Educational Psychology

Robert Slavin is currently Director of the Center for Research and Reform in Education at Johns Hopkins University and Chairman of the Success for All Foundation. He received his B.A. in Psychology from Reed College in 1972, and his Ph.D. in Social Relations in 1975 from Johns Hopkins University. Dr. Slavin has authored or co-authored more than 300 articles and book chapters on such topics as cooperative learning, comprehensive school reform, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or co-author of 24 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003, 2006, 2009, 2012, 2015), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America’s Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), Educational Research in the Age of Accountability (Allyn & Bacon, 2007), and Two Million Children: Success for All (Corwin, 2009). He received the American Educational Research Association’s Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, the Distinguished Services Award from the Council of Chief State School Officers in 2000, the AERA Review of Research Award in 2009, the Palmer O. Johnson Award for the best article in an AERA journal in 2008, and was appointed as a Member of the National Academy of Education in 2009 and an AERA Fellow in 2010.

• Brief Table of Contents 1. Educational Psychology: A Foundation for Teaching 2. Cognitive Development 3. Social, Moral, and Emotional Development 4. Student Diversity 5. Behavioral and Social Theories of Learning 6. Cognitive Theories of Learning 7. The Effective Lesson 8. Student-Centered and Constructivist Approaches to Instruction 9. Grouping, Differentiation, and Technology 10. Motivating Students to Learn 11. Effective Learning Environments 12. Learners with Exceptionalities 13. Assessing Student Learning 14. Standardized Tests and AccountabilityDetailed Table of Contents 1. Educational Psychology: A Foundation for TeachingWhat Makes a Good Teacher?Knowing the Subject Matters (But So Does Teaching Skill)Mastering Teaching SkillsCan Good Teaching Be Taught?The Intentional Teacher21st Century SkillsCommon Core and College- and Career-Ready State StandardsWhat Is the Role of Research in Educational Psychology?The Goal of Research in Educational PsychologyThe Value of Research in Educational Psychology to You the TeacherTeaching as Decision MakingResearch + Common Sense = Effective TeachingResearch on Effective ProgramsImpact of Research on Educational PracticeHow Can I Become an Intentional Teacher?Teacher CertificationBeyond Certification2. Cognitive DevelopmentHow Do Children Develop Cognitively?Aspects of DevelopmentIssues of DevelopmentHow Did Piaget View Cognitive Development?How Development OccursPiaget’s Stages of DevelopmentHow Is Piaget’s Work Viewed Today?Criticisms and Revisions of Piaget’s TheoryNeo-Piagetian Views of DevelopmentHow Did Vygotsky View Cognitive Development?How Development OccursHow Did Bronfenbrenner View Development?How Do Language and Literacy Develop?Language and Literacy Development during the Preschool YearsLanguage and Literacy Development during the Elementary and Secondary Years3. Social, Moral, and Emotional DevelopmentWhat Are Some Views of Personal and Social Development?Erikson’s Stages of Psychosocial DevelopmentImplications and Criticisms of Erikson’s TheoryWhat Are Some Views of Moral Development?Piaget’s Theory of Moral DevelopmentKohlberg’s Stages of Moral ReasoningCriticisms of Kohlberg’s TheoryHow Do Children Develop Socially and Emotionally?Socioemotional Development during the Preschool YearsSocioemotional Development during the Elementary YearsSocioemotional Development during the Middle School and High School Years4. Student DiversityWhat Is the Impact of Culture on Teaching and Learning?How Does Socioeconomic Status Affect Student Achievement?The Role of Child-Rearing PracticesThe Link between Income and Summer LearningThe Role of Schools as Middle-Class InstitutionsSchool and Community FactorsPromoting Resilience among Students Who Are DisadvantagedSchool, Family, and Community PartnershipsSupporting the Achievement of Children from Low-Income GroupsNonschool Solutions to Achievement Problems of Children Who Are DisadvantagedImplications of Socioeconomic Diversity for TeachersHow Do Ethnicity and Race Affect Students’ School Experiences?Racial and Ethnic Composition of the United StatesAcademic Achievement of Students from Underrepresented GroupsBarriers to the Achievement of Students from Underrepresented GroupsStereotype ThreatEffects of School DesegregationHow Do Language Differences and Bilingual Programs Affect Student Achievement?Bilingual EducationWhat Is Multicultural Education?Dimensions of Multicultural EducationHow Do Gender and Gender Bias Affect Students’ School Experiences?Male and Female Thinking and LearningThe Boy CrisisSex-Role Stereotyping and Gender BiasSexual OrientationHow Do Students Differ in Intelligence and Learning Styles?Definitions of IntelligenceOrigins of IntelligenceTheories of Learning StylesAptitude—Treatment Interactions5. Behavioral and Social Theories of LearningWhat Is Learning?What Are Behavioral Learning Theories?Pavlov: Classical ConditioningSkinner: Operant ConditioningWhat Are Some Principles of Behavioral Learning?The Role of ConsequencesReinforcersPunishersImmediacy of ConsequencesShapingExtinctionSchedules of ReinforcementMaintenanceThe Role of AntecedentsHow Has Social Learning Theory Contributed to Our Understanding of Human Learning?Bandura: Modeling and Observational LearningMeichenbaum’s Model of Self-Regulated LearningStrengths and Limitations of Behavioral Learning Theories6. Cognitive Theories of LearningWhat Is an Information-Processing Model?How Information Processing WorksExecutive ProcessingSensory RegisterWorking (or Short-Term) MemoryLong-Term MemoryFactors That Enhance Long-Term MemoryOther Information-Processing ModelsWhat Do We Know from Research on the Brain?How the Brain WorksBrain DevelopmentImplications of Brain Research for EducationApplications of Brain Research to Classroom TeachingWhat Causes People to Remember or Forget?Forgetting and RememberingPracticeHow Can Memory Strategies Be Taught?Verbal LearningWhat Makes Information Meaningful?Rote versus Meaningful LearningSchema TheoryHow Do Metacognitive Skills Help Students Learn?What Study Strategies Help Students Learn?Practice TestsNote-TakingUnderliningSummarizingWriting to LearnOutlining and Concept MappingThe PQ4R MethodHow Do Cognitive Teaching Strategies Help Students Learn?Making Learning Relevant and Activating Prior KnowledgeOrganizing Information7. The Effective LessonWhat Is Direct Instruction?How Is a Direct Instruction Lesson Taught?State Learning ObjectivesOrient Students to the LessonReview PrerequisitesPresent New MaterialConduct Learning ProbesProvide Independent PracticeAssess Performance and Provide FeedbackProvide Distributed Practice and ReviewHow Does Research on Direct Instruction Methods Inform Teaching?How Do Students Learn and Transfer Concepts?Concept Learning and TeachingTeaching for Transfer of LearningHow Are Discussions Used in Instruction?Subjective and Controversial TopicsDifficult and Novel ConceptsAffective ObjectivesWhole-Class DiscussionsSmall-Group Discussions8. Student-Centered and Constructivist Approaches to InstructionWhat Is the Constructivist View of Learning?Historical Roots of ConstructivismTop-Down ProcessingPeer InteractionDiscovery LearningSelf-Regulated LearningScaffoldingConstructivist Methods in the Content AreasResearch on Constructivist MethodsHow Is Cooperative Learning Used in Instruction?Cooperative Learning MethodsResearch on Cooperative LearningHow Are Problem-Solving and Thinking Skills Taught?The Problem-Solving ProcessTeaching Creative Problem SolvingTeaching Thinking SkillsCritical Thinking9. Grouping, Differentiation, and TechnologyWhat Are Elements of Effective Instruction beyond a Good Lesson?Carroll’s Model of School Learning and QAITHow Are Students Grouped to Accommodate Achievement Differences?Between-Class Ability GroupingUntrackingRegrouping for Reading and MathematicsWithin-Class Ability GroupingRetentionWhat Are Some Ways of Differentiating Instruction?Differentiated and Personalized InstructionPeer TutoringTutoring by TeachersWhat Educational Programs Exist for Students Placed at Risk?Compensatory Education ProgramsEarly Intervention ProgramsComprehensive School Reform ProgramsAfter-School and Summer School ProgramsHow Is Technology Used in Education?Technology for Classroom TeachingMultimedia TeachingTechnology for LearningThe Internet for StudentsWeb 2.0Instructional Television and Embedded MultimediaChallenges of Integrating TechnologyThe Internet for TeachersTechnology for AdministrationThe Digital Divide10. Motivating Students to LearnWhat Is Motivation?What Are Some Theories of Motivation?Motivation and Behavioral Learning TheoryMotivation and Human NeedsMotivation and Attribution TheoryMotivation and MindsetMotivation and Self-Regulated LearningMotivation and Expectancy TheoryWhat Factors Affect Students’ Motivation?Motivation and Goal OrientationsLearned HelplessnessTeacher Expectations and AchievementAnxiety and AchievementHow Can Teachers Increase Students’ Motivation to Learn?Intrinsic and Extrinsic MotivationEnhancing Intrinsic MotivationPrinciples for Providing Extrinsic Incentives to LearnUsing Praise EffectivelyTeaching Students to Praise Themselves11. Effective Learning EnvironmentsWhat Is an Effective Learning Environment?What Is the Impact of Time on Learning?Using Allocated Time for InstructionUsing Engaged Time EffectivelyOverdoing Time On TaskClassroom Management in the Student-Centered ClassroomWhat Practices Contribute to Effective Classroom Management?Starting Out the Year RightSetting Class RulesWhat Are Some Strategies for Managing Routine Misbehavior?The Principle of Least InterventionPreventionNonverbal CuesPraising Behavior That Is Incompatible with MisbehaviorPraising Other StudentsVerbal RemindersRepeated RemindersApplying ConsequencesHow Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?How Student Misbehavior Is MaintainedPrinciples of Applied Behavior AnalysisApplied Behavior Analysis ProgramsEthics of Behavioral MethodsHow Can Serious Behavior Problems Be Prevented?Preventive ProgramsIdentifying Causes of MisbehaviorEnforcing Rules and PracticesEnforcing School AttendancePracticing InterventionRequesting Family InvolvementUsing Peer MediationConfronting BullyingJudiciously Applying Consequences12. Learners with ExceptionalitiesWho Are Learners with Exceptionalities?“People-First” LanguageTypes of Exceptionalities and the Numbers of Students ServedStudents with Intellectual DisabilitiesStudents with Learning DisabilitiesStudents with Attention Deficit Hyperactivity DisorderStudents with Speech or Language ImpairmentsStudents with Emotional and Behavioral DisordersStudents with Autism Spectrum DisorderStudents with Sensory, Physical, and Health ImpairmentsStudents Who Are Gifted and TalentedWhat Is Special Education?Public Law 94-142 and IDEAAn Array of Special-Education ServicesWhat Is Response to Intervention?Tier 1: PreventionTier 2: Immediate InterventionTier 3: Intensive InterventionWhat Is Inclusion?Research on InclusionWhat Are Effective Strategies for Students with Disabilities in General Education?Adapting InstructionTeaching Learning Strategies and Metacognitive AwarenessPrevention and Early InterventionTutoring and Small-Group Interventions for Struggling ReadersComputers and Students with DisabilitiesBuddy Systems and Peer TutoringSpecial-Education TeamsSocial Integration of Students with Disabilities13. Assessing Student LearningWhat Are Instructional Objectives and How Are They Used?Planning Lesson ObjectivesAligning Objectives and AssessmentUsing Taxonomies of Instructional ObjectivesResearch on Instructional ObjectivesWhy Is Evaluation Important?Evaluation as FeedbackEvaluation as InformationEvaluation as IncentiveHow Is Student Learning Evaluated?Formative and Summative EvaluationsNorm-Referenced and Criterion-Referenced EvaluationsMatching Evaluation Strategies with GoalsHow Are Tests Constructed?Principles of Achievement TestingUsing a Table of SpecificationsWriting Selected-Response Test ItemsWriting Constructed-Response ItemsWriting and Evaluating Essay TestsWriting and Evaluating Problem-Solving ItemsWhat Are Authentic, Portfolio, and Performance Assessments?Portfolio AssessmentPerformance AssessmentEffectiveness of Performance AssessmentsScoring Rubrics for Performance AssessmentsAssessment Through Digital Games and SimulationsHow Are Grades Determined?Establishing Grading CriteriaAssigning Letter GradesPerformance GradingOther Alternative Grading SystemsAssigning Report Card Grades14. Standardized Tests and AccountabilityWhat Are Standardized Tests and How Are They Used?Selection and PlacementDiagnosisEvaluation and AccountabilitySchool ImprovementWhat Types of Standardized Tests Are Given?Aptitude TestsNorm-Referenced Achievement TestsCriterion-Referenced Achievement TestsStandard SettingHow Are Standardized Tests Interpreted?Percentile ScoresGrade-Equivalent ScoresStandard ScoresWhat Are Some Issues Concerning Standardized and Classroom Testing?Test ValidityTest ReliabilityTest BiasComputerized Test AdministrationTesting Accommodations for Students with DisabilitiesTesting Accommodations for English LearnersHow Are Educators Held Accountable for Student Achievement?Every Student Succeeds Act (ESSA)Common Core State StandardsEvidence-Based ReformHow Can You Use Data to Inform Your Teaching?Benchmark AssessmentsData-Driven ReformValue-Added Assessment Systems