Instructor Resource Index

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

Word(s) starting with P

pace: Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1

pacific: Other Resources - OTHER RESOURCES

painting: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

pair: Activities - ACTIVITIES; Activities - ACTIVITIES

paper-and-pencil: Chapter Outline - CHAPTER OUTLINE

papers: Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1

paradigms: Other Resources - OTHER RESOURCES

paragraph: 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

parent: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

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

parenting: The Impact of Homelessness on - The Impact of Homelessness on Development; The Impact of Homelessness on - The Impact of Homelessness on Development

parents: 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; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2; 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; 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; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

parents’: Highlights of Special Education - Highlights of Special Education Legislation; Highlights of Special Education - Highlights of Special Education Legislation; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

park: Other Resources - OTHER RESOURCES

participate: Essay Questions - ESSAY QUESTIONS; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; 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

participated: Activities - ACTIVITIES

participation: Effective Education for Vulnerable - Effective Education for Vulnerable Children; Effective Education for Vulnerable - Effective Education for Vulnerable Children; Objectives - OBJECTIVES FOR CHAPTER 4:; PPT Slide -; PPT Slide - PPT Slide

particularly: Activities - ACTIVITIES; Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS

partner: Activities - ACTIVITIES

partners: 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

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

pass: Chapter Outline - CHAPTER OUTLINE; Objectives - OBJECTIVES FOR CHAPTER 2:

passage: Activities - ACTIVITIES; Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE

passive: 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

path: Objectives - OBJECTIVES FOR CHAPTER 2:

pattern: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE

patterns: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

paul: Other Resources - OTHER RESOURCES

pause: 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

pauses: 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

pauson: Other Resources - OTHER RESOURCES

pavlov's: Chapter Outline - CHAPTER OUTLINE

pay: 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

pdp: Other Resources - OTHER RESOURCES

peers: Development and Aggression - Development and Aggression Table 10.4; Development and Aggression - Development and Aggression Table 10.4; 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

perceive: Activities - ACTIVITIES; Teaching for Transfer - Teaching for Transfer; Teaching for Transfer - Teaching for Transfer

perceived: 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

percent: Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; PPT Slide -; PPT Slide - PPT Slide

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

percentiles: Key Terms - KEY TERMS

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

perceptual: Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; 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; Perceptual Principles - TITLE tag; Perceptual Principles - TITLE tag

performances: Chapter Outline - CHAPTER OUTLINE; 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

performing: 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

period: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2; 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

period-birth: 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

period-over: 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

periods: Chapter 2: Cognitive and Language Development - Table of Contents; Piaget’s Cognitive Periods and - TITLE tag; Piaget’s Cognitive Periods and - TITLE tag

permanence: Key Terms - KEY TERMS; Other Resources - OTHER RESOURCES

permanent: Chapter Outline - CHAPTER OUTLINE

permits: Chapter Outline - CHAPTER OUTLINE

perseverance: Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5; Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3

persistence: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

person: Activities - ACTIVITIES; Activities - ACTIVITIES; Efficacy and Outcome Expectations - Efficacy and Outcome Expectations Figure 9.4; Efficacy and Outcome Expectations - Efficacy and Outcome Expectations Figure 9.4; 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

personality: Maslow’s Hierarchy - Maslow’s Hierarchy Figure 9.1; Maslow’s Hierarchy - Maslow’s Hierarchy Figure 9.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1

personalized: Key Terms - KEY TERMS

personnel: Effective Education for Vulnerable - Effective Education for Vulnerable Children; Effective Education for Vulnerable - Effective Education for Vulnerable Children; 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; Questions for Teachers about - Questions for Teachers about Mainstreaming; Questions for Teachers about - Questions for Teachers about Mainstreaming

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

perspectives: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

persuasion: Four Sources for Self-Efficacy - Four Sources for Self-Efficacy; Four Sources for Self-Efficacy - Four Sources for Self-Efficacy

pet: Activities - ACTIVITIES

pharmacotherapy: Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

phi: Other Resources - OTHER RESOURCES

philadelphia: Other Resources - OTHER RESOURCES

philosophical: 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

phonemes: Key Terms - KEY TERMS

phonology: Key Terms - KEY TERMS

physical: Chapter Outline - CHAPTER OUTLINE; Development and Aggression - Development and Aggression Table 10.4; Development and Aggression - Development and Aggression Table 10.4; 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; Observed Gender Differences - Observed Gender Differences Table 4.4; Observed Gender Differences - Observed Gender Differences Table 4.4; The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

physically: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

physician: Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

physicians: 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

physiological: Four Sources for Self-Efficacy - Four Sources for Self-Efficacy; Four Sources for Self-Efficacy - Four Sources for Self-Efficacy

piaget: Chapter 2: Cognitive and Language Development - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Key Differences Between Piaget and Vygotsky - TITLE tag; Key Differences Between Piaget and Vygotsky - TITLE tag; Objectives - OBJECTIVES FOR CHAPTER 2:; Piaget on Language and Thought - TITLE tag; Piaget on Language and Thought - TITLE tag

piaget’s: Chapter 2: Cognitive and Language Development - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 2:; Piaget’s Cognitive Periods and - TITLE tag; Piaget’s Cognitive Periods and - TITLE tag

piagetian: Activities - ACTIVITIES

picture: Essay Questions - ESSAY QUESTIONS; Types of Play - Types of Play Table 3.2; Types of Play - Types of Play Table 3.2

pierce: Other Resources - OTHER RESOURCES

pifs': Objectives - OBJECTIVES FOR CHAPTER 8:

pintrich: Other Resources - OTHER RESOURCES

pipher: Other Resources - OTHER RESOURCES

pl: Key Terms - KEY TERMS

place: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; Other Resources - OTHER RESOURCES

placement: Highlights of Special Education - Highlights of Special Education Legislation; Highlights of Special Education - Highlights of Special Education Legislation; PPT Slide -; PPT Slide - PPT Slide; The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3

placing: Activities - ACTIVITIES

plan: Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; 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; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 11:; 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; The DUPE Model - The DUPE Model Figure 8.2; The DUPE Model - The DUPE Model Figure 8.2; The Scientific Model - The Scientific Model Figure A.1; The Scientific Model - The Scientific Model Figure A.1

planning: Activities - ACTIVITIES; Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Questions for Teachers about - Questions for Teachers about Mainstreaming; Questions for Teachers about - Questions for Teachers about Mainstreaming

plans: 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

plasticity: Key Terms - KEY TERMS

playground: Activities - ACTIVITIES

plays: Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3; Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3; Objectives - OBJECTIVES FOR CHAPTER 7:; Objectives - OBJECTIVES FOR CHAPTER 9:

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

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

plenum: Other Resources - OTHER RESOURCES

points: Activities - ACTIVITIES; Categories of Reinforcers - Categories of Reinforcers Table 6.1; Categories of Reinforcers - Categories of Reinforcers Table 6.1; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; Objectives - OBJECTIVES FOR CHAPTER 2:; 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

popular: Essay Questions - ESSAY QUESTIONS; Objectives - OBJECTIVES FOR CHAPTER 12:

population: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

populations: Activities - ACTIVITIES

portfolio: Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 11:; 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

portfolios: Portfolios - TITLE tag; Portfolios - TITLE tag

portraits: Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

positive: Activities - ACTIVITIES; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching; Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS; Essay Questions - ESSAY QUESTIONS; Key Terms - KEY TERMS; Key Terms - KEY TERMS; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued); Objectives - OBJECTIVES FOR CHAPTER 3:; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3

possession: Development and Aggression - Development and Aggression Table 10.4; Development and Aggression - Development and Aggression Table 10.4

possibility: Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3; Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3; Teaching for Transfer - Teaching for Transfer; Teaching for Transfer - Teaching for Transfer

postconventional: Key Terms - KEY TERMS; PPT Slide -; PPT Slide - PPT Slide

postreferral: PPT Slide -; PPT Slide - PPT Slide

potential: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Objectives - OBJECTIVES FOR CHAPTER 4:; Objectives - OBJECTIVES FOR CHAPTER 9:; PPT Slide -; PPT Slide - PPT Slide

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

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

poverty: Chapter Outline - CHAPTER OUTLINE; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 4:

practical: Other Resources - OTHER RESOURCES

practices: Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; 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; Essay Questions - ESSAY QUESTIONS

practicing: Activities - ACTIVITIES

pragmatics: Key Terms - KEY TERMS

praise: Categories of Reinforcers - Categories of Reinforcers Table 6.1; Categories of Reinforcers - Categories of Reinforcers Table 6.1; Chapter Outline - CHAPTER OUTLINE; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Key Terms - KEY TERMS; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued); Objectives - OBJECTIVES FOR CHAPTER 13:; PPT Slide -; PPT Slide - PPT Slide

praised: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

praises: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

preconditions: Chapter Outline - CHAPTER OUTLINE

preconventional: 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

predetermined: 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

preintellectual: 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; Key Terms - KEY TERMS; Vygotsky and Stages of Language -; Vygotsky and Stages of Language - Vygotsky and Stages of Language Development

prejudice: Activities - ACTIVITIES

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

premature: Activities - ACTIVITIES

prentice: Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

prentice-hall: 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

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

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

preparation: PPT Slide -; PPT Slide - PPT Slide

prepare: Activities - ACTIVITIES; Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS

preparing: Essay Questions - ESSAY QUESTIONS

prereferral: Chapter Outline - CHAPTER OUTLINE; 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

prerequisite: Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; Instructional Theories - Instructional Theories Table 13.8; Instructional Theories - Instructional Theories Table 13.8

preschool: 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; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued)

present: Activities - ACTIVITIES; Activities - ACTIVITIES; 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

presentation: Activities - ACTIVITIES; Chapter 1: An Introduction: Educational Psychology and Effective Teaching Interactions - Table of Contents; Chapter 10: Classroom Management: Creating Effective Learning Environments - Table of Contents; Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods - Table of Contents; Chapter 12: Standardized Tests and Behavior Rating Scales - Table of Contents; Chapter 13: Effective Teaching Strategies and the Design of Instruction - Table of Contents; Chapter 2: Cognitive and Language Development - Table of Contents; Chapter 3: Psychosocial and Moral Development - Table of Contents; Chapter 4: Diversity in the Classroom: Culture, Class, and Gender - Table of Contents; Chapter 5: Exceptional Students - Table of Contents; Chapter 6: Behavioral Psychology and Learning - Table of Contents; Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; Chapter 8: Thinking Skills and Problem-Solving Strategies - Table of Contents; Chapter 9: Motivation and Student Learning - Table of Contents; Instructional Functions - Instructional Functions Table 13.1; Instructional Functions - Instructional Functions Table 13.1; PPT Slide -; PPT Slide - PPT Slide; The Scientific Model Figure A.1 - Table of Contents

presenting: For Further Class Discussion - FOR FURTHER CLASS DISCUSSION

presents: Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Essay Questions - ESSAY QUESTIONS

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

presidents: Activities - ACTIVITIES

pretend: Activities - ACTIVITIES; Essay Questions - ESSAY QUESTIONS

pretested: 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

primary: Categories of Reinforcers - Categories of Reinforcers Table 6.1; Categories of Reinforcers - Categories of Reinforcers Table 6.1; 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; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; 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

primer: Other Resources - OTHER RESOURCES

princeton: Other Resources - OTHER RESOURCES

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

principles: Activities - ACTIVITIES; Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; Objectives - OBJECTIVES FOR CHAPTER 6:; Perceptual Principles - TITLE tag; Perceptual Principles - TITLE tag

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

pro: Activities - ACTIVITIES; PPT Slide -; PPT Slide -; PPT Slide - PPT Slide; PPT Slide - PPT Slide

proactive: Essay Questions - ESSAY QUESTIONS; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 10:

problem-solver: Activities - ACTIVITIES

problem-solving: Activities - Chapter 8: Thinking Skills and Problem-Solving Strategies; Chapter 8: Thinking Skills and Problem-Solving Strategies - TITLE tag; Chapter 8: Thinking Skills and Problem-Solving Strategies - TITLE tag; Chapter Outline - Chapter 8: Thinking Skills and Problem-Solving Strategies; Chapter Outline - CHAPTER OUTLINE; Educational Psychology: Effective Teaching, Effective Learning -; Essay Questions - Chapter 8: Thinking Skills and Problem-Solving Strategies; For Further Class Discussion - Chapter 8: Thinking Skills and Problem-Solving Strategies; Key Terms - Chapter 8: Thinking Skills and Problem-Solving Strategies; Objectives - Chapter 8: Thinking Skills and Problem-Solving Strategies; Other Resources - Chapter 8: Thinking Skills and Problem-Solving Strategies; PowerPoint Slideshow - Chapter 8: Thinking Skills and Problem-Solving Strategies

procedure: Activities - ACTIVITIES; 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; The Scientific Model - The Scientific Model Figure A.1; The Scientific Model - The Scientific Model Figure A.1

procedures: 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; 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; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; PPT Slide -; PPT Slide - PPT Slide

process-oriented: Other Resources - OTHER RESOURCES

processfigure: Chapter 5: Exceptional Students - Table of Contents

processing: Chapter 7: Cognitive Psychology and the Construction of Knowledge - Table of Contents; 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; Instructional Theories - Instructional Theories Table 13.8; Instructional Theories - Instructional Theories Table 13.8; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 7:; Other Resources - OTHER RESOURCES; Sequence of Information Processing - TITLE tag; Sequence of Information Processing - TITLE tag

productive: Objectives - OBJECTIVES FOR CHAPTER 10:

products: Chapter Outline - CHAPTER OUTLINE

professionals: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE

proficiency: 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

profile: Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods - Table of Contents; Chapter 12: Standardized Tests and Behavior Rating Scales - Table of Contents; The Employability Skills Profile for - TITLE tag; The Employability Skills Profile for - TITLE tag; The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3

program: Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 11:

program's: Activities - ACTIVITIES

programmed: 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; Instructional Theories - Instructional Theories Table 13.8; Instructional Theories - Instructional Theories Table 13.8; Key Terms - KEY TERMS

programming: Activities - ACTIVITIES

programs: Activities - ACTIVITIES; Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 5:; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Questions for Teachers about - Questions for Teachers about Mainstreaming; Questions for Teachers about - Questions for Teachers about Mainstreaming

progress: Chapter Outline - CHAPTER OUTLINE; Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching; Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching; Objectives - OBJECTIVES FOR CHAPTER 5:

progresses: 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

projects: 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

properties: Activities - ACTIVITIES; Chapter Outline - CHAPTER OUTLINE

proportion: Chapter Outline - CHAPTER OUTLINE; 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

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

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

psi: Key Terms - KEY TERMS

psycholinguistics: Key Terms - KEY TERMS

psychological: 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; Other Resources - OTHER RESOURCES; PPT Slide -; PPT Slide - PPT Slide; The Impact of Homelessness on - The Impact of Homelessness on Development; The Impact of Homelessness on - The Impact of Homelessness on Development; The Three-Step Process - The Three-Step Process Figure 5.3; The Three-Step Process - The Three-Step Process Figure 5.3; Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

psychologically: Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding

psychologist: Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

psychologists: 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; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 7:

psychopathology: Dimensions of Behavior - Dimensions of Behavior Table 10.3; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Other Resources - OTHER RESOURCES

psychosis: Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

psychosocial: Activities - Chapter 3: Psychosocial and Moral Development; Chapter 3: Psychosocial and Moral Development - TITLE tag; Chapter 3: Psychosocial and Moral Development - TITLE tag; Chapter Outline - Chapter 3: Psychosocial and Moral Development; Educational Psychology: Effective Teaching, Effective Learning -; Erik Erikson’s Psychosocial Theory - TITLE tag; Erik Erikson’s Psychosocial Theory - TITLE tag; Essay Questions - Chapter 3: Psychosocial and Moral Development; 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; For Further Class Discussion - Chapter 3: Psychosocial and Moral Development; Key Terms - Chapter 3: Psychosocial and Moral Development; Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding; Objectives - Chapter 3: Psychosocial and Moral Development; Other Resources - Chapter 3: Psychosocial and Moral Development; PowerPoint Slideshow - Chapter 3: Psychosocial and Moral Development; Psychosocial Strengths and Teaching - TITLE tag; Psychosocial Strengths and Teaching - TITLE tag

psychosomatic: Working with ADHD Students - Working with ADHD Students; Working with ADHD Students - Working with ADHD Students

public: Chapter Outline - CHAPTER OUTLINE; Highlights of Special Education - Highlights of Special Education Legislation; Highlights of Special Education - Highlights of Special Education Legislation; Other Resources - OTHER RESOURCES

publisher: 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; 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; PPT Slide -; PPT Slide -; PPT Slide - PPT Slide; PPT Slide - PPT Slide

publishing: 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; 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

punctuation: PPT Slide -; PPT Slide - PPT Slide; 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

punishment: Activities - ACTIVITIES; 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; Chapter 6: Behavioral Psychology and Learning - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; 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 6:

pupils: Chapter Outline - CHAPTER OUTLINE

pushes: Chapter Outline - CHAPTER OUTLINE

putnam: Other Resources - OTHER RESOURCES

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

pytluk: Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding

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