Psychology in Teaching, Learning, and Growth |
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Page 87
... feedback about how they can hurt others by what they say and do . Best of all , probably , is for children to see ... feedback they get from adults and peers . If feedback is essen- tially positive and ego - enhancing , children will be ...
... feedback about how they can hurt others by what they say and do . Best of all , probably , is for children to see ... feedback they get from adults and peers . If feedback is essen- tially positive and ego - enhancing , children will be ...
Page 88
... feedback as true . If I hear enough negative feedback , you can imagine what the emotional consequences of this will be over time . Overview of Emotional Development Outcomes and Implications for Teachers 1. The first four years of ...
... feedback as true . If I hear enough negative feedback , you can imagine what the emotional consequences of this will be over time . Overview of Emotional Development Outcomes and Implications for Teachers 1. The first four years of ...
Page 409
... Feedback Is Personalized and Specific Effective teachers are adept at giving feedback that is personalized , and that is specific to something that has been , or will be , accomplished . Whatever the form of feedback , instructional ...
... Feedback Is Personalized and Specific Effective teachers are adept at giving feedback that is personalized , and that is specific to something that has been , or will be , accomplished . Whatever the form of feedback , instructional ...
Contents
TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK | 1 |
Psychological Models for Understanding and Interpreting Behavior | 37 |
TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED | 73 |
Copyright | |
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ability academic achievement adolescence adults approach associated B. F. Skinner basic behave behavioristic better boys brain chapter characteristics child classroom concept criterion-referenced testing critical developmental differences discovery learning Educational Psychology Educational Research effective teachers elementary emotional encourage enhance environment evaluation exam example expectations experience extrinsic failure feedback feel girls goals grade growth Hamachek high school human behavior humanistic humanistic psychology idea important individual influence intellectual intelligence interaction intrinsic motivation involved Jean Piaget Journal Kohlberg less long-term memory look Mastery Learning material means measure ment moral development negative norm-referenced testing objectives one's overview particular peer percent performance person Piaget's possible praise problems Psychology questions reading reason relationships response Review rewards scores self-actualization self-concept self-esteem self-fulfilling prophecy sense short-term memory skills social specific stage strategies success suggest task teaching tend theory things tion understand York