Instructor Resource Index

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

Word(s) starting with V

va: Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES; Other Resources - OTHER RESOURCES

vague: Essay Questions - ESSAY QUESTIONS; PPT Slide -; PPT Slide - PPT Slide

valid: Activities - ACTIVITIES

validity: Essay Questions - ESSAY QUESTIONS; Key Terms - KEY TERMS; Key Terms - KEY TERMS; Objectives - OBJECTIVES FOR CHAPTER 11:

value: Chapter Outline - CHAPTER OUTLINE; Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8

values: Chapter Outline - CHAPTER OUTLINE; Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding; PPT Slide -; PPT Slide - PPT Slide; 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

variable: Key Terms - KEY TERMS; Major Research Methods - Major Research Methods Table A.2 (Continued); Major Research Methods - Major Research Methods Table A.2 (Continued); Schedules of Reinforcement - Schedules of Reinforcement Table 6.2; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2

variables: Activities - ACTIVITIES; Chapter 4: Diversity in the Classroom: Culture, Class, and Gender - Table of Contents; Chapter Outline - CHAPTER OUTLINE; Essay Questions - ESSAY QUESTIONS; 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); Tharp’s Four Variables - TITLE tag; Tharp’s Four Variables - TITLE tag

variant: Chapter Outline - CHAPTER OUTLINE

varied: 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

varies: Chapter Outline - CHAPTER OUTLINE; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2

varies—ten: Schedules of Reinforcement - Schedules of Reinforcement Table 6.2; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2

variety: Activities - ACTIVITIES; 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; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; 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

verbal: Activities - ACTIVITIES; Activities - ACTIVITIES; Development and Aggression - Development and Aggression Table 10.4; Development and Aggression - Development and Aggression Table 10.4; Essay Questions - ESSAY QUESTIONS; Four Sources for Self-Efficacy - Four Sources for Self-Efficacy; Four Sources for Self-Efficacy - Four Sources for Self-Efficacy; Key Terms - KEY TERMS; Observed Gender Differences - Observed Gender Differences Table 4.4; Observed Gender Differences - Observed Gender Differences Table 4.4; 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

verbs: Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3; Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3

vi: Schedules of Reinforcement - Schedules of Reinforcement Table 6.2; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2

video: Activities - ACTIVITIES

videocassette: Other Resources - OTHER RESOURCES

view: Activities - ACTIVITIES; Alberto and Troutman’s Four Levels of - Alberto and Troutman’s Four Levels of Punishment; Analytic Scoring Criteria for a Written - Analytic Scoring Criteria for a Written Communication Figure 11.7; Bloom’s Theory of School Learning - Bloom’s Theory of School Learning Figure 13.3; Categories of Reinforcers - Categories of Reinforcers Table 6.1; Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5; Comparison of Teacher-Constructed and - Comparison of Teacher-Constructed and Standardized Tests Table 11.1; 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; Contingency of Reinforcement - Contingency of Reinforcement Figure 6.3; Desirable Teacher Behaviors - Desirable Teacher Behaviors Figure 1.1; Desired Characteristics of Objectives - Desired Characteristics of Objectives Table 13.3; Development and Aggression - Development and Aggression Table 10.4; Dimensions of Behavior - Dimensions of Behavior Table 10.3; Effective Education for Vulnerable - Effective Education for Vulnerable Children; Efficacy and Outcome Expectations - Efficacy and Outcome Expectations Figure 9.4; Eleven Big Ideas in Effective Teaching - Eleven Big Ideas in Effective Teaching; Engaged Checklist - Engaged Checklist Figure 10.4; Erik Erikson’s Psychosocial Theory - Erik Erikson’s Psychosocial Theory Development Table 3.1; Factors Contributing to a Sense of Self - Factors Contributing to a Sense of Self Table 3.5; 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 Themes in Educational - Five Themes in Educational Psychology; Four Learning Strategies - Four Learning Strategies; Four Processes Important for - Four Processes Important for Observational Learning; Four Sources for Self-Efficacy - Four Sources for Self-Efficacy; Gestalt Circles - Gestalt Circles; Guidelines for Setting Rules and - Guidelines for Setting Rules and Designing Activities; Highlights of Special Education - Highlights of Special Education Legislation; Instructional Functions - Instructional Functions Table 13.1; Instructional Theories - Instructional Theories Table 13.8; 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; Kohlberg’s Stages of Moral Development - Kohlberg’s Stages of Moral Development Table 3.4; Levels of Cultural Understanding - Levels of Cultural Understanding; Levels of Cultural Understanding - Levels of Cultural Understanding; Major Research Methods - Major Research Methods Table A.2; Major Research Methods - Major Research Methods Table A.2 (Continued); Maslow’s Hierarchy - Maslow’s Hierarchy Figure 9.1; Motivational Theorists and their Ideas - Motivational Theorists and their Ideas Table 9.1; Myths and Facts about Learning - Myths and Facts about Learning Disabilities Table 5.7; Norm-Referenced and Criterion- - Norm-Referenced and Criterion- Referenced Test Scores Figure 12.1; Observed Gender Differences - Observed Gender Differences Table 4.4; Perceptual Principles - Perceptual Principles; 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; Portfolios - Portfolios Figure 11.8; Portfolios - Portfolios Figure 11.8; PowerPoint Slideshow - Chapter 1: An Introduction: Educational Psychology and Effective Teaching Interactions; PowerPoint Slideshow - Chapter 10: Classroom Management: Creating Effective Learning Environments; PowerPoint Slideshow - Chapter 11: Assessment of Students' Learning Using Teacher-Constructed Methods; PowerPoint Slideshow - Chapter 13: Effective Teaching Strategies and the Design of Instruction; PowerPoint Slideshow - Chapter 2: Cognitive and Language Development; PowerPoint Slideshow - Chapter 3: Psychosocial and Moral Development; PowerPoint Slideshow - Chapter 4: Diversity in the Classroom: Culture, Class, and Gender; PowerPoint Slideshow - Chapter 5: Exceptional Students; PowerPoint Slideshow - Chapter 6: Behavioral Psychology and Learning; PowerPoint Slideshow - Chapter 7: Cognitive Psychology and the Construction of Knowledge; PowerPoint Slideshow - Chapter 8: Thinking Skills and Problem-Solving Strategies; PowerPoint Slideshow - Chapter 9: Motivation and Student Learning; PPT Slide - PPT Slide; PPT Slide - PPT Slide; PPT Slide - PPT Slide; PPT Slide - PPT Slide; PPT Slide - PPT Slide; PPT Slide - PPT Slide; Psychosocial Strengths and Teaching - Psychosocial Strengths and Teaching Strategies Table 3.3; Questions for Teachers about - Questions for Teachers about Mainstreaming; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2; Sequence of Information Processing - Sequence of Information Processing Figure 7.1; Seven Factors Affecting Motivation - Seven Factors Affecting Motivation; Six Central Tenants of Constructivism - Six Central Tenants of Constructivism; Some Differences Between Traditional and - Some Differences Between Traditional and Constructivist Classrooms Table 7.2; Spelling: Scoring Criteria and Standards - Spelling: Scoring Criteria and Standards Figure 11.3; Teaching for Transfer - Teaching for Transfer; Teaching Self-Control - Teaching Self-Control; Tharp’s Four Variables - Tharp’s Four Variables; 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 Employability Skills Profile for - The Employability Skills Profile for Organizing Portfolio Skills Table 11.6; The Impact of Homelessness on - The Impact of Homelessness on Development; The Integration of Teaching and - The Integration of Teaching and Assessment Activities Figure 11.1; The QAIT Model - The QAIT Model Figure 10.1; The Regular Education Teachers’ Part in - The Regular Education Teachers’ Part in Special Education Table 5.11; The Scientific Model - The Scientific Model Figure A.1; The Three-Step Process - The Three-Step Process Figure 5.3; The Yerkes-Dodson Graph - The Yerkes-Dodson Graph Figure 9.3; Theories of Gender Development - Theories of Gender Development; Types of Play - Types of Play Table 3.2; Using Bloom’s Taxonomy - Using Bloom’s Taxonomy Table 8.1; Vygotsky and Stages of Language - Vygotsky and Stages of Language Development; Vygotsky’s Theory-Basics - Vygotsky’s Theory-Basics; Working with ADHD Students - Working with ADHD Students

viewed: 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

views: 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; 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

viking: Other Resources - OTHER RESOURCES

violence: Activities - ACTIVITIES

virtual: Chapter Outline - CHAPTER OUTLINE

visualize: Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5; Common Characteristics of Creativity - Common Characteristics of Creativity Table 8.5

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

vocabulary: 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

voices: Other Resources - OTHER RESOURCES

vol: Other Resources - OTHER RESOURCES

volunteers: 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

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

vr: Chapter Outline - CHAPTER OUTLINE; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2; Schedules of Reinforcement - Schedules of Reinforcement Table 6.2

vs: 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

vulnerable: Chapter 4: Diversity in the Classroom: Culture, Class, and Gender - Table of Contents; Effective Education for Vulnerable - TITLE tag; Effective Education for Vulnerable - TITLE tag

vygotskiian: Activities - ACTIVITIES

vygotsky: 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:; Vygotsky and Stages of Language - TITLE tag; Vygotsky and Stages of Language - TITLE tag

vygotsky’s: Chapter 2: Cognitive and Language Development - Table of Contents; Chapter Outline - CHAPTER OUTLINE; For Further Class Discussion - FOR FURTHER CLASS DISCUSSION; Objectives - OBJECTIVES FOR CHAPTER 2:; Vygotsky’s Theory-Basics - TITLE tag; Vygotsky’s Theory-Basics - TITLE tag

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