Educational Psychology, Active Learning Edition / Edition 10

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Overview

Derived from Anita Woolfolk's market-leading Educational Psychology, Tenth 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 10th Edition, the original 15 chapters now appear as 14 clusters and 42 brief modules, which are easy to cover in shorter academic terms and will make learning easier for students. Further, each module is a self-contained learning unit, with learning objectives and review questions (“Check Yourself”) that provide immediate reinforcement of key concepts and build students' confidence in their grasp of the material.

Exciting new features in this edition include:

  • “Active Learning Connections” Each cluster is followed by a section that features information and activities directing both students and professors to new and emerging Web technologies such as blogs and wikis and social bookmarking sites that connect them to one another and to other Educational Psychology students in fun and interactive ways.
  • “Diversity and Convergence” Each cluster is followed by a section that explores the experiences and characteristics of diverse students in relation to the chapter topics, after which the author considers some themes and principles that apply to all students. This prompts readers to understand and value differences among students, while also appreciating the great similarities among all of us in development, learning, and motivation.
  • “Podcasts” Icons in the margins direct readers to Podcasts (audio clips) on www.anitatalks.com in which the author discusses how the material in the text directly relates to the teaching profession.

Other great features of this book:

  • “Guidelines” appear throughout each module, providing concrete applications of theories and principles discussed.
  • “Point/Counterpoint” sections throughout the text present divergent opinions on some of the most important and controversial questions in the field, such as "What is good teaching?" or "What are the implications of brain-based education?"
  • “Teachers' Casebook” begins and ends each cluster. It presents realistic classroom cases and asks readers to think what they would “do” if faced with such situations. Then, actual teachers from a variety of schools across the country share their opinions, given their experience, on how they would handle the same situations. Readers get to practice “thinking like a teacher” and to see real teachers tackle classroom issues.
  • “Family and Community Partnerships” boxes offer specific guidelines for involving families—when demand for parental involvement is at an all-time high—in various aspects of children's learning.
  • “Connect and Extend” sections appear in the margins throughout, linking text content to teaching, readers’ thinking, research, and commentary about authentic classroom settings.
  • “Handbook for Teaching and Lifelong Learning” at the end of the book provides a rich, practical resource for taking the Praxis Exam, interviewing for teaching jobs, creating a teaching portfolio, and using technology in the classroom, all things that pre-service teachers need to know in order to get started in their teaching careers.
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Product Details

  • ISBN-13: 9780205542789
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 7/13/2007
  • Edition description: Older Edition
  • Edition number: 10
  • Pages: 720
  • Product dimensions: 8.48 (w) x 10.72 (h) x 1.10 (d)

Meet the Author

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.

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Table of Contents

Cluster 1 Teachers, teaching, and educational psychology 1
Cluster 2 Cognitive development and language 18
Cluster 3 Personal, moral, and social development 60
Cluster 4 Learner differences and learning needs 100
Cluster 5 Culture and community 146
Cluster 6 Behavioral views of learning 188
Cluster 7 Cognitive views of learning 226
Cluster 8 Complex cognitive processes 264
Cluster 9 Social cognitive and constructivist views of learning 302
Cluster 10 Motivation in learning and teaching 338
Cluster 11 Creating learning environments 386
Cluster 12 Teaching for academic learning 422
Cluster 13 Teaching for self-regulation, creativity, and tolerance 468
Cluster 14 Evaluation, measurement, and assessment 502
App. A Becoming a professional 567
App. B Standards and licensure : PRAXIS II and INTASC 585
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