUG TREATMENTS -- POINT/COUNTERPOINT: Pills or Skills for Children with ADHD? -- Lessons for Teachers: Learning Disabilities and ADHD -- Students with Communication Disorders -- SPEECH DISORDERS -- LANGUAGE DISORDERS -- Students with Emotional or Behavioral Difficulties -- SUICIDE -- GUIDELINES: Disciplining Students with Emotional Problems -- DRUG ABUSE -- PREVENTION -- Students with Intellectual Disabilities."]
[{"$nulls":4},"GUIDELINES: Teaching Students with Intellectual Disabilities."]
[null,null,null,"Sommario/riassunto","For Educational Psychology courses     The most current, comprehensive view of educational psychology today  The Thirteenth Edition of Educational Psychology continues to emphasize the educational implications and applications of research on child development, cognitive science, learning, motivation, teaching, and assessment. Theory and practice are considered together, showing how information and ideas drawn from educational psychology research can be applied to solve the everyday problems of teaching. The text reflects the field as it offers unique and crucial knowledge to any who dare to teach, and to all who love to learn."]