TY  - BOOK
AU  - Snowman, Jack
AU  - McCown, Rich; Biehler, Robert
TI  - Psychology applied to teaching
SN  - 978-0-618-96856-5
AV  - 370.15 Sn61p 
PY  - 2009///
CY  - Boston,MA
PB  - Houghton Mifflin Co.
KW  - Educational psychology
N1  - Includes index, reference and glossary; Applying psychology to teaching: -- Part I. Student Characteristics: Theories of psychosocial and cognitive development ; Age-level characteristics ; Understanding student differences ; Addressing cultural and socioeconomic diversity ; Accommodating student variability -- Part II. Learning and Instruction: Behavioral learning theory: operant conditioning ; Information-processing theory ; Social cognitive theory ; Constructivist learning theory, problem solving, and transfer ; Approaches to instruction -- Part III. Creating a Positive Learning Environment: Motivation ; Classroom management -- Part IV. Assessment of Students: Assessment of classroom learning ; Understanding and using standardized tests ; Becoming a better teacher by becoming a reflective teacher
N2  - This market-leading text has received wide acclaim for providing an applied, practical, and student-oriented approach to educational psychology. Psychology Applied to Teaching takes complex psychological theories and demonstrates how they apply to the everyday experiences of in-service teachers. The Twelfth Edition combines fresh concepts and contemporary research with long-standing theory and applications to create a textbook that addresses the needs of today`s teachers and students. This new edition also reflects the Houghton Mifflin Education mission to help bridge the gap from preservice to practice. To that end, several of the program`s features foster in students an appreciation of reflection. The first and last chapters discuss the concept and importance of reflective teaching; by providing Pause & Reflect and Journal Entry opportunities throughout the text prompt active reflection; and a new feature, Revealing & Challenging Assumptions, offers aspiring teachers opportunities to confront and reflect on problematic assumptions about teaching and learning. - Publisher
ER  -