More New and Used
from Private Sellers
Only two copies
in stock at this price.
In Stock Usually Ships in 24 Hours.
In Stock Usually Ships in 24 Hours.
Starting at $8.01
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 9th edition with a publication date of 1/1/2009.
What is included with this book?
- The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
The Ninth Edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards. This edition highlights current issues and emerging trends in the field of educational psychology. Key Benefit:This text translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards Key Topics: Educational Psychology theory, teaching strategies, teacher intentionality or reflection, current issues and emerging trends in the field of educationMarket:Pre-service educators
Table of Contents
|Each chapter concludes with Chapter Summary, Key Terms, and Self-Assessment: Preparing for Licensure|
|Educational Psychology: A Foundation for Teaching|
|What Makes a Good Teacher?|
|Knowing the Subject Matters (but So Does Teaching Skill) Mastering the Teaching Skills Can Good Teaching Be Taught?|
|The Intentional Teacher Personal Reflection: Adapting What Is the Role of Research in Educational Psychology?|
|The Goal of Research in Educational Psychology|
|The Value of Research in Educational Psychology to the Teacher|
|Teaching as Decision Making Theory into Practice: Teaching as Decision Making Research + Common Sense = Effective Teaching Research on Effective Programs|
|Impact of Research on Educational Practice Theory into Practice: How to Be an Intelligent Consumer of Educational Psychology Research|
|What Research Methods Are Used in Educational Psychology?|
|Experiments Correlational Studies Descriptive Research Personal Reflection: Using Research to Inform Teaching Action Research How Can I Become an Intentional Teacher?|
|Teacher Certification Beyond Certification The Intentional Teacher: Choosing a New Curriculum|
|Theories of Development|
|What Are Some Views of Human Development?|
|Aspects of Development Issues of Development|
|How Did Piaget View Cognitive Development?|
|How Development Occurs Piaget's Stages of Development|
|Personal Reflection: Egocentrism in Action|
|How Is Piaget's Work Viewed Today?|
|Criticisms and Revisions of Piaget's Theory|
|Theory into Practice: Educational Implications of Piaget s Theory|
|Neo-Piagetian and Information-Processing|
|Views of Development How Did Vygotsky View Cognitive Development?|
|How Development Occurs Applications of Vygotskian Theory in Teaching|
|Theory into Practice: Classroom Applications of Vygotsky s Theory|
|How Did Erikson View Personal and Social Development?|
|Stages of Psychosocial Development Implications and Criticisms of Erikson's Theory|
|What Are Some Theories of Moral Development?|
|Piaget's Theory of Moral Development|
|Kohlberg's Stages of Moral Reasoning|
|Theory into Practice: Fostering Moral Development in the Classroom|
|Criticisms of Kohlberg's Theory|
|Personal Reflection: Developing Character|
|Teaching Dilemma: Using Moral Reasoning|
|The Intentional Teacher: Using What You Know About Human Development to Improve Teaching and Learning|
|Development during Childhood and Adolescence|
|How Do Children Develop During the Preschool Years?|
|Physical Development in Early Childhood Language Acquisition|
|Personal Reflection: Understanding Development|
|Teaching Dilemma: Adapting Instruction|
|Theory into Practice: Promoting Language Development in Young Children Socioemotional Development|
|What Kinds of Early Childhood Education Programs Exist?|
|Day-Care Programs Preschools|
|Compensatory Preschool Programs|
|Developmentally Appropriate Practice|
|How Do Children Develop During the Elementary Years?|
|Physical Development during Middle Childhood Cognitive Abilities|
|Socioemotional Development in Middle Childhood|
|Theory into Practice: Promoting the Development of Self-Esteem|
|Theory into Practice: Helping Children Develop Social Skills|
|How Do Children Develop During the Middle School and High School Years?|
|Physical Development during Adolescence|
|Cognitive Development Characteristics of Hy|
|Table of Contents provided by Publisher. All Rights Reserved.|