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Educational Psychology : Modular Active Learning Edition (with MyEducationLab)

by: Woolfolk, Anita

Educational Psychology : Modular Active Learning Edition (with MyEducationLab)

by: Woolfolk, Anita

ISBN 13:
9780131381117
ISBN 10:
0131381113
Edition: 11th
Format: Package
Copyright: 02/04/2010
Publisher: Pearson

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Educational Psychology : Modular Active Learning Edition (with MyEducationLab) > ISBN13: 9780131381117

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 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.

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

Supplemental Materials

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