Educational Psychology : Modular Active Learning Edition

by Woolfolk, Anita

• ISBN13: 9780135094105
• ISBN10: 0135094100
• Edition: 11th
• Format: Paperback
• Copyright: 2010-02-02
• Publisher: Pearson

Summary

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 is a Professor of educational psychology at The Ohio State University, Columbus, Ohio, where she studies teachers’ thinking and the role of educational psychology in the preparation of teachers.  She is the editor of the journal Theory into Practice, and the author of over 70 book chapters and research articles.  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. 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 11th 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

Preface

 

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     

Guidelines

            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   

Guidelines

          

 

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                 

Guidelines

            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    

Guidelines

      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 

Guidelines

            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                       

Guidelines

            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

Guidelines

            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

Guidelines

            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

Guidelines

            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

Overview

 

Module 32. Motivation to Learn in School: On TARGET

 

Reflecting on Cluster 11

 

Family and Community Partnerships: Motivation to Learn
Guidelines

            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

Guidelines

            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

Guidelines

            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

Guidelines

Glossary

References

Name Index

Subject Index