Instructor Resource Index

	Educational Psychology: Effective Teaching, Effective Learning by Elliott, Kratochwill, Littlefield Cook & Travers
	Instructor Resource Index

Word(s) starting with C

calculated: Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3

callouts: The Dos and Don’ts of Effective - The Dos and Don’ts of Effective Questioning Table 8.3; The Dos and Don’ts of Effective - The Dos and Don’ts of Effective Questioning Table 8.3

cambridge: Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

campione: Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

candy: Categories of Reinforcers - Categories of Reinforcers Table 6.1; Categories of Reinforcers - Categories of Reinforcers Table 6.1

capacities: Highlights of Special Education - Highlights of Special Education Legislation; Highlights of Special Education - Highlights of Special Education Legislation

capacity: Effective Education for Vulnerable - Effective Education for Vulnerable Children; Effective Education for Vulnerable - Effective Education for Vulnerable Children

capital: Spelling: Scoring Criteria and Standards - Spelling: Scoring Criteria and Standards Figure 11.3; Spelling: Scoring Criteria and Standards - Spelling: Scoring Criteria and Standards Figure 11.3

capitalization: PPT Slide -; PPT Slide - PPT Slide

capitals: Activities - ACTIVITIES

cards: Types of Play - Types of Play Table 3.2; Types of Play - Types of Play Table 3.2

career: The Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6; The Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6

carrera: Other Resources - OTHER RESOURCES

carroll: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE

carroll's: Activities - ACTIVITIES

casas: Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding

case-by-case: Chapter Outline - CHAPTER OUTLINE

categories: Activities - ACTIVITIES; Categories of Reinforcers - TITLE tag; Categories of Reinforcers - TITLE tag; Chapter 6: Behavioral Psychology and Learning - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS

categorize: Activities - ACTIVITIES

categorizing: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

category: Categories of Reinforcers - Categories of Reinforcers Table 6.1; Categories of Reinforcers - Categories of Reinforcers Table 6.1; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS

causality: Key Terms - KEY TERMS

causes: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Objectives - OBJECTIVES FOR CHAPTER 4:; Objectives - OBJECTIVES FOR CHAPTER 9:; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

cd-rom: Chapter Outline - CHAPTER OUTLINE

centering: Key Terms - KEY TERMS

central: Activities - ACTIVITIES; Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS; Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Six Central Tenants of Constructivism - TITLE tag; Six Central Tenants of Constructivism - TITLE tag

cerebral: Key Terms - KEY TERMS

cfu: Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1

character: Other Resources - OTHER RESOURCES; Types of Play - Types of Play Table 3.2; Types of Play - Types of Play Table 3.2

characteristic: Activities - ACTIVITIES; Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3; Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3; Observed Gender Differences - Observed Gender Differences Table 4.4; Observed Gender Differences - Observed Gender Differences Table 4.4

characterize: Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

characterizes: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

charge: Activities - ACTIVITIES; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

charts: The Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6; The Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6

cheat: Other Resources - OTHER RESOURCES

check: Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1

checking: Engaged Checklist - Engaged Checklist Figure 10.4; Engaged Checklist - Engaged Checklist Figure 10.4; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1

checklist: Activities - ACTIVITIES; Chapter 10: Classroom Management: Creating Effective Learning Environments - Table of Contents; Engaged Checklist - TITLE tag; Engaged Checklist - TITLE tag

checks: Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; The Regular Education Teachers’ Part in - The Regular Education Teachers’ Part in Special Education Table 5.11; The Regular Education Teachers’ Part in - The Regular Education Teachers’ Part in Special Education Table 5.11

chemistry: Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1

chicago: Norm-Referenced and Criterion- - Norm-Referenced and Criterion- Referenced Test Scores Figure 12.1; Norm-Referenced and Criterion- - Norm-Referenced and Criterion- Referenced Test Scores Figure 12.1

child: Chapter Outline - CHAPTER OUTLINE; Effective Education for Vulnerable - Effective Education for Vulnerable Children; Effective Education for Vulnerable - Effective Education for Vulnerable Children; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Differences Between Piaget and Vygotsky - Key Differences Between Piaget and Vygotsky Table 2.5; Key Differences Between Piaget and Vygotsky - Key Differences Between Piaget and Vygotsky Table 2.5; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

child's: Essay Questions - ESSAY QUESTIONS; Key Differences Between Piaget and Vygotsky - Key Differences Between Piaget and Vygotsky Table 2.5; Key Differences Between Piaget and Vygotsky - Key Differences Between Piaget and Vygotsky Table 2.5; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

childhood: Chapter Outline - CHAPTER OUTLINE; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Other Resources - OTHER RESOURCES

childrearing: Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2

choice: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7

chromosomal: Key Terms - KEY TERMS

chronological: Activities - ACTIVITIES

circles: Activities - ACTIVITIES; Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; Gestalt Circles - TITLE tag; Gestalt Circles - TITLE tag

circumstances: Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3; The Regular Education Teachers’ Part in - The Regular Education Teachers’ Part in Special Education Table 5.11; The Regular Education Teachers’ Part in - The Regular Education Teachers’ Part in Special Education Table 5.11

civil: Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

clarification: The Scientific Model - The Scientific Model Figure A.1; The Scientific Model - The Scientific Model Figure A.1

clarke-stewart: Other Resources - OTHER RESOURCES

classes: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

classical: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 6:

classification: Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS; Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued); Piaget on Language and Thought - Piaget on Language and Thought Table 2.4; Piaget on Language and Thought - Piaget on Language and Thought Table 2.4; The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3

classify: Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3; Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

classifying: Objectives - OBJECTIVES FOR CHAPTER 5:

classmates: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

cleavage: Key Terms - KEY TERMS

clements: Other Resources - OTHER RESOURCES

cliffs: Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7; Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

climbing: Other Resources - OTHER RESOURCES

clinical: Key Terms - KEY TERMS

clinton: Activities - ACTIVITIES

closings: Components of Academic Learning Time - Components of Academic Learning Time Figure 13.1; Components of Academic Learning Time - Components of Academic Learning Time Figure 13.1

clumsiness: Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3

coalition: Other Resources - OTHER RESOURCES

cobb: Six Central Tenants of Constructivism - Six Central Tenants of Constructivism; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism

code: Chapter Outline - CHAPTER OUTLINE; PPT Slide -; PPT Slide - PPT Slide

coded: Chapter Outline - CHAPTER OUTLINE

coding: Four Learning Strategies - Four Learning Strategies; Four Learning Strategies - Four Learning Strategies; Key Terms - KEY TERMS

coefficient: Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2

cognition: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Objectives - OBJECTIVES FOR CHAPTER 7:; Other Resources - OTHER RESOURCES; Tharp’s Four Variables - Tharp’s Four Variables; Tharp’s Four Variables - Tharp’s Four Variables

cognitive-developmental: Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; PPT Slide -; PPT Slide - PPT Slide

coherence: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7

coherent: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7

cole: Chapter Outline - CHAPTER OUTLINE; Other Resources - OTHER RESOURCES

collaboration: Chapter Outline - CHAPTER OUTLINE

collaboratively: Some Differences Between Traditional and - Some Differences Between Traditional and Constructivist Classrooms Table 7.2; Some Differences Between Traditional and - Some Differences Between Traditional and Constructivist Classrooms Table 7.2

collecting: Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2; The Scientific Model - The Scientific Model Figure A.1; The Scientific Model - The Scientific Model Figure A.1

college: Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

columbus: Other Resources - OTHER RESOURCES

combating: Activities - ACTIVITIES

comer: Key Terms - KEY TERMS

commercially: Chapter Outline - CHAPTER OUTLINE

communicate: Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching; Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching

communicating: Chapter Outline - CHAPTER OUTLINE

communication: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Five Themes in Educational - Five Themes in Educational Psychology; Objectives - Five Themes in Educational Psychology; PPT Slide -; PPT Slide - PPT Slide

communications: Sequence of Information Processing - Sequence of Information Processing Figure 7.1; Sequence of Information Processing - Sequence of Information Processing Figure 7.1

communities: Chapter Outline - CHAPTER OUTLINE; Other Resources - OTHER RESOURCES

community: Chapter Outline - CHAPTER OUTLINE; Effective Education for Vulnerable - Effective Education for Vulnerable Children; Effective Education for Vulnerable - Effective Education for Vulnerable Children; Questions for Teachers about - Questions for Teachers about Mainstreaming; Questions for Teachers about - Questions for Teachers about Mainstreaming

companions: Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3

company: Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Norm-Referenced and Criterion- - Norm-Referenced and Criterion- Referenced Test Scores Figure 12.1; Norm-Referenced and Criterion- - Norm-Referenced and Criterion- Referenced Test Scores Figure 12.1

comparative: Chapter Outline - CHAPTER OUTLINE; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued)

compare: Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 1:; Objectives - OBJECTIVES FOR CHAPTER 7:; Objectives - OBJECTIVES FOR CHAPTER 8:

compared: Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued)

compares: PPT Slide -; PPT Slide - PPT Slide

comparison: Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods - Table of Contents; Chapter 12: Standardized Tests and Behavior Rating Scales - Table of Contents; Comparison of Teacher-Constructed and - TITLE tag; Comparison of Teacher-Constructed and - TITLE tag; Comparison of Various Types of - TITLE tag; Comparison of Various Types of - TITLE tag; PPT Slide -; PPT Slide -; PPT Slide - PPT Slide; PPT Slide - PPT Slide

comparisons: Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1

compatibility: Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS

competence: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3

competencies: Chapter Outline - CHAPTER OUTLINE

competition: Observed Gender Differences - Observed Gender Differences Table 4.4; Observed Gender Differences - Observed Gender Differences Table 4.4

competitive: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

complain: Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

completed: Chapter Outline - CHAPTER OUTLINE; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued); Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

completing: Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3; Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3

completion: Categories of Reinforcers - Categories of Reinforcers Table 6.1; Categories of Reinforcers - Categories of Reinforcers Table 6.1

components: Chapter 13: Effective Teaching Strategies and the Design of Instruction - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Components of Academic Learning Time - TITLE tag; Components of Academic Learning Time - TITLE tag; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 6:

compose: Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7

comprehension: Chapter Outline - CHAPTER OUTLINE

comprehension—understanding: Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

compromise: The Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6; The Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6

computer: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1

computer-assisted: Objectives - OBJECTIVES FOR CHAPTER 6:

computers: Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1

concentration: Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3

concept: Activities - ACTIVITIES; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Vygotsky’s Theory-Basics - Vygotsky’s Theory-Basics; Vygotsky’s Theory-Basics - Vygotsky’s Theory-Basics

concepts: Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Objectives - OBJECTIVES FOR CHAPTER 6:; PPT Slide -; PPT Slide - PPT Slide

concluding: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Chapter Outline - CHAPTER OUTLINE

conclusion: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7

conclusions: Chapter Outline - CHAPTER OUTLINE

concrete: Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; Piaget on Language and Thought - Piaget on Language and Thought Table 2.4; Piaget on Language and Thought - Piaget on Language and Thought Table 2.4; Piaget’s Cognitive Periods and - Piaget’s Cognitive Periods and Approximate Ages Table 2.2; Piaget’s Cognitive Periods and - Piaget’s Cognitive Periods and Approximate Ages Table 2.2

condition: Chapter Outline - CHAPTER OUTLINE

condition’s: The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3

conditioned: Key Terms - KEY TERMS

conditioning: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Instructional Theories - Instructional Theories Table 13.8; Instructional Theories - Instructional Theories Table 13.8; Key Terms - KEY TERMS; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Objectives - OBJECTIVES FOR CHAPTER 6:

conditions: Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8; PPT Slide -; PPT Slide - PPT Slide

confederacy: Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

confidence: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

conflict: Activities - ACTIVITIES; PPT Slide -; PPT Slide - PPT Slide

conform: Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4

connected: Chapter Outline - CHAPTER OUTLINE; Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5; Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5

connecting: Activities - ACTIVITIES

connection: Chapter Outline - CHAPTER OUTLINE

connection's: Chapter Outline - CHAPTER OUTLINE

connectionism: Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS

connections: Chapter Outline - CHAPTER OUTLINE

conscience: PPT Slide -; PPT Slide - PPT Slide

consequences: Activities - ACTIVITIES; Activities - ACTIVITIES

consequently: Chapter Outline - CHAPTER OUTLINE

conservation: Key Terms - KEY TERMS; Piaget on Language and Thought - Piaget on Language and Thought Table 2.4; Piaget on Language and Thought - Piaget on Language and Thought Table 2.4

conserve: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

consideration: Activities - ACTIVITIES

considerations: Essay Questions - ESSAY QUESTIONS; The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3

construct: Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 7:; Other Resources - OTHER RESOURCES

constructed: Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; PPT Slide -; PPT Slide - PPT Slide; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism

constructing: Types of Play - Types of Play Table 3.2; Types of Play - Types of Play Table 3.2

construction: Activities - Chapter 7: Cognitive Psychology and the Construction of Knowledge; Chapter 7: Cognitive Psychology and the Construction of Knowledge - TITLE tag; Chapter 7: Cognitive Psychology and the Construction of Knowledge - TITLE tag; Chapter Outline - Chapter 7: Cognitive Psychology and the Construction of Knowledge; Chapter Outline - CHAPTER OUTLINE; Educational Psychology: Effective Teaching, Effective Learning -; Essay Questions - Chapter 7: Cognitive Psychology and the Construction of Knowledge; For Further Class Discussion - Chapter 7: Cognitive Psychology and the Construction of Knowledge; Key Terms - Chapter 7: Cognitive Psychology and the Construction of Knowledge; Objectives - Chapter 7: Cognitive Psychology and the Construction of Knowledge; Other Resources - Chapter 7: Cognitive Psychology and the Construction of Knowledge; PowerPoint Slideshow - Chapter 7: Cognitive Psychology and the Construction of Knowledge; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism

constructions: Six Central Tenants of Constructivism - Six Central Tenants of Constructivism; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism

constructive: Other Resources - OTHER RESOURCES; Types of Play - Types of Play Table 3.2; Types of Play - Types of Play Table 3.2

constructivism: Activities - ACTIVITIES; Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS; Key Terms - KEY TERMS; Key Terms - KEY TERMS; Other Resources - OTHER RESOURCES; Six Central Tenants of Constructivism - TITLE tag; Six Central Tenants of Constructivism - TITLE tag

constructivist: Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Other Resources - OTHER RESOURCES; Some Differences Between Traditional and - Some Differences Between Traditional and Constructivist Classrooms Table 7.2; Some Differences Between Traditional and - Some Differences Between Traditional and Constructivist Classrooms Table 7.2

constructivists: Six Central Tenants of Constructivism - Six Central Tenants of Constructivism; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism

constructs: Key Differences Between Piaget and Vygotsky - Key Differences Between Piaget and Vygotsky Table 2.5; Key Differences Between Piaget and Vygotsky - Key Differences Between Piaget and Vygotsky Table 2.5

contemporary: Chapter Outline - CHAPTER OUTLINE; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3

content-oriented: Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1

context: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Five Key Features of Cognitive Science - Five Key Features of Cognitive Science Table 7.1; Four Learning Strategies - Four Learning Strategies; Four Learning Strategies - Four Learning Strategies; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

contexts: Chapter Outline - CHAPTER OUTLINE; PPT Slide -; PPT Slide - PPT Slide

contextualism: Key Terms - KEY TERMS

contextualized: Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS

contingencies: Chapter Outline - CHAPTER OUTLINE

contingency: Chapter 6: Behavioral Psychology and Learning - Table of Contents; Contingency of Reinforcement - TITLE tag; Contingency of Reinforcement - TITLE tag; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS

contracting: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS

contractually: PPT Slide -; PPT Slide - PPT Slide

contradict: Activities - ACTIVITIES

contrast: Activities - ACTIVITIES; Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS; Objectives - OBJECTIVES FOR CHAPTER 5:; Objectives - OBJECTIVES FOR CHAPTER 7:; Objectives - OBJECTIVES FOR CHAPTER 8:; Objectives - OBJECTIVES FOR CHAPTER 9:

contribute: Activities - ACTIVITIES; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 1:

contributed: Engaged Checklist - Engaged Checklist Figure 10.4; Engaged Checklist - Engaged Checklist Figure 10.4

contributing: Chapter 3: Psychosocial and Moral Development - Table of Contents; Factors Contributing to a Sense of Self - TITLE tag; Factors Contributing to a Sense of Self - TITLE tag

contribution: Essay Questions - ESSAY QUESTIONS

contributions: Chapter Outline - CHAPTER OUTLINE; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

control: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Key Terms - KEY TERMS; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Objectives - OBJECTIVES FOR CHAPTER 10:; Other Resources - OTHER RESOURCES; Seven Factors Affecting Motivation - Seven Factors Affecting Motivation; Seven Factors Affecting Motivation - Seven Factors Affecting Motivation

controlled: Engaged Checklist - Engaged Checklist Figure 10.4; Engaged Checklist - Engaged Checklist Figure 10.4; Instructional Theories - Instructional Theories Table 13.8; Instructional Theories - Instructional Theories Table 13.8; Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7; Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7

controversial: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

conventional: Key Terms - KEY TERMS; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4

convergent: Key Terms - KEY TERMS; The Dos and Don’ts of Effective - The Dos and Don’ts of Effective Questioning Table 8.3; The Dos and Don’ts of Effective - The Dos and Don’ts of Effective Questioning Table 8.3

conversation: Chapter Outline - CHAPTER OUTLINE

cooperation: Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7; Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7

cooperative: Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS

cooperativeness: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

coordination: Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Factors Contributing to a Sense of Self - Factors Contributing to a Sense of Self Table 3.5; Factors Contributing to a Sense of Self - Factors Contributing to a Sense of Self Table 3.5

coordinator: Activities - ACTIVITIES

core: Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding

correctives: PPT Slide -; PPT Slide - PPT Slide

correctness: Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; PPT Slide -; PPT Slide - PPT Slide

correlated: Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2

correlation: Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2

correlational: Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2

corroborate: Activities - ACTIVITIES

cost: Alberto and Troutman’s Four Levels of - Alberto and Troutman’s Four Levels of Punishment; Alberto and Troutman’s Four Levels of - Alberto and Troutman’s Four Levels of Punishment; Key Terms - KEY TERMS

costa: Chapter Outline - CHAPTER OUTLINE; Other Resources - OTHER RESOURCES

costa's: Essay Questions - ESSAY QUESTIONS; Objectives - OBJECTIVES FOR CHAPTER 8:

costs: Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

council: Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; PPT Slide -; PPT Slide -; PPT Slide - PPT Slide; PPT Slide - PPT Slide

count: Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7; Comparison of Various Types of - Comparison of Various Types of Assessment Table 11.7

county: Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; PPT Slide -; PPT Slide - PPT Slide

course: Activities - ACTIVITIES; Activities - ACTIVITIES; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

create: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE

creates: Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1

creative: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 8:

creativeness: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

creativity: Activities - ACTIVITIES; Chapter 8: Thinking Skills and Problem-Solving Strategies - Table of Contents; Common Characteristics of Creativity - TITLE tag; Common Characteristics of Creativity - TITLE tag; Objectives - OBJECTIVES FOR CHAPTER 8:

crime: Activities - ACTIVITIES

crisis: Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Key Terms - KEY TERMS

criteria: Activities - ACTIVITIES; Analytic Scoring Criteria for a Written - TITLE tag; Analytic Scoring Criteria for a Written - TITLE tag; Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Objectives - OBJECTIVES FOR CHAPTER 12:; PPT Slide -; PPT Slide -; PPT Slide -; PPT Slide - PPT Slide; PPT Slide - PPT Slide; PPT Slide - PPT Slide; Spelling: Scoring Criteria and Standards - TITLE tag; Spelling: Scoring Criteria and Standards - TITLE tag; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

criterion: Chapter 12: Standardized Tests and Behavior Rating Scales - Table of Contents; Norm-Referenced and Criterion- - TITLE tag; Norm-Referenced and Criterion- - TITLE tag

criterion-referenced: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Key Terms - KEY TERMS

criterion-related: Key Terms - KEY TERMS

criticism: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

criticisms: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Other Resources - OTHER RESOURCES

criticize: Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

critique: Activities - ACTIVITIES

cruickshank: The Dos and Don’ts of Effective - The Dos and Don’ts of Effective Questioning Table 8.3; The Dos and Don’ts of Effective - The Dos and Don’ts of Effective Questioning Table 8.3

cues: Key Terms - KEY TERMS

cultural: Activities - ACTIVITIES; Chapter 4: Diversity in the Classroom: Culture, Class, and Gender - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Levels of Cultural Understanding - TITLE tag; Levels of Cultural Understanding - TITLE tag; Objectives - OBJECTIVES FOR CHAPTER 4:

culturally: Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS

culture: Activities - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; Chapter 4: Diversity in the Classroom: Culture, Class, and Gender - TITLE tag; Chapter 4: Diversity in the Classroom: Culture, Class, and Gender - TITLE tag; Chapter Outline - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; Chapter Outline - CHAPTER OUTLINE; Educational Psychology: Effective Teaching, Effective Learning -; Essay Questions - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding; Objectives - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; Objectives - OBJECTIVES FOR CHAPTER 2:; Other Resources - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; Other Resources - OTHER RESOURCES; PowerPoint Slideshow - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender

cultures: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS

curiosity: Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS; Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8; Seven Factors Affecting Motivation - Seven Factors Affecting Motivation; Seven Factors Affecting Motivation - Seven Factors Affecting Motivation

curricula: Chapter Outline - CHAPTER OUTLINE

curriculum: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 4:; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

curriculum-relevant: Chapter Outline - CHAPTER OUTLINE

cursive: Spelling: Scoring Criteria and Standards - Spelling: Scoring Criteria and Standards Figure 11.3; Spelling: Scoring Criteria and Standards - Spelling: Scoring Criteria and Standards Figure 11.3

curve: Key Terms - KEY TERMS

cycle: Objectives - OBJECTIVES FOR CHAPTER 4:

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