…över att böcker är dyra och svåra att få tag på ska jag rekommendera den här länken:
Nästa gång en student klagar över att de inte har “fått” grunderna i psykologi och pedagogik ska jag rekommendera den här länken:
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Jag bläddrar fram till avsnittet om Learning theories och hittar en grundlig presentation av behaviorismen. I Sverige tycker vi inte om behaviorism och därför läser vi inte om den inriktningen. En tveksam strategi.
Vad säger ni om den här innehållsförteckningen?
The changing teaching profession and you 8 The joys of teaching 8 Are there also challenges to teaching? 10 Teaching is different from in the past 10 How educational psychology can help 16 2 The learning process 20 Teachers’ perspectives on learning 20 Major theories and models of learning 23 3 Student development 41 Why development matters 42 Physical development during the school years 43 Cognitive development: the theory of Jean Piaget 46 Social development: relationships,personal motives, and morality 50 Moral development: forming a sense of rights and responsibilities 56 Understanding “the typical student” versus understanding students 61 4 Student diversity 66 Individual styles of learning and thinking 67 Multiple intelligences 68 Gifted and talented students 70 Gender differences in the classroom 72 Differences in cultural expectations and styles 75 Accommodating diversity in practice 80 5 Students with special educational needs 85 Three people on the margins 85 Growing support for people with disabilities: legislation and its effects 86 Responsibilities of teachers for students with disabilities 87 Categories of disabilities—and their ambiguities 91 Learning disabilities 91 Attention deficit hyperactivity disorder 94 Intellectual disabilities 96 Behavioral disorders 99 Physical disabilities and sensory impairments 101 The value of including students with special needs 104 6 Student motivation 109 Motives as behavior 110 Motives as goals 113 Motives as interests 116 Motives related to attributions 118 Motivation as self-efficacy 120 Motivation as self-determination 125 Expectancy x value: effects on students’ motivation 130 TARGET: a model for integrating ideas about motivation 131 7 Classroom management and the learning environment 138 Why classroom management matters 139 Preventing management problems by focusing students on learning 140 Responding to student misbehavior 150 Keeping management issues in perspective 155 8 The nature of classroom communication 159 Communication in classrooms vs communication elsewhere 159 4This book is licensed under a Creative Commons Attribution 3 0 License Effective verbal communication 162 Effective nonverbal communication 163 Structures of participation: effects on communication 166 Communication styles in the classroom 169 Using classroom talk to stimulate students’ thinking 172 The bottom line: messages sent, messages reconstructed 176 9 Facilitating complex thinking 183 Forms of thinking associated with classroom learning 184 Critical thinking 185 Creative thinking 186 Problem-solving 187 Broad instructional strategies that stimulate complex thinking 191 Teacher-directed instruction 193 Student-centered models of learning 200 Inquiry learning 201 Cooperative learning 202 Examples of cooperative and collaborative learning 203 Instructional strategies: an abundance of choices 205 10 Planning instruction 210 Selecting general learning goals 210 Formulating learning objectives 215 Students as a source of instructional goals 223 Enhancing student learning through a variety of resources 226 Creating bridges among curriculum goals and students’ prior experiences 229 Planning for instruction as well as for learning 235 11 Teacher-made assessment strategies 240 Basic concepts 241 Assessment for learning: an overview of the process 241 Selecting appropriate assessment techniques I: high quality assessments 243 Reliability 245 Absence of bias 246 Selecting appropriate assessment techniques II: types of teacher-made assessments 246 Selected response items 249 Constructed response items 254 Portfolios 264 Assessment that enhances motivation and student confidence 267 Teachers’ purposes and beliefs 267 Choosing assessments 268 Providing feedback 268 Self and peer assessment 269 Adjusting instruction based on assessment 270 Communication with parents and guardians 270 Action research: studying yourself and your students 271 Grading and reporting 272 12 Standardized and other formal assessments 277 Basic concepts 277 High-stakes testing by states 283 International testing 291 International comparisons 292 Understanding test results 292 Issues with standardized tests 298 Appendix A: Preparing for licensure 304
Nästa gång HSV klagar över att det är för lite engelsk litteratur kan jag peka på att vi jobbar med problemet. Det här kanske är ett sätt att kunna öppna dörren mot internationell forskning?
På ett plan är det en ganska banal text om betydelsen av goda relationer och vikten av att respektera barns integritet. Å andra sidan är budskapet fullständigt omskakande och Tom Tiller sammanfattar i förordet problemet med ett instrumentalistiskt förhållningssätt:
Tysta tankar 