Educational Psychology (with "Becoming a Professional" CD-ROM) / Edition 9by Anita Woolfolk
Pub. Date: 04/02/2003
Publisher: Allyn & Bacon, Inc.
This best-selling classic text provides beginning teachers with the tools and inspiration to become masters of their chosen profession. The Ninth Edition maintains the lucid writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance. This edition provides especially helpful new material on the… See more details below
This best-selling classic text provides beginning teachers with the tools and inspiration to become masters of their chosen profession. The Ninth Edition maintains the lucid writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance. This edition provides especially helpful new material on the non-academic outcomes of schooling, recognizing the challenges educators face in the next decade to keep all schools safe and compassionate. To demonstrate educational psychology's importance and relevance to the classroom, the text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers.
NEW coverage includes added or expanded discussions of the following much-discussed topics: peer cultures, bullying and relational aggression, emotional intelligence, Section 504 accommodations for students, the brain, language diversity, emotional competence, learning disabilities, diversity and giftedness, gender issues, culturally relevant pedagogy, working memory, implicit memory, learning strategies, research on problem-based learning, goal theory, culture and classroom management, high-stakes testing, changes in the SAT, and accommodating diversity in testing and grading.
Features New to This Edition
- New Chapter 13, Teaching for Self-Regulation, Creativity, and Tolerance recognizes that there is more to schooling than academics and educational psychology has much to say about important non-academic outcomes. The chapter looks carefully at research on self-regulation and learning to learn, creativity and how to foster it, social-emotional learning, the development of life-coping skills, and teaching for tolerance. Other topics include cooperative learning, conflict resolution, and classroom communities.
- Reaching Every Student. In every chapter, these boxes present ideas for assessing, teaching, and motivating ALL of the students in today's diverse classroom.
- Enhancing Expertise: Technology and Professional Development. One section in every chapter describes how to use the World Wide Web to continue learning after the course and throughout teaching<>carefully chosen Web sites and guidance for using them.
- Passing the Praxis. Every chapter contains helpful tips as students prepare for licensure examinations which may be required in their state and begin to develop a personal study guide for such examinations.
- Standards and Licensure Appendix: Praxis II and INTASC. Students can refer to this Appendix at the end of the book for detailed correlations to Praxis II exam topics addressed in the text.
- Stop/Think/Write. Prompts throughout each chapter provide "minds-on experiences," connected to possible student assignments such as interactive journals.
- What Would You Say? Two or three times in every chapter students are asked how they would answer possible job interview questions based on the text material. Suggested by practicing principals and superintendents around the country, these questions help students see that the principles of educational psychology apply to teaching and even to getting a teaching job.
- Stories of Learning/Tributes to Teaching. In every chapter, a brief story reveals how a real teacher made a difference in the life of a student.
- Allyn & Bacon, Inc.
- Publication date:
- Edition description:
- Book with CD-ROM
- Product dimensions:
- 8.48(w) x 10.94(h) x 0.93(d)
Table of Contents
|Ch. 1||Teachers, Teaching, and Educational Psychology||1|
|Ch. 2||Cognitive Development and Language||23|
|Ch. 3||Personal, Social, and Emotional Development||65|
|Ch. 4||Learner Differences and Learning Needs||105|
|Ch. 5||Culture and Community||153|
|Pt. 2||Learning and Motivation|
|Ch. 6||Behavioral Views of Learning||197|
|Ch. 7||Cognitive Views of Learning||235|
|Ch. 8||Complex Cognitive Processes||275|
|Ch. 9||Social Cognitive and Constructivist Views of Learning||313|
|Ch. 10||Motivation in Learning and Teaching||349|
|Ch. 11||Creating Learning Environments||395|
|Ch. 12||Teaching for Academic Learning||431|
|Ch. 13||Teaching for Self-Regulation, Creativity, and Tolerance||477|
|Ch. 14||Standardized Testing||513|
|Ch. 15||Classroom Assessment||547|
|App||Standards and Licensure: PRAXIS II and INTASC||581|
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