Improving Classroom Effectiveness: Strong Psychology For Strong Methods by Harold JonesImproving Classroom Effectiveness: Strong Psychology For Strong Methods by Harold Jones

Improving Classroom Effectiveness: Strong Psychology For Strong Methods

byHarold Jones

Paperback | December 21, 2012

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Effective teaching methods need to be supported by psychology solidly based in cognitive concepts. The theory to guide instruction is cognitive psychology. The concepts in this book lead the teacher to develop a theory of instruction as opposed to operating on intuition. The theory based on psychological concepts allows the teacher develop applications which fit their style. Evidenced based concepts are presented in this book oriented to what teachers do to plan and deliver instruction. To support those ideas the book provides a strong application of intrinsic motivation.
Harold Jones has been an elementary teacher, middle school math and science teacher and a high school math teacher. After a career in K-12 teaching he became a teacher educator at the university level. He has experience in rural schools as well as urban schools. A year of work with the Santee Sioux provided him a first hand experience...
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Title:Improving Classroom Effectiveness: Strong Psychology For Strong MethodsFormat:PaperbackDimensions:210 pages, 8.97 × 5.95 × 0.62 inPublished:December 21, 2012Publisher:R&L EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1607096013

ISBN - 13:9781607096016

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Table of Contents

CHAPTER 1ACTIVATING MOTIVATIONCHAPTER 2TASKS AND INDIVIDUAL DIFFERENCESCHAPTER 3PREPARING TO GET ATTENTIONCHAPTER 4INTRODUCING CONCEPTS THROUGH A WHOLISTIC APPROACHCHAPTER 5DEVELOPING CONCEPTS BY ELABORATIONCHAPTER 6ELABORATING CONCEPTS FOR LASTING MEMORIESCHAPTER 7MOTIVATIONAL AND EMOTIONAL ASPECTS OF ELABORATING CONCEPTSCHAPTER 8FACILITATING TRANSFER OF KNOWLEDGECHAPTER 9ASPECTS OF THINKING PROCESSESCHAPTER 10APPLYING RESEARCH TO DEVELOP METHODS

Editorial Reviews

Minds on Psychology for Teaching Methods, by Harold Jones, Ph.D. offers the pre-service teacher, and parents, a well-organized supplement to a typical educational psychology course.The book takes a cognitive processing model approach to learning rather than a behaviorist model of learning. The chapter outline of questions, answers in terms of concept development and application, points to remember and things to avoid serves as a sound scaffold to build upon. This text can serve as a valuable addition to the pre-service teacher's and parent's toolkit. It can also serve as a valuable refresher to in-service teachers. I recommend this book for teachers and parents.