PowerWeb: Educational Psychology is a password-protected Web site that offers professors a turnkey solution for adding the Internet to a course. It includes current articles from Annual Editions, curriculum-based materials, weekly updates with assessment, informative and timely world news, refereed Web links, research tools, student study tools, interactive exercises, and much more.http://www.dushkin.com/powerweb/

UNIT 1. Perspectives on Teaching

1. Good Teachers, Plural, Donald R. Cruickshank and Donald Haefele, Educational Leadership, February 2001

The authors examine the various perspectives throughout the twentieth century that describe what makes a good teacher. They argue that since none of the previous theories satisfy everyone, we should recognize many kinds of good teaching and develop evaluation systems that encompass the full range of what could be considered effective teaching.

2. What I Hope for in My Children’s Teachers: A Parent’s Perspective, David Boers, The Clearing House, September/October 2001

David Boers provides a parent’s perspective on effective teaching that captures the research on the topic. He argues that caring, thoughtful, and knowledgeable teachers will always have parental support. He sets a high standard for teachers to reflect on their classrooms, to refine their skills, and to know their students and to meet their students’ needs to understand and develop.

3. Helping Children Cope With Loss, Death, and Grief: Response to a National Tragedy, National Association of School Psychologists, October 22, 2001

This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in response to loss, death, and grief, and suggests ways that teachers and parents can help them cope with their own personal situation and the national tragedy of September 11, 2001.

4. The Standards Juggernaut, Marion Brady, Phi Delta Kappan, May 2000

The standards movement is a significant educational issue in the United States today. In her discussion of the standards movement, Marion Brady asks us to give more thought to what students of the future ought to know and be able to do.

5. A National Tragedy: Helping Children Cope, National Association of School Psychologists, 2002

This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in a response to a national tragedy and suggest ways that teacher and parents can help them cope.

UNIT 2. Development

Part A. Childhood

6. Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research, Stephen Rushton and Elizabeth Larkin, Early Childhood Education Journal, Volume 29, Number 1, 2001

The authors discuss the relationships between recent findings in brain research and developmentally appropriate practices in order to explore the implications for early childhood learning and teaching.

7. To Be Successful—Let Them Play!, Sally C. Hurwitz, Childhood Education, Winter 2002/2003

How important is play to young children? This article offers insights into how play contributes to the cognitive and social development of children.

8. Wired for Thought, Sharon Begley, Newsweek, Special Issue, Fall/Winter 2000

The author describes the cognitive development that goes on in young infants and how biology and the environment interact to create an intelligent person.

9. Raising a Moral Child, Karen Springen, Newsweek, Special Issue, Fall/Winter 2000

Karen Springen describes how caretakers can encourage young children to learn right from wrong as well as the underlying theories that support moral development.

Part B. Adolescence

10. The School and the Child and the Child in the School, Debra Eckerman Pitton, Middle School Journal, September 2001

This article describes the unique developmental needs of young adolescents and how middle school teachers can create a curriculum and classroom to accommodate those needs.

11. Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship, Hilda C. Rosselli and Judith L. Irvin, Middle School Journal, January 2001

The authors discuss the characteristics and needs of gifted adolescents as well as the instructional implications and programs for middle schools.

UNIT 3. Exceptional and Cultural Diverse Children

Part A. Educationally Disabled

12. Normalizing Difference in Inclusive Teaching, Susan Baglieri and Janice H. Knopf, Journal of Learning Disabilities, vol. 37, no. 6, November/December 2004

Baglieri and Knopf take a disability studies perspective, which promotes inclusion practices that do not marginalize students. They emphasize differential instruction as a way to meet the needs of all students.

13. Chaos in the Classroom: Looking at ADHD, Steven C. Schlozman and Vivien R. Schlozman, Educational Leadership, November 2000

The article presents information regarding the diagnosis and treatment of children with ADHD and discusses strategies that teachers can use in order to be more effective in the classroom.

14. ‘Mom, Will Kaelie Always Have Possibilities?’—The Realities of Early Childhood Inclusion, Mary Frances Hanline and Steven Daley, Phi Delta Kappan, September2002

The authors discuss the myths surrounding the inclusion of children with disabilities in early childhood education programs.

15. Into the Mainstream: Practical Strategies for Teaching in Inclusive Environments, Brent Hardin and Marie Hardin, The Clearing House, March/April 2002

Teachers often feel daunted by the prospect of having disabled students in their regular classrooms because of the lack of sufficient teacher training and support services. The authors present several strategies to help teachers cope with the demands of inclusion and to become more effective overall.

16. The Oppression of Inclusion, David Aloyzy Zera and Roy Maynard Seitsinger, Educational Horizons, Fall 2000

The authors discuss the nature of inclusionary practices and the problems that implementation and practice pose for individual student needs. Alternatives to inclusion are also discussed.

Part B. Gifted and Talented

17. Challenges of Identifying and Serving Gifted Children With ADHD, Lori J. Flint, Teaching Exceptional Children, March/April 2001

The article describes the relationships between ADHD, giftedness, and creativity. Lori Flint discusses how teachers and parents can help gifted children with ADHD to become more successful in school.

18. Gifted Students Need an Education, Too, Susan Winebrenner, Educational Leadership, September 2000

Gifted children have the right to an education that takes into account their special needs. Susan Winebrenner offers suggestions for how to provide it.

Part C. Culturally and Academically Diverse

19. Teaching the New Immigrants: How “Multicultural” an Educator Are You Prepared to Be?, Gary K. Clabaugh, Educational Horizons, Winter 2000

Gary Clabaugh discusses the different cultural values and behaviors in today’s classrooms and some of the problems and limitations of multicultural education.

20. Lessons on Multicultural Education from Australia and the United States, Leslie A. Swetnam, The Clearing House, March/April 2003

The author compares the multicultural education practices of Australia with those in the United States. The philosophical orientations, content and methods, and teacher preparation in multicultural education revealed some similarities in the two systems as well as some very instructive differences.

21. Cultural Influences on the Development of Self-Concept: Updating Our Thinking, Hermine H. Marshall, Young Children, November 2001

Hermine Marshall discusses the different values and beliefs that shape a child’s socialization and consequently, in part, their development of self. Several practical guidelines are presented to support the development of positive self-concepts in culturally diverse groups of children.

22. Cultural and Language Diversity in the Middle Grades, John Myers and Diane Boothe, The Clearing House, March 2000

This article is concerned with limited-English-proficient (LEP) students. The authors suggest the use of activities and supportive settings in middle schools to reduce feelings of insecurity and isolation and to motivate students to excel individually and as members of the group.

UNIT 4. Learning and Instruction

Part A. Learning and Cognition

23. In Search of … Brain-Based Education, John T. Bruer, Phi Delta Kappan, May 1999

In this article recent brain-based research is reviewed with a critical application to schools and learning. Caution is advised in using findings from brain laterality (right brain versus left brain) and the “sensitive” period for maximizing learning.

24. Educators Need to Know About the Human Brain, Ron Brandt, Phi Delta Kappan, November 1999

Ron Brandt argues that findings from neuroscience research, in conjunction with knowledge from other areas such as environmental enrichment and constructivism, yield additional insights about learning.

25. Students Remember…What They Think About, Daniel T. Willingham, American Educator, Summer 2003

Based on principles of cognitive psychology, the importance of meaningful structure is discussed as a strategy to help students remember more. Shallow knowledge and understanding is contrasted with deep knowledge and understanding. Ideas for designing lessons, assignments, and classroom assessments are presented.

26. Ability and Expertise: It’s Time to Replace the Current Model of Intelligence, Robert J. Sternberg, American Educator, Spring 1999

Robert Sternberg argues for a new conception of intelligence that emphasizes developing expertise in any number of domains. He stresses the importance of metacognitive skills, thinking skills, knowledge, motivation, and context.

27. It’s No Fad: Fifteen Years of Implementing Multiple Intelligences, Thomas R. Hoerr, Educational Horizons, Winter 2003

This article summarizes the theory of multiple intelligences (MI). Classrooms that are based on MI are summarized and contrasted with traditional classrooms, with implications for teaching, curriculum, and assessment.

28. Caution—Praise Can Be Dangerous, Carol S. Dweck, American Educator, Spring 1999

Praising success, as an application of positive reinforcement theory, is practiced ubiquitously by teachers. Carol Dweck summarizes studies she has conducted on how various factors affect the impact of praise on student motivation, including effort, intelligence, difficulty, and enthusiasm.

29. The Challenges of Sustaining a Constructivist Classroom Culture, Mark Windschitl, Phi Delta Kappan, June 1999

Constructivism is based on having students actively create, interpret, and reorganize knowledge. The author argues for the importance of a constructivist culture in the classroom—a set of norms, beliefs, and practices that permeate all aspects of the environment.

30. The Tyranny of Self-Oriented Self-Esteem, James H. McMillan, Judy Singh, and Leo G. Simonetta, Educational Horizons, Winter 2001

Healthy self-esteem develops as a result of the student’s being occupied by interests and pursuits external to self and by meaningful accomplishment of externally set standards of performance, not the self-preoccupation and selfism that are fostered by many self-esteem programs.

Part B. Instructional Strategies

31. Constructivism and Block Scheduling: Making the Connection, Donald G. Hackmann, Phi Delta Kappan, May 2004

Donald Hackmann shows how the principles of constructivism, particularly the feature of deep understanding, can be used with block scheduling to enhance student learning.

32. Concept Mapping as a Mindtool for Critical Thinking, Nada Dabbagh, Journal of Computing in Teacher Education, Winter 2001

The interdependence of procedural, declarative, and structural knowledge is illustrated through the use of concept mapping. Computer-based concept-mapping tools are reviewed to show how teachers can engage students in collaborative, generative discussions.

33. Teachers Bridge to Constructivism, Kathryn Alesandrini and Linda Larson, The Clearing House, January/February 2002

The major tenets of constructivism are reviewed with applications to instruction and classroom assessments. Learning is enhanced with collaborative and cooperative inquiry that results in active participation in authentic activities.

34. The Integration of Instructional Technology Into Public Education: Promises and Challenges, Rodney S. Earle, Educational Technology, January/February 2002

When appropriately integrated, instructional technology can enhance student performance, improve students’ attitudes about learning and themselves, and lead to a more effective learning environment. The authors summarize principles of effective integration into instructional practices.

35. Mapping a Route Toward Differentiated Instruction, Carol Ann Tomlinson, Educational Leadership, September 1999

Carol Ann Tomlinson illustrated principles of differentiated instruction in two classrooms. She shows how to vary instructional activities and scaffolding to meet the needs of all students.

36. Reconcilable Differences? Standards-Based Teaching and Differentiation, Carol Ann Tomlinson, Educational Leadership, September 2000

Carol Ann Tomilinson reviews principles of standards-based instruction to show how they can be integrated with differentiated instruction to enhance learning for all students. She uses classroom examples to illustrate how teaching toward high standards for all students is compatible with individualizing, which is based on unique needs.

37. Educating the Net Generation, Don Tapscott, Educational Leadership, February 1999

Technology, and especially the Internet, is the focus of this article. The author summarizes effective approaches to using technology, including interactive learning, discover learning, learner-centered education, and customized learning.

UNIT 5. Motivation and Classroom Management

Part A. Motivation

38. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Richard M. Ryan and Edward L. Deci, Contemporary Educational Psychology, January 2000

Richard Ryan and Edward L. Deci provide a comprehensive review of contemporary thinking about intrinsic and extrinsic motivation. Their views can help teachers find a healthy balance between the two in their own classrooms. The article suggests the use of motivational strategies that should promote student self-determination.

39. Self-Efficacy: An Essential Motive to Learn, Barry J. Zimmerman, Contemporary Educational Psychology, January 2000

Barry Zimmerman defines self-efficacy and distinguishes it from related concepts. The author also examines its role in motivation and in the self-regulation of learning.

40. What Engages Underachieving Middle School Students in Learning?, Mike Muir, Middle School Journal, November 2001

Teachers often wonder how to motivate all students to learn. Mike Muir’s interviews with six disengaged middle school students suggest that students believe that they learn best in a respectful learning environment where teachers make learning meaningful and provide hands-on activities, projects, and differentiated assignments. In addition, they want teachers to support student autonomy by giving them choices in activities. This may be the key to motivating the underachieving student.

Part B. Classroom Management

41. When Children Make Rules, Rheta DeVries and Betty Zan, Educational Leadership, September 2003

This article discusses a classroom management technique in which teachers in constructivist classrooms engage students in discussions to make classroom rules. They argue that children who make rules demonstrate an understanding of the classroom norms by putting them in their own words. They also discuss guidelines for using external control.

42. A Positive Learning Environment Approach to Middle School Instruction, Peggy Hester, Robert A. Gable, and M. Lee Manning, Childhood Education, Spring 2003

Developmentally appropriate classroom management strategies are presented as the foundation of a positive learning environment. This proactive approach creates a learning environment that precludes the need to deal with inappropriate or disruptive behavior.

43. Reinforcement in Developmentally Appropriate Early Childhood Classrooms, Tashawna K. Duncan, Kristen M. Kemple, and Tina M. Smith, Childhood Education, Summer 2000

This article attempts to reconcile behaviorism with developmentally appropriate classroom management techniques. The authors review behaviorist principles on how to use reinforcers effectively, and suggest that reinforcers should only be used after the behavior and its function for the child are understood. They argue that these techniques are especially important when young children with disabilities are included in early childhood classrooms.

44. Another View on “Reinforcement in Developmentally Appropriate Early Childhood Classrooms”, Charles H. Wolfgang, Childhood Education, Winter 2000/01

As a counterpoint to the previous article, Charles Wolfgang suggests that behaviorism only provides superficial approaches to managing student behavior. He suggests that developmentally appropriate classroom management techniques would use developmental theory to try to understand the students’ needs, and help them to learn better ways to adapt.

45. Exploring the Foundations of Middle School Classroom Management, Katherine T. Bucher and M. Lee Manning, Childhood Education, Winter 2001/2002

The authors consider the contributions of four theories, Skinner’s behaviorism, Redl and Wattenberg’s group dynamics, Glasser’s choice theory, and Gordon’s teacher effectiveness training, for developing effective classroom management techniques. They suggest that each theory handles some behavior problems better than others.

46. Using Classroom Rules to Construct Behavior, David F. Bicard, Middle School Journal, May 2000

David Bicard offers a four-part framework for introducing rules in a positive manner. The goal is to develop a classroom management system that is caring and supportive, yet effective.

47. “I Had It First”: Teaching Young Children to Solve Problems Peacefully, Suzanne K. Adams and Donna Sasse Wittmer, Childhood Education, Fall 2001

The authors describe a social problem-solving model to help children resolve conflicts. Not only can these skills be taught to young children, but they can also be effective with older children and children with disabilities. As students learn techniques to resolve conflict, teachers spend less time disciplining them.

48. Teaching Students to Regulate Their Own Behavior, Lewis R. Johnson and Christine E. Johnson, Teaching Exceptional Children, March/April 1999

Classroom management in inclusive classrooms can be a challenge for teachers. Lewis and Christine Johnson argue that students in inclusive classrooms can be taught techniques to self-regulate their behavior. This approach frees the teacher to concentrate on teaching. It also provides students with a skill that will benefit them as lifelong learners.

49. Corporal Punishment: Legalities, Realities, and Implications, Patricia H. Hinchey, The Clearing House, January/February 2003

Patricia Hinchey discusses the dangers of corporal punishment, which is still used to discipline students in 23 states. She argues that children’s rights need to be protected and that teachers should act as advocates for children’s welfare.

UNIT 6. Assessment

50. Working Inside the Black Box: Assessment for Learning in the Classroom, Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam, Phi Delta Kappan, September 2004

The authors present a comprehensive analysis of the impact of formative classroom assessment on student learning, grading, student self-assessment, motivation, and self-esteem. Suggestions for improving teaching are based on a series of investigations to provide evidence-based conclusions.

51. Fundamental Assessment Principles for Teachers and School Administrators, James H. McMillan, Practical Assessment, Research & Evaluation, 2000

Eleven basic principles of assessment are presented as skills that are needed by teachers and administrators to enhance instruction. Technical concepts such as reliability, validity, and fairness are included along with skills that are more related to teaching, student learning, and motivation.

52. Fighting the Tests: A Practical Guide to Rescuing Our Schools, Alfie Kohn, Phi Delta Kappan, January 2001

Alfie Kohn believes that the role of standardized tests in our schools should be virtually eliminated because these tests stress low-level learning and are psychometrically flawed. He suggests that, in the current environment of standardized high-stakes tests, teachers should focus on student learning with only minimal emphasis on test-taking skills and preparation.

53. Helping Standards Make the Grade, Thomas R. Guskey, Educational Leadership, September 2001

This article shows how to use standards-based grading. Based on principles of criterion-referenced, rather than norm-referenced, interpretation, standards-based grading is differentiated for products, process, and progress.