Educational Psychology : Modular Active Learning Edition (with MyEducationLab)

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  • Edition: 11th
  • Format: Package
  • Copyright: 2010-02-04
  • Publisher: Pearson
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Derived from Anita Woolfolk's market-leadingEducational Psychology, Eleventh 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 11th Edition, that version's 15 chapters now appear as 40 brief modules, which are easy to cover in shorter academic terms and will make learning easier for students. In addition to presenting comprehensive, expert coverage of all topics teachers need to understand about how students learn and all the classroom applications for which the author is justly renowned, the modules are grouped into clusters that allow for deeper context and background for each topic. Further, each module is a self-contained learning unit, with learning objectives and both in-text and online review materials that provide immediate reinforcement of key concepts and build students'confidence in their grasp of the material. Adding to its interactivity are 14 end-of-cluster "Active Learning Connections" features filled with activities that direct students to new and emerging technologies, connecting them with one another and other students through wikis, blogs, and many other useful technology resources and web sites.

Author Biography

Anita Woolfolk Hoy received her BA Magna Cum Laude in 1969 from the University of Texas at Austin, with a major in Psychology and a minor in Chemistry. In 1972 she was awarded a Ph.D. in Educational Psychology from the same university. From 1973 to 1993 she was on the faculty of the Department of Educational Psychology (Chair 1990-1993) of the Graduate School of Education, Rutgers University. Currently she is a Professor in the College of Education, The Ohio State University, Columbus, Ohio. Her professional offices include Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association and President of Division 15 (Educational Psychology) of the American Psychological Association. Currently, she is editor of Theory Into Practice, a journal that provides multiple perspectives and scholarly discussions of issues that concern educators. Professor Woolfolk Hoy has published research in the areas of teacher cognition, student perceptions of teachers, teachers’ beliefs, student motivation, and the application of educational psychology to teaching. Her work appears in the Journal of Educational Psychology, American Educational Research Journal, Review of Research in Education, Teaching and Teacher Education, the Elementary School Journal, Action in Teacher Education, Teachers College Record, Educational Researcher, and the Educational Psychologist. Her text, Educational Psychology (Allyn and Bacon), is in its 10th edition and is the most widely read introduction to educational psychology in the field. She is married to Wayne K. Hoy, the Novice Fawcett Chair in Educational Administration at The Ohio State University. Together have completed the 3rd edition of  Instructional Leadership: A Research-Based Guide to Learning in Schools (Allyn & Bacon) and  conduct research on teacher and school efficacy. They have three children:  Wayne, President of Advanced Software Products; Kelly, a teacher  at The Phillips Brooks School in Menlo Park, CA; and Liz, a student in Columbus, OH. Their insights about education are frequently volunteered and greatly appreciated.


Table of Contents



Cluster 1 Learning, Teaching, and Educational Psychology


Module 1. Learning and Teaching   


Module 2. Research and Theory in Educational Psychology


Reflecting on Cluster 1: Learning, Teaching, and Educational Psychology           


Cluster 2 Cognitive Development and Language


Module 3. Development: Some General Principles


Module 4. Piagetian and Information Processing Theories


Module 5. Vygotsky’s Sociocultural Perspective   


Module 6. Implications of Piaget’s and Vygotsky’s Theories for Teachers  


Reflecting on Cluster 2


Family and Community Partnerships: Supporting Language and Promoting Literacy     


            Teaching the Preoperational Child  

            Teaching the Concrete-Operational Child   

            Helping Students to Use Formal Operations                       

            Applying Vygotsky’s Ideas in Teaching      


Cluster 3 The Self, Social, and Moral Development            


Module 7. Bronfenbrenner: The Social Context for Development  


Module 8. The Self


Module 9. Understanding Others and Moral Development


Reflecting on Cluster 3


Family and Community Partnerships: Connecting with Families   




Cluster 4 Learner Differences and Learning Needs     


Module 10. Intelligence and Thinking Styles


Module 11. Inclusion: Teaching Every Child


Module 12. Students Who Are Gifted and Talented


Reflecting on Cluster 4


Family and Community Partnerships: Productive Conferences                 


            Interpreting IQ Scores         

            Disciplining Students with Emotional Problems      

            Teaching Students with Intellectual Disabilities     


Cluster 5 Culture and Diversity


Module 13. Social and Economic Diversity


Module 14. Ethnicity, Race, and Language


Module 15. Multicultural Education: Creating Culturally Compatible Classrooms 


Reflecting on Cluster 5


Family and Community Partnerships: Building Learning Communities    


      Avoiding Gender Bias in Teaching        

      Culturally Relevant Teaching    



Cluster 6 Behavioral Views of Learning   


Module 16. Behavioral Explanations of Learning


Module 17. Applications of Behavioral Learning


Module 18. Challenges and Problems in Behavioral Learning


Reflecting on Cluster 6


Family and Community Partnerships: Student Self-Management 


            Applying Classical Conditioning                  

            Using Praise Appropriately              

            Encouraging Positive Behaviors      

            Using Punishment     



Cluster 7 Cognitive Views of Learning              


Module 19. Basics of the Cognitive Perspective


Module 20. Long Term Memory


Reflecting on Cluster 7


Family and Community Partnerships: Organizing Learning                       


            Gaining and Maintaining Attention 

            Helping Students Understand and Remember        


Cluster 8 Complex Cognitive Processes              


Module 21. Metacognitive and Learning Strategies


Module 22. Problem Solving and Creativity


Module 23. Critical Thinking and Transfer


Reflecting on Cluster 8


Family and Community Partnerships: Promoting Transfer


            Becoming an Expert Student            

            Problem Solving        

            Encouraging Creativity         


Cluster 9 The Learning Sciences, Constructivism, and Constructivist Teaching                  


Module 24. The Learning Sciences and Constructivism    


Module 25. Constructivist Perspectives in the Classroom


Module 26. Learning Beyond the Classroom


Reflecting on Cluster 9


Family and Community Partnerships: Communicating about Innovations


            Using Cooperative Learning

            Using Service Learning        

            Using Computers      

            Supporting the Development of Media Literacy


Cluster 10 Social Cognitive Views of Learning and Motivation


Module 27. Social Cognitive Theory and Applications


Module 28. Self-Regulated Learning and Teaching


Reflecting on Cluster 10


Family and Community Partnerships: Supporting Self-Regulation at Home and in School


            Using Observational Learning

            Encouraging Self-Efficacy 

            Encouraging Emotional Self-Regulation


Cluster 11 Motivation in Learning and Teaching


Module 29. Motivation Basics


Module 30. Needs, Goals, and Beliefs


Module 31.  Interests, Curiosity, and Emotions



Module 32. Motivation to Learn in School: On TARGET


Reflecting on Cluster 11


Family and Community Partnerships: Motivation to Learn

            Supporting Self-Determination and Autonomy

            Encouraging Self-Worth

            Building on Students’ Interests and Curiosity

Coping with Anxiety


Cluster 12 Creating Learning Environments


Module 33. Positive Learning Environments


Module 34. Encouraging Engagement and Preventing Problems


Reflecting on Cluster 12


Family and Community Partnerships: Classroom Management


            Establishing Class Routines 

            Designing Learning Spaces

            Keeping Students Engaged

            Imposing Penalties

            Handling Potentially Explosive Situations


Cluster 13 Teaching Every Student


Module 35. Planning for Effective Teaching


Module 36. Teaching Approaches


Module 37. Differentiated Instruction


Reflecting on Cluster 13


Family and Community Partnerships: Homework


            Using Instructional Objectives

            Advance Organizers and Expository Teaching

            Teaching Effectively

            Productive Group Discussions

            Using Flexible Grouping

            Avoiding the Negative Effects of Teacher Expectations


Cluster 14 Classroom Assessment, Grading, and Standardized Testing

Teachers’ Casebook: What Would You Do?


Module 38. Basics of Assessment


Module 39. Classroom Assessment, Testing, and Grading


Module 40. Standardized Testing


Reflecting on Cluster 14


Family and Community Partnerships: Conferences and Explaining Test Results




Name Index

Subject Index


Rewards Program

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