References

Standards

1.1 major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of students in grades 5–12, and factors in the home, school, community, and broader environment that influence the development of students at this level

1.3 typical developmental challenges for students in grades 5–12 (e.g., in relation to peer interactions, identity formation, self-esteem, risk taking, and educational decision making), and the ability to help students address these challenges

2.1 knowledge of major theories and concepts related to the learning process, and the ability to apply this knowledge to enhance student learning in varied educational contexts, including project-based learning contexts

2.2 processes by which students construct meaning and acquire skills, including critical- and creative-thinking skills, and the ability to facilitate these processes for students with diverse characteristics and needs

2.3 knowledge of how student learning is influenced by different types of instructional practices and teacher behaviors, and the ability to use this knowledge to promote learning for all students

2.5 strategies for promoting students' independent thinking and learning, reflection, and higher-order thinking, and the ability to use these strategies to promote students' growth as learners

2.7 strategies for promoting students' organizational and time-management skills and sense of responsibility for their own learning, and the ability to use these strategies to promote student success

2.9 knowledge of how digital-age tools and environments influence learning processes and outcomes, and the ability to use this knowledge to improve teaching effectiveness and learning outcomes

5.1 the ability to apply skills and strategies for creating a safe, healthy, supportive, and inclusive learning environment that encourages all students' engagement, collaboration, and sense of belonging

References

Anderman, E. M. & Anderman, L.H. (2010). Learning and motivation. In P. Alexander & R. Mayer (Eds.), Handbook of learning and instruction. New York: Routledge.

            Brophy, J. (2004) Motivating students to learn  (2nd ed.). New York: Routledge.

            Gardner, H. (1993). Multiple intelligences. New York: Basic Books.

Lepper, M. R., Corpus, J.H., & Iyengar, S.S. (2005) Intrinsic and extrinsic orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-196.

Marcie, J. E. (1987). THe identity status approach to the study of ego identity development. In T. Honess & K. Yardley (Eds.), Self and identity: Perspectives across the lifespan. London: Routledge & Kegan Paul.

Sternberg, R.J. (2010). The triarchic theory of successful intelligence. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, CA: Sage.

Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.