Educational Psychology / Edition 12

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Overview

The 12th Edition of Educational Psychology maintains the lucid writing style for which the author is renowned. It is as free of jargon and technical language as possible in order to be clear, relevant, and interesting to all readers. Theory and practice are not separated in the text, but are considered together. The book shows very clearly how information and ideas drawn from research in educational psychology can be applied to solve the everyday problems of teaching. Readers explore the connections between research and practice through a wealth of examples, lesson segments, case studies, guidelines, and practical tips from experienced teachers. The content reveals the immense value and usefulness of educational psychology, a field that offers unique and crucial knowledge to any who dare to teach and to all who love to learn.

Note: this is the standalone book if you want the book/Access Card please order:

0132893584 / 9780132893589 Educational Psychology and MyEducationLab Access Card Package

Package consists of:

0132613166 / 9780132613163 Educational Psychology

0132888831 / 9780132888837 NEW MyEducationLab -- Valuepack Access Card

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Product Details

  • ISBN-13: 9780132613163
  • Publisher: Pearson
  • Publication date: 1/19/2012
  • Edition description: New Edition
  • Edition number: 12
  • Pages: 587
  • Sales rank: 63,000
  • Product dimensions: 9.02 (w) x 10.95 (h) x 0.97 (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 OhioState 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

Chapter 1: Learning, Teaching, and Educational Psychology

PART 1: STUDENTS

Chapter 2: Cognitive Development

Chapter 3: The Self, Social, and Moral Development

Chapter 4: Learner Differences and Learning Needs

Chapter 5: Language Development, Language Diversity, and Immigrant Education NEW CHAPTER

Chapter 6: Culture and Diversity

PART 2: LEARNING AND MOTIVATION

Chapter 7: Behavioral Views of Learning

Chapter 8: Cognitive Views of Learning

Chapter 9: Complex Cognitive Processes

Chapter 10: The Learning Sciences and Constructivism

Chapter 11: Social Cognitive Views of Learning and Motivation

Chapter 12: Motivation in Learning, and Teaching

PART 3: TEACHING AND ASSESSING

Chapter 13: Creating Learning Environments

Chapter 14: Teaching Every Student

Chapter 15: Classroom Assessment, Grading, and Standardized Testing

Licensure Appendix

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