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Child and adolescent development / / Anita Woolfolk, Nancy E. Perry
| Child and adolescent development / / Anita Woolfolk, Nancy E. Perry |
| Autore | Hoy Anita Woolfolk <1947-> |
| Edizione | [Pearson new international edition.] |
| Pubbl/distr/stampa | Harlow, England : , : Pearson, , [2014] |
| Descrizione fisica | 1 online resource (520 pages) : illustrations (some color) |
| Disciplina | 305.231 |
| Collana | Always learning |
| Soggetto topico |
Child development
Youth development |
| ISBN | 1-292-05606-1 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Table of Contents -- 1. Introduction: Dimensions of Development -- 2. Physical Development in Early Childhood -- 3. Cognitive Development in Early Childhood -- 4. Social Emotional Development in Early Childhood -- 5. Physical Development in Middle Childhood -- 6. Cognitive Development in Middle Childhood -- 7. Social Emotional Development in Middle Childhood -- 8. Physical Development in Adolescence -- 9. Cognitive Development in Adolescence -- 10. Social Emotional Development in Adolescence -- Glossary -- References -- Index. |
| Record Nr. | UNINA-9910154811403321 |
Hoy Anita Woolfolk <1947->
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| Harlow, England : , : Pearson, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational psychology / / Anita Woolfolk
| Educational psychology / / Anita Woolfolk |
| Autore | Hoy Anita Woolfolk <1947-> |
| Edizione | [Thirteenth, global edition.] |
| Pubbl/distr/stampa | Boston : , : Pearson, , [2016] |
| Descrizione fisica | 1 online resource (720 pages) : illustrations (some colour) |
| Disciplina | 370.15 |
| Collana | Always learning |
| Soggetto topico | Educational psychology |
| ISBN |
9781292095318
1292095318 9781292095301 129209530X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 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.
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. 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 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. 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. 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 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. GUIDELINES: Teaching Students with Intellectual Disabilities. |
| Record Nr. | UNINA-9910154951803321 |
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Hoy Anita Woolfolk <1947->
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| Boston : , : Pearson, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Pedagogisk psykologi / / Anita Woolfolk, Martin Karlberg
| Pedagogisk psykologi / / Anita Woolfolk, Martin Karlberg |
| Autore | Hoy Anita Woolfolk <1947-> |
| Pubbl/distr/stampa | Harlow, England : , : Pearson, , [2015] |
| Descrizione fisica | 1 online resource (678 pages) : illustrations (some color) |
| Disciplina | 370.15 |
| Soggetto topico | Educational psychology |
| ISBN | 0-273-76189-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | swe |
| Record Nr. | UNINA-9910150205303321 |
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Hoy Anita Woolfolk <1947->
|
||
| Harlow, England : , : Pearson, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Psychology in education / / Anita Woolfolk, Malcolm Hughes, Vivienne Walkup
| Psychology in education / / Anita Woolfolk, Malcolm Hughes, Vivienne Walkup |
| Autore | Hoy Anita Woolfolk <1947-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Harlow, England : , : Pearson, , [2013] |
| Descrizione fisica | 1 online resource (774 pages) : illustrations |
| Disciplina | 370.15 |
| Soggetto topico | Educational psychology |
| ISBN |
9781408257517
1-4082-5751-3 1-4082-5750-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Contents -- Preface -- Guided Tour -- Acknowledgements -- Chapter 1 Teachers, Teaching and Educational Psychology -- In the Classroom -- Introduction -- National Standards of Attainment and Every Child Matters -- Do Teachers Make a Difference? -- What is Good Teaching? -- Ask the Ed. Psych. -- The Role of Educational Psychology -- The Contents of This Book -- Summary Table -- In the Classroom: What Would They Do? -- Part 1 Learners -- Chapter 2 Cognitive Development and Language -- In the Classroom -- A Definition of Development -- Piaget's Theory of Cognitive Development -- Vygotsky's Sociocultural Perspective -- Implications of Piaget's and Vygotsky's Theories for Teachers and Facilitators of Children's Learning -- The Development of Language -- Ask the Ed. Psych. -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 3 Personal, Social and Emotional Development -- In the Classroom -- Physical Development -- Freud: Stages of Individual Development -- Attachment Theory -- Erikson: The Individual and Society -- Bronfenbrenner: The Social Context for Development -- Self-Concept: Understanding Ourselves -- Diversity and Identity -- Emotional and Moral Development -- Ask the Ed. Psych. -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 4 Learner Differences and Learning Needs -- In the Classroom -- Individual Differences in Intelligence -- Ability Differences and Teaching -- Learning Styles and Preferences -- Inclusion -- The Most Common Challenges -- Less Prevalent Problems and More Severe Disabilities -- Learners Who Are Gifted and Talented -- Ask the Ed. Psych. -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 5 Culture and Diversity -- In the Classroom -- Today's Diverse Classrooms -- Economic and Social Class Differences -- Ethnic and Racial Differences -- Ask the Ed. Psych.
Girls and Boys: Differences in the Classroom -- Language Differences in the Classroom -- Creating Culturally Responsive Schools -- Diversity in Learning -- Summary Table -- In the Classroom: What Would They Do? -- Part 2 Learning and Motivation -- Chapter 6 Behavioural Views of Learning -- In the Classroom -- Understanding Learning -- Early Explanations of Learning: Contiguity and Classical Conditioning -- Operant Conditioning: Trying New Responses -- Applied Behaviour Analysis -- Behavioural Approaches to Teaching and Management -- Observational Learning and Cognitive Behaviour Modification: Thinking about Behaviour -- Problems and Issues -- Diversity and Convergence in Behavioural Learning -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 7 Cognitive Views of Learning -- In the Classroom -- Elements of the Cognitive Perspective -- The Information Processing Model of Memory -- Long-Term Memory: The Goal of Teaching -- Ask the Ed. Psych. -- Metacognition -- Becoming Knowledgeable: Some Basic Principles -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 8 Complex Cognitive Processes -- In the Classroom -- Learning and Teaching about Concepts -- Problem Solving -- Creativity and Creative Problem Solving -- Developing Expert Pupils: Learning Strategies and Study Skills -- Ask the Ed. Psych. -- Teaching for Transfer -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 9 Social Cognitive and Constructivist Views of Learning -- In the Classroom -- Social Cognitive Theory -- Applying Social Cognitive Theory -- Cognitive and Social Constructivism -- Applying Constructivist Perspectives -- Ask the Ed. Psych. -- Looking Back at Learning -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 10 Motivation in Learning and Teaching -- In the Classroom -- What is Motivation?. Needs: Competence, Autonomy and Relatedness -- Goal Orientations and Motivation -- Interests and Emotions -- Beliefs and Self-Schemas -- Motivation to Learn in School -- Ask the Ed. Psych. -- Conclusions: Strategies to Encourage Motivation and Thoughtful Learning -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 11 Engaged Learning: Cooperation and Community -- In the Classroom -- Introduction -- Social Processes in Learning -- Collaboration and Cooperation -- The Classroom Community -- Violence in Schools -- Ask the Ed. Psych. -- Community Service Learning -- Summary Table -- In the Classroom: What Would They Do? -- Part 3 Teaching and Assessing -- Chapter 12 Creating Learning Environments -- In the Classroom -- The Need for Organisation -- Creating a Positive Learning Environment -- Ask the Ed. Psych. -- Maintaining a Good Environment for Learning -- The Need for Communication -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 13 Teaching for Learning -- In the Classroom -- The First Step: Planning -- Teaching -- Ask the Ed. Psych. -- Teacher Expectations -- Pupil-centred Teaching -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 14 Standardised Testing -- In the Classroom -- Measurement and Assessment -- Ask the Ed. Psych. -- What Do Test Scores Mean? -- Types of Standardised Tests -- Issues in Standardised Testing -- New Directions in Assessment -- Summary Table -- In the Classroom: What Would They Do? -- Chapter 15 Classroom Assessment -- In the Classroom -- Formative and Summative Assessment -- Getting the Most from Traditional Assessment -- Assessment for Learning -- Ask the Ed. Psych. -- Alternatives to Traditional Assessments -- Effects of Grading on Pupils -- Summary Table -- In the Classroom: What Would They Do? -- Glossary -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L. M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Z -- References -- Index. |
| Record Nr. | UNINA-9910151600403321 |
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Hoy Anita Woolfolk <1947->
|
||
| Harlow, England : , : Pearson, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||