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Educational Psychology Theory and Practice, Loose-Leaf Version,9780133436525
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Educational Psychology Theory and Practice, Loose-Leaf Version

by
Edition:
11th
ISBN13:

9780133436525

ISBN10:
0133436527
Format:
Looseleaf
Pub. Date:
1/6/2014
Publisher(s):
Pearson

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Summary

Note: This is the loose-leaf version of Educational Psychology and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133830853.

 

Educational Psychology: Theory and Practice gives tomorrow’s teachers the intellectual grounding and practical strategies they need to be effective instructors.  Complete, up-to-date information is presented in readable, practical ways and illustrated with engaging examples, case studies, and embedded videos and interactive activities.  The text makes the connection between theory and practice explicit, helping students to transfer what they learn to their own teaching.

 

Improve mastery and retention with the Enhanced Pearson eText
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From reviews of the text:

 

"The strength of this text is that it takes a tremendous amount of information about human growth and development and constructivist/student-centered teaching and condenses it down into a readable textbook complete with added resources and study skill strategies... a phenomenal task." 

                -- Jane Thielemann-Downs, University of Houston Downtown

 

"[This text] is an amazing work that provides real-world scenarios, key terminology, and descriptions that are easily read and explained. This author was able to interface policies and theories into the practice and help the learner to realize the relevance and the integrity of the profession of Education as whole.  The quotes and explanations are on target and the use of Connection and Pointers are great ... the rich discussion on hard-to discuss topics were marvelous." 

                -- Shirlyn Garrett-Wilson, Chicago State University

 

Author Biography

ROBERT SLAVIN is director of the Center for Research and Reform in Education, Johns Hopkins University, professor at the Institute for Effective Education at the University of York (England), and chairman of the Success for All Foundation. He received his Ph.D. in Social Relations from Johns Hopkins in 1975, and since that time he has authored more than 200 articles and book chapters on such topics as cooperative learning, ability grouping, school and class-room organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin has received numerous awards, including the Raymond Cattell Early Career Award for Programmatic Research from the American Educational Research Association (1985), the Palmer O. Johnson Award for the best article in an AERA journal (1988, 2008), the Charles A. Dana Award (1994), the James Bryant Conant Award from the Education Commission of the States (1998), the Distinguished Services Award from the Council of Chief State School Officers (2000) and the AERA Review of Research award (2009). He was elected an AERA Fellow in 2010.

Table of Contents

CHAPTER ONE: Educational Psychology: A Foundation for Teaching

What Makes a Good Teacher?

What Is the Role of Research in Educational Psychology?

What Research Methods Are Used in Educational Psychology?

How Can I Become an Intentional Teacher?

 

CHAPTER TWO: Cognitive, Language, and Literacy Development

How Do Children Develop Cognitively?

How Did Piaget View Cognitive Development?

How Is Piaget’s Work Viewed Today?

How Did Vygotsky View Cognitive Development?

How Did Bronfenbrenner View Development?

How Do Language and Literacy Develop?

 

CHAPTER THREE: Social, Moral, and Emotional Development

What Are Some Views of Personal and Social Development?

What Are Some Views of Moral Development?

How Do Children Develop Socially and Emotionally?

 

CHAPTER FOUR: Student Diversity

What Is the Impact of Culture on Teaching and Learning?

How Does Socioeconomic Status Affect Student Achievement?

How Do Ethnicity and Race Affect Students’ School Experiences?

How Do Language Differences and Bilingual Programs Affect Student Achievement?

What Is Multicultural Education?

How Do Gender and Gender Bias Affect Students’ School Experiences?

How Do Students Differ in Intelligence and Learning Styles?

 

CHAPTER FIVE: Behavioral and Social Theories of Learning

What Is Learning?

What Are Behavioral Learning Theories?

What are Some Principles of Behavioral Learning?

How Has Social Learning Theory Contributed to Our Understanding of Human Learning?

 

CHAPTER SIX: Cognitive Theories of Learning

What Is an Information-Processing Model?

What Do We Know from Research on the Brain?

What Causes People to Remember or Forget?

How Can Memory Strategies Be Taught?

What Makes Information Meaningful?

How Do Metacognitive Skills Help Students Learn?

What Study Strategies Help Students Learn?

How Do Cognitive Teaching Strategies Help Students Learn?

 

CHAPTER SEVEN: The Effective Lesson

What Is Direct Instruction?

How Is a Direct Instruction Lesson Taught?

How Does Research on Direct Instruction Methods Inform Teaching?

How Do Students Learn and Transfer Concepts?

How Are Discussions Used in Instruction?

 

CHAPTER EIGHT: Student-Centered and Constructivist Approaches to Instruction

What Is the Constructivist View of Learning?

How Is Cooperative Learning Used in Instruction?

How Are Problem-Solving and Thinking Skills Taught?

 

CHAPTER NINE: Grouping, Differentiation, and Technology

What Are Elements of Effective Instruction Beyond a Good Lesson?

How Are Students Grouped to Accommodate Achievement Differences?

What Are Some Ways of Differentiating Instruction?

What Educational Programs Exist for Students Placed at Risk?

How Is Technology Used in Education?

 

CHAPTER TEN: Motivating Students to Learn

What Is Motivation?

What Are Some Theories of Motivation?

What Factors Affect Students’ Motivation?

How Can Teachers Increase Students’ Motivation to Learn?

 

CHAPTER ELEVEN: Effective Learning Environments

What Is an Effective Learning Environment?

What Is the Impact of Time on Learning?

What Practices Contribute to Effective Classroom Management?

What Are Some Strategies for Managing Routine Misbehavior?

How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?

How Can Serious Behavior Problems Be Prevented?

 

CHAPTER TWELVE: Learners with Exceptionalities

Who Are Learners with Exceptionalities?

What Is Special Education?

What Is Response to Intervention?

What Is Inclusion?

What Are Effective Strategies for Students with Disabilities in General Education?

 

CHAPTER THIRTEEN: Assessing Student Learning

What Are Instructional Objectives and How Are They Used?

Why Is Evaluation Important?

How Is Student Learning Evaluated?

How Are Tests Constructed?

What Are Authentic, Portfolio, and Performance Assessments?

How Are Grades Determined?

 

CHAPTER FOURTEEN: Standardized Tests and Accountability

What Are Standardized Tests and How Are They Used?

What Types of Standardized Tests Are Given?

How Are Standardized Tests Interpreted?

What Are Some Issues Concerning Standardized and Classroom Testing?

How Are Educators Held Accountable for Student Achievement?

 

Appendix: Using This Text to Prepare for the Praxis™ Principles of Learning and Teaching Exam



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