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Designed as an undergraduate textbook for students offering courses in Educational Psychology, this well-organized study gives a detailed description of key concepts such as learning, intelligence and personality and various contemporary theories governing these. The significance of educational and vocational guidance, particularly of exceptional children, is clearly and forcefully brought out. The text is well illustrated with diagrams to elucidate the concepts discussed.
This comprehensive educational psychology book blends a strong scholarly and theoretical background with the application of theories and concepts using real-world examples, case studies, and practical teaching strategies. The book's innovative pedagogical program is anchored by a cohesive learning objective system integrated throughout each chapter, which guides readers and reinforces their understanding of concepts. A unique "Think It Over" feature asks readers to reflect on important topics as both a student of psychology and a future classroom teacher. Video Cases, introduced in the book and available to view on the book's Companion Website, provide a firsthand look at real-world applications and best practices. Among the other distinctive aspects of the book is an entire chapter on group process.
The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.
From renowned educational psychologist, Robert Slavin, the Tenth Edition of this popular text translates theory into practices that teachers can use in their classrooms with deeper inquiry into the concept of intentionality and a thorough integration of standards. This new edition highlights the most current issues and emerging trends in the field of educational psychology, while continuing to have in-depth, practical coverage with a focus on the intentional teacher. An intentional teacher, according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become intentional teachers, the author offers a set of questions to guide them and models best practices through classroom examples.
Derived from Anita Woolfolk's market-leading "Educational Psychology, Tenth Edition," the most thorough, accessible, and authoritative text on the market, the Active Learning Edition breaks the material into manageable "modules." To provide customers with an alternative version to the longer chapters of the standard 10th Edition, the original 15 chapters now appear as 14 clusters and 42 brief modules, which are easy to cover in shorter academic terms and will make learning easier for students. Further, each module is a self-contained learning unit, with learning objectives and review questions ("Check Yourself") that provide immediate reinforcement of key concepts and build students' confidence in their grasp of the material. Exciting new features in this edition include: "Active Learning Connections" Each cluster is followed by a section that features information and activities directing both students and professors to new and emerging Web technologies such as blogs and wikis and social bookmarking sites that connect them to one another and to other Educational Psychology students in fun and interactive ways. "Diversity and Convergence" Each cluster is followed by a section that explores the experiences and characteristics of diverse students in relation to the chapter topics, after which the author considers some themes and principles that apply to all students. This prompts readers to understand and value differences among students, while also appreciating the great similarities among all of us in development, learning, and motivation. "Podcasts" Icons in the margins direct readers to Podcasts (audio clips) on www.anitatalks.com in which the author discusses how the material in the text directly relates to the teaching profession. Other great features of this book: "Guidelines" appear throughout each module, providing concrete applications of theories and principles discussed. "Point/Counterpoint" sections throughout the text present divergent opinions on some of the most important and controversial questions in the field, such as "What is good teaching?" or "What are the implications of brain-based education?" "Teachers' Casebook" begins and ends each cluster. It presents realistic classroom cases and asks readers to think what they would "do" if faced with such situations. Then, actual teachers from a variety of schools across the country share their opinions, given their experience, on how they would handle the same situations. Readers get to practice "thinking like a teacher" and to see real teachers tackle classroom issues. "Family and Community Partnerships" boxes offer specific guidelines for involving families-when demand for parental involvement is at an all-time high-in various aspects of children's learning. "Connect and Extend" sections appear in the margins throughout, linking text content to teaching, readers' thinking, research, and commentary about authentic classroom settings. "Handbook for Teaching and Lifelong Learning" at the end of the book provides a rich, practical resource for taking the Praxis Exam, interviewing for teaching jobs, creating a teaching portfolio, and using technology in the classroom, all things that pre-service teachers need to know in order to get started in their teaching careers.
Developmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.