Educational Psychology: Developing Learners

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  • Edition: 4th
  • Format: Paperback
  • Copyright: 2003-01-01
  • Publisher: Pearson College Div
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This widely used book is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps readers understand concepts by encouraging them to examine their own learning and then showing them how to apply these concepts as teachers. The book concentrates on core concepts and principles and gives readers an in-depth understanding of the central ideas of educational psychology. More coverage of learning than any other introductory educational psychology book. This book contains unique, integrated coverage of diversity and inclusion and offers readers an opportunity to apply their knowledge of ed psych in an authentic context while strengthening their skills in assessment. For professionals in the field of Educational Psychology.

Table of Contents

Educational Psychology and Teacher Decision Making
Cognitive and Linguistic Development
Personal, Social, and Moral Development
Individual and Group Differences
Students with Special Educational Needs
Learning and Cognitive Processes
Knowledge Construction
Higher-Level Thinking Skills
Behaviorist Views of Learning
Social Cognitive Views of Learning
Motivation and Affect
Cognitive Factors in Motivation
Instructional Strategies
Creating and Maintaining a Productive Classroom Environment
Basic Concepts and Issues in Assessment
Classroom Assessment Strategies
Appendix A: Describing Relationships with Correlation Coefficients 1(1)
Appendix B: Analyses of the Ending Case Studies 1(1)
Appendix C: Matching Book and Ancillary Content to the PRAXIS™ Principles of Learning and Teaching Tests 1(1)
Glossary 1(1)
References 1(1)
Name Index 1(1)
Subject Index 1


Each time I walk through the front door of a school building, I am reminded of how exciting and energizing it can be to interact and work daily with children and adolescents. Soon after I wrote the first edition of Educational PsychologyI had the good fortune to return to a middle school classroom teaching geography to two sections of sixth, seventh, and eighth graders. After writing the third edition of the book, I spent a year in middle schools in another capacity: as supervisor of teacher interns getting their feet wet in fifth- through eighth-grade classrooms. Both experiences confirmed what I have always known--that the principles of educational psychology have clear relevance to the decisions a classroom teacher must make on an ongoing basis. How children and adolescents learn and think, how they change as they grow and develop, why they do the things they do, how they are often very different from one another--our understanding of all these things has innumerable implications for classroom practice and, ultimately, for the lives of the next generation. I have been teaching educational psychology since 1974, and I've loved every minute of it. I have written this textbook in much the same way that I teach my college classes. Because I want the field of educational psychology to captivate you the way it has captivated me, I have tried to make the book interesting, meaningful, and thought-provoking as well as informative. I have a definite philosophy about how future teachers can best learn and apply educational psychology--a philosophy that has guided me as I have written all four editions of the book. More specifically, I believe that you can construct a more accurate and useful understanding of the principles of educational psychology when you: Truly understand the nature of learning Focus on core principles of the discipline Relate the principles to your own learning and behavior Use the principles to understand the learning and behavior of children and adolescents Consistently apply the principles to classroom practice I have incorporated numerous features into the book that will encourage you to do all of these things. I hope that you will learn a great deal from what educational psychology has to offer, not only about the students you will be teaching but also about yourself--a human being who continues to learn and develop even as an adult. The following pages describe the features of the book. A DEEPER, MORE APPLIED APPROACH TO THE UNDERSTANDING OF EDUCATIONAL PSYCHOLOGY Understanding the Nature of Learning One of the fundamental differences between this book and other introductory educational psychology texts is its greater coverage of learning. Other books have three or four chapters; this one has six--five in the book itself plus a sixth chapter on content-area learning in the Study Guide and Readerand on the accompanying Companion Website. As I've written the book, I haven't just talked about the nature of learning; I've also applied what I know about learning to make your job as a learner much easier as you read the book. For instance, I've continually applied two principles that, in my mind, are central to effective learning. First is the principle of meaningful learning:Students learn and remember information more effectively when they relate it to what they already know. Second is the principle of elaboration:Students learn and remember information more effectively, and are also more likely to use it in new situations, when they spontaneously go beyondwhat they read, perhaps by drawing inferences, thinking of new examples, or speculating about possible applications. So as you read the book, you will find that I often ask you to relate new concepts to your own knowledge and experiences. In addition, many of the comme

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