9780133395709

Educational Psychology Active Learning Edition, Video-Enhanced Pearson eText -- Access Card

  • ISBN 13:

    9780133395709

  • ISBN 10:

    0133395707

  • Edition: 12th
  • Format: Nonspecific Binding
  • Copyright: 02/27/2013
  • Publisher: Pearson

Note: Not guaranteed to come with supplemental materials (access cards, study guides, lab manuals, CDs, etc.)

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Summary

This access code card provides a 6 month subscription to the video-enhanced Pearson eText for Educational Psychology: Active Learning Edition, 12/e.At the end of your subscription, you have the option to extend your access at a reduced cost. In lucid and jargon-free prose, the text explains and illustrates educational psychology's practical relevance for teachers and learners. The new edition continues to emphasize the applications of research on child development, on learning and cognition, on motivation, and on instruction and assessment. At the same time the text has long been counted on for its state of the art presentation of the field of educational psychology, and this edition continues that tradition with new and expanded coverage of import topics like the brain and neuroscience, the impact of technology on the lives and learning of students, and student diversity. From reviews of the book: "I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook's major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information. . . ." Elizabeth Pemberton, University of Delaware "[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well-organized, supported with visual aids, and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology." Alina Reznitskaya, Montclair State University

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