Michelle M. Buehl, George Mason UniversityJane S. Vogler, Oklahoma State University

The volume takes an expansive and inclusive view of teacher education and highlights how educational psychology can contribute to conversations about learning, motivation, teaching, inquiry, cooperation and collaboration, study strategies, intercultural competence, assessment, and student perceptions"" — Nancy E. Perry & Anita Woolfolk Hoy

• Foreword: Toward Transparency in Teaching Learning for Learners Who Will Teach; Nancy E. Perry and Anita Woolfolk Hoy.Acknowledgments.Section I: A Guide For Navigating The Gap Between Learning Theory And Practice.Chapter 1. Introduction: Setting a Course for the Teaching of Learning; Jane S. Vogler and Michelle M. Buehl.Chapter 2. Transparent Pedagogy: Promoting Metacognition for Students of Teaching; Laura Kelley and Monique Alexander.Section II: Tools For Navigating Learning.Chapter 3. Student Perceptions of Teachers: What Can Students Teach Teachers About Teaching? Angela D. Miller and Jeff Vomund.Chapter 4. Developing Students' Intercultural Competence Through Educational Psychology; Kimberly M. Alberts, Alexandra A. Lee, Marissa Zhu, and David Wong.Chapter 5. Assessment as an Instructional Strategy: Coupling Assessment for Learning and Instruction in Teacher Education; Aarti P. Bellara and Jessica O. Lototski.Section III: Charting Instruction To Challenge Students' (Mis)Conceptions Of Learning.Chapter 6. I Went to Class Every Day, So All That Stuff Must Be in My Head Somewhere: Common Misconceptions About the Nature of Knowledge and Learning; Jeanne Ellis Ormrod.Chapter 7. Strategies and Challenges to Teaching for Conceptual Learning; Marcus Lee Johnson, Imogen Rose Herrick, Ashley R. Vaughn, Suzanne H. Jones, Sydnie Schoepf, and Gita Taasoobshirazi.Chapter 8. Preventing "I Never Learned How to Study": How Teachers Can Develop Students' Effective Learning Strategies; Lauren Hensley, Yeo-eun Kim, Robin Sayers, and Anna C. Brady.Section IV: Learning As A Collaborative Journey.Chapter 9. Vygotsky's Sociocultural Theory: Key Concepts, Common Misconceptions, and Applications for Inclusive Classrooms; Jenna Kelley Zucker and Meagan M. Patterson.Chapter 10. The Effectiveness of Cooperative Activities in Promoting Individual Learning; Katherine S. Moore and James E. Corter.Section V: Developing The Learning Itinerary With Daily Excursions.Chapter 11. Applying Content to Practice: Assessment for Active Learning in Educational Psychology; Tim Pressley.Chapter 12. Practicing What We Preach: Knowing and Learning in Preservice Teacher Education; Elizabeth X. de los Santos.Chapter 13. Preparing Future Educators to Teach Across Content Areas: Infusing Educational Psychology Into Teacher Preparation; Annemarie H. Hindman, Samantha Schwartz, Brianna McMillan, Johnson Ho, and Qiling Wu.About the Authors.Index.

Michelle M. Buehl, George Mason UniversityJane S. Vogler, Oklahoma State University

The volume takes an expansive and inclusive view of teacher education and highlights how educational psychology can contribute to conversations about learning, motivation, teaching, inquiry, cooperation and collaboration, study strategies, intercultural competence, assessment, and student perceptions"" — Nancy E. Perry & Anita Woolfolk Hoy

• Foreword: Toward Transparency in Teaching Learning for Learners Who Will Teach; Nancy E. Perry and Anita Woolfolk Hoy.Acknowledgments.Section I: A Guide For Navigating The Gap Between Learning Theory And Practice.Chapter 1. Introduction: Setting a Course for the Teaching of Learning; Jane S. Vogler and Michelle M. Buehl.Chapter 2. Transparent Pedagogy: Promoting Metacognition for Students of Teaching; Laura Kelley and Monique Alexander.Section II: Tools For Navigating Learning.Chapter 3. Student Perceptions of Teachers: What Can Students Teach Teachers About Teaching? Angela D. Miller and Jeff Vomund.Chapter 4. Developing Students' Intercultural Competence Through Educational Psychology; Kimberly M. Alberts, Alexandra A. Lee, Marissa Zhu, and David Wong.Chapter 5. Assessment as an Instructional Strategy: Coupling Assessment for Learning and Instruction in Teacher Education; Aarti P. Bellara and Jessica O. Lototski.Section III: Charting Instruction To Challenge Students' (Mis)Conceptions Of Learning.Chapter 6. I Went to Class Every Day, So All That Stuff Must Be in My Head Somewhere: Common Misconceptions About the Nature of Knowledge and Learning; Jeanne Ellis Ormrod.Chapter 7. Strategies and Challenges to Teaching for Conceptual Learning; Marcus Lee Johnson, Imogen Rose Herrick, Ashley R. Vaughn, Suzanne H. Jones, Sydnie Schoepf, and Gita Taasoobshirazi.Chapter 8. Preventing "I Never Learned How to Study": How Teachers Can Develop Students' Effective Learning Strategies; Lauren Hensley, Yeo-eun Kim, Robin Sayers, and Anna C. Brady.Section IV: Learning As A Collaborative Journey.Chapter 9. Vygotsky's Sociocultural Theory: Key Concepts, Common Misconceptions, and Applications for Inclusive Classrooms; Jenna Kelley Zucker and Meagan M. Patterson.Chapter 10. The Effectiveness of Cooperative Activities in Promoting Individual Learning; Katherine S. Moore and James E. Corter.Section V: Developing The Learning Itinerary With Daily Excursions.Chapter 11. Applying Content to Practice: Assessment for Active Learning in Educational Psychology; Tim Pressley.Chapter 12. Practicing What We Preach: Knowing and Learning in Preservice Teacher Education; Elizabeth X. de los Santos.Chapter 13. Preparing Future Educators to Teach Across Content Areas: Infusing Educational Psychology Into Teacher Preparation; Annemarie H. Hindman, Samantha Schwartz, Brianna McMillan, Johnson Ho, and Qiling Wu.About the Authors.Index.