Educational Psychology (MyLabSchool) / Edition 10

Educational Psychology (MyLabSchool) / Edition 10

by Anita Woolfolk

ISBN-10: 0205493831

ISBN-13: 9780205493838

Pub. Date: 02/08/2006

Publisher: Allyn & Bacon, Inc.

“The writing is great, the coverage of learning topics unparalleled.”

–Nancy Knapp, University of Georgia

“I have used this text for six years, and it has gotten better with each edition.”

–Catherine Rivoira, East Carolina University

…  See more details below


“The writing is great, the coverage of learning topics unparalleled.”

–Nancy Knapp, University of Georgia

“I have used this text for six years, and it has gotten better with each edition.”

–Catherine Rivoira, East Carolina University

This best-selling, classic text provides beginning teachers with the tools and inspiration to become masters of their chosen profession. The Tenth 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 an especially helpful new chapter on Engaged Learning: Cooperation and Community, recognizing the challenges educators face in the next decade to keep all students connected to learning and all schools safe and compassionate.


The most applied text on the market, this text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers. In addition, at the end of the text is The Handbook for Teaching and Lifelong Learning. The four sections of this handbook will give your students even more tools for passing licensure tests, getting a job, and teaching well, no matter what surprises come their way. The four sections include:


• “Creating a Praxis II™/Licensure Examination Study Guide”: a chapter-by-chapter map for using this text as a personal study guide for licensing tests such as the PRAXIS.

• “Standards and Licensure: Praxis II™ and INTASC”: detailed correlationsto PRAXIS II™ exam topics addressed in the 10th edition of the text.

• “Getting a Job: Job Interview Questions That Educational Psychology Will Help You Answer”: suggested by superintendents and principals as questions they like to ask during interviews to select teachers.

• “Enhancing Your Expertise: Continuing your Learning”: real experiences of practicing teachers, along with guidance about how to develop your expertise by exploring the World Wide Web.


For the first time, this text will appear in a “MyLabSchool Edition,” so every copy will include an access code to a special version of Allyn and Bacon’s hugely popular MyLabSchool, a collection of web-based resources for teacher candidates. This special site will contain the following:


An electronic version of the text (an ‘ebook’) which contains chapter review quizzes after each section, and the capacity to generate an “individualized study plan,” whereby students’ quiz answers are graded, and they are directed to specific pages and sections in the text that will help them correct erroneous answers and master the material.

A rich collection of video clips showing theoretical concepts and teaching methods in practice in real classrooms.

A Lesson Plan/Portfolio Builder, which provides templates for lesson plans and portfolios and a database of state teaching standards that can be correlated to students’ work by specific state, subject area, and grade level.

Access to Research Navigator, an extensive database of academic research journals and helpful advice on writing and formatting research papers.

See the inside back cover for access to [Insert MyLabSchool logo] - a powerful set of online tools that bring the classroom to life!

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Product Details

Allyn & Bacon, Inc.
Publication date:
MyLabSchool Series
Edition description:
Older Edition
Product dimensions:
8.50(w) x 10.80(h) x 1.00(d)

Table of Contents



Teacher’s Casebook: What Would You Do?  

Do Teachers Make a Difference?  

Teacher-Student Relationships

Teacher Preparation and Quality

What Is Good Teaching?  

Inside Four Classrooms

Expert Knowledge

Beginning Teachers

The Role of Educational Psychology  

Some Interesting History

Is It Just Common Sense?

Using Research to Understand and Improve Learning

What is Scientifically-Based Research?

Theories for Teaching

Becoming a Good Beginning Teacher

Diversity and Convergences in Educational Psychology

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  




Teachers’ Casebook: What Would You Do?  

A Definition of Development  

General Principles of Development

The Brain and Cognitive Development

Piaget’s Theory of Cognitive Development  

Influences on Development

Basic Tendencies in Thinking

Four Stages of Cognitive Development

Information Processing andNeo-Piagetian Views of Cognitive Development

Some Limitations of Piaget’s Theory

Vygotsky’s Sociocultural Perspective  

The Social Sources of Individual Thinking

Cultural Tools and Cognitive Development

The Role of Language and Private Speech

The Development ofLanguage  

The Role of Learning and Development

Limitations of Vygotsky’s Theory

Implications of Piaget’s and Vygotsky’s Theories for Teachers  

Piaget: What Can We Learn?

Vygotsky: What Can We Learn?

Reaching Every Student: Using the Tools of the Culture

The Development of Language

Diversity in Language: Dual Language Development

Language Development in the School Years

Diversity and Convergence in Cognitive Development

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  




Teachers’ Casebook: What Would You Do?

Physical Development

The Preschool Years

Elementary School


The Brain and Adolescent Development

Erikson : Stages of Individual Development

The Preschool Years: Trust, Autonomy, and Initiative

Elementary and Middle School Years: Industry versus Inferiority

Adolescence: The Search for Identity

Bronfenbrenner: The Social Context for Development




Self-Concept and Identity: Understanding Ourselves

Self-Concept and Self-Esteem


School Life and Self-Esteem

Diversity in Self-Concepts: Gender and Ethnicity

Diversity and Self-Esteem

Ethnic and Racial Identity

Emotional and Moral Development  

Emotional Competence

Intention, Theory of Mind, and a Sense of Right and Wrong

Moral Development

Moral Judgments, Social Conventions, and Personal Choices

Diversity in Reasoning

Moral Behavior


Diversity and Convergence in Personal/Social Development



Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  




Teachers’ Casebook: What Would You Do? 

Individual Differences in Intelligence

Learner Differences and Labeling  

What does Intelligence Mean

Multiple Intelligences

 Emotional Intelligence

 Intelligence as a Process

How Is Intelligence Measured?

Ability Differences and Teaching

Between-Class Ability Grouping

Within-Class Ability Grouping and Flexible Grouping  

Learning Styles and Preferences

Cautions about Learning Preferences

Visual/ Verbal Distinctions

Individual Differences and the Law

 Individualized Education Program

The Rights of Students and Families

 Least Restrictive Environment

Section 504 Protections for Students 

The Most Common Challenges

Students with Learning Disabilities

Reaching Every Student: Higher Order Thinking and Learning Disabilities

Students with Hyperactivity and Attention Disorders

Students with Communication Disorders

 Students with Intellectual Disabilities

Students with Emotional or Behavioral Disorders

Less Prevalent Problems and More Severe Disabilities  

Students with Health Impairments Students

 Who Are Deaf and Hard of Hearing

Students with Low Vision and Blindness

Autism Spectrum Disorders and Asperger Syndrome

Students Who Are Gifted and Talented 

Who Are These Students?

 Strategies for Identifying and Teaching Gifted Students

Diversity and Convergence in Learning Abilities.

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?




Teachers’ Casebook: What Would You Do?

Today’s Diverse Classrooms 

Individuals, Groups, and Society

 Multicultural Education

American Cultural Diversity

Economic and Social Class Differences  

Social Class and SES

Poverty and School Achievement

Ethnic and Racial Differences  

The Changing Demographics: Cultural Differences

Ethnic and Racial Differences in School Achievement

The Legacy of Discrimination

Stereotype Threat

Girls and Boys: Differences in the Classroom  

Sexual Identity

Gender-Role Identity

Sex Differences in Mental Abilities

Eliminating Gender Bias

Language Differences in the Classroom  



 Reaching Every Student: Recognizing Giftedness in Bilingual Students

Bilingual Education

Creating Culturally Inclusive Classrooms

Culturally Relevant Pedagogy

Fostering Resilience

Diversity and Convergences

Diversity in Learning

Convergences: Teaching Every Student

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?




Teachers’ Casebook: What Would You Do?

Understanding Learning 

Learning: A Definition

Learning Is Not Always What It Seems

Early Explanations of Learning: Contiguity and Classical Conditioning  

Operant Conditioning: Trying New Responses  

Types of Consequences

Reinforcement Schedules

Antecedents and Behavior Change

Applied Behavior Analysis  

Methods for Encouraging Behaviors

Coping with Undesirable Behavior

Reaching Every Student: Functional Behavioral Assessment and Positive Behavior Support

Behavioral Approaches to Teaching and Management  

Group Consequences

Token Reinforcement Programs

Contingency Contract Programs

Reaching Every Student: Severe Behavior Problems

Observational Learning and Cognitive Behavior Modification: Thinking about Behavior

Observational Learning

Elements of Observational Learning

 Observational Learning in Teaching


Cognitive Behavior Modification and Self-Instruction

Problems and Issues  

Criticisms of Behavioral Methods

Ethical Issues

Diversity and Convergence in Behavioral Learning

Summary Table 

Teachers’ Casebook/PRAXIS Connections: What Would They Do?   





Teachers’ Casebook: What Would You Do?  

Elements of the Cognitive Perspective  

Comparing Cognitive and Behavioral Views

The Importance of Knowledge in Learning

The Information Processing Model of Memory  

Sensory Memory

Working Memory

 Individual Differences and Working Memory

Long-Term Memory: The Goal of Teaching  

Capacity, Duration, and Contents of Long-Term Memory

Explicit Memories: Semantic and Episodic

Implicit Memories

Storing and Retrieving Information in Long-Term Memory

 Individual Differences and Long-Term Memory


Metacognitive Knowledge and Regulation

Reaching Every Student: Metacognitive Strategies for Students with Learning Disabilities

Becoming Knowledgeable: Some Basic Principles  

Development of Declarative Knowledge

Becoming an Expert: Development of Procedural and Conditional Knowledge

Diversity and Convergence in Cognitive Learning

Summary  Table

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  





Teachers’ Casebook: What Would You Do? 

Learning and Teaching about Concepts  

Views of Concept Learning

Strategies for Teaching Concepts

Teaching Concepts through Discovery

Teaching Concepts through Exposition

Reaching Every Student: Learning Disabilities and Concept Teaching

Problem Solving  

Identifying: Problem Finding

Defining Goals and Representing the Problem

Exploring Possible Solution Strategies

Anticipating, Acting, and Looking Back

Factors That Hinder Problem Solving

Effective Problem Solving: What Do the Experts Do?

Creativity and Creative Problem Solving

Defining Creativity

What are the Sources of Creativity?

Assessing Creativity

Creativity in the Classroom

The Big C: Revolutionary Creativity

Becoming an Expert Student: Learning Strategies and Study Skills  

Learning Strategies and Tactics

Visual Tools for Organizing

Reading Strategies

Applying Learning Strategies

Teaching for Transfer  

The Many Views of Transfer

Teaching for Positive Transfer

Diversity and Convergences in Complex Cognitive Processes



Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  





Teachers’ Casebook: What Would You Do? 

Social Cognitive Theories

Reciprocal Determinism


Applying Social Cognitive Theories

Self-Efficacy and Motivation

 Teachers’ Sense of Efficacy

Self Regulated Learning

An Individual Example

Reaching Every Student: Two Classrooms and the Family

Teaching Toward Self-Efficacy and Self-Regulated Learning

Cognitive and Social Constructivism

Constructivist Views of Learning

How Is Knowledge Constructed?

Knowledge: Situated or General?

Common Elements of Constructivist Perspectives

Applying Constructivist Perspectives

Inquiry and Problem-Based Learning

Dialogue and Instructional Conversations

Cognitive Apprenticeships

Apprenticeships in Thinking

An Integrated Constructivist Program: Fostering Communities of Learners

 Dilemmas of Constructivist Practice

Working with Families

Diversity and Convergences in Theories of Learning

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  




Teachers’ Casebook: What Would You Do?

What Is Motivation?  

Meeting Some Students

Intrinsic and Extrinsic Motivation

Four General Approaches to Motivation  

Needs: Competence, Autonomy, and Relatedness


Needs: Lessons for Teachers

Goal Orientations and Motivation

Types of Goals and Goal Orientations

Feedback and Goal Acceptance

Goals: Lessons for Teachers

Interests and Emotions

Taping Interests  

Arousal: Excitement and Anxiety in Learning

Reaching Every Student: Coping with Anxiety

Interests and Emotions: Lessons for Teachers

Beliefs and Self-Schemas  

Beliefs about Ability

Beliefs about Causes and Control: Attribution Theory

Beliefs about Self-Efficacy and Learned Helplessness

Beliefs about Self-Worth

Beliefs and Self-Schemas: Lessons for Teachers

Motivation to Learn in School: On TARGET

Tasks for Learning

Supporting Autonomy and Recognizing Accomplishment

Grouping, Evaluation, and Time 

Diversity and Convergences in Motivation to Learn

Diversity in Motivation to Learn

Convergences: Strategies to Encourage Motivation and Thoughtful Learning

Can I Do It? Building Confidence and Positive Expectations

Do I Want to Do It? Seeing the Value of Learning

What Do I Need to Do to Succeed? Staying Focused on the Task

Do I Belong in this Classroom?

Summary Table 

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  





Teachers’ Casebook: What Would You Do?  

Social Processes in Learning 


 Parents and Teachers

Collaboration and Cooperation

Collaboration, Group Work, and Cooperative Learning

Tasks for Cooperative Learning

Preparing Students for Cooperative Learning

Designs for Cooperation

 Reaching Every Student: Using Cooperative Learning Wisely

The Classroom Community  

Constructive Conflict Resolution

Civic Values

Getting Started on Community

Violence in Schools


Respect and Protect

Community Outside the Classroom: Service Learning

Diversity and Convergence in Engagement

Summary Table   

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  




Teachers’ Casebook: What Would You Do?  

The Need for Organization 

The Basic Task: Gain Their Cooperation

The Goals of Classroom Management

Creating a Positive Learning Environment  

Some Research Results

Rules and Procedures Required

Planning Spaces for Learning

 Planning for Computer Uses

Getting Started: The First Weeks of Class

Maintaining a Good Environment for Learning  

Encouraging Engagement

Prevention Is the Best Medicine

Dealing with Discipline Problems

Special Problems with Secondary

Students Reaching Every Student: School-wide Positive Behavior Supports

The Need for Communication  

Message Sent—Message Received

Diagnosis: Whose Problem Is It?

Counseling: The Student’s Problem

Confrontation and Assertive Discipline

Diversity and Convergences in Learning Environments

Diversity: Culturally Responsive Management

Convergences: Research on Management Approaches

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do? 





Teachers’ Casebook: What Would You Do?  

The First Step: Planning  

Objectives for Learning

Flexible and Creative Plans—Using Taxonomies

Another View: Planning from a Constructivist Perspective

Teacher-Directed Instruction  

Characteristics of Effective Teachers

Explanation and Direct Instruction

Seatwork and Homework

Questioning and Recitation

Group Discussion

Teacher Expectations  

Two Kinds of Expectation Effects

Sources of Expectations

Do Teachers’ Expectations Really Affect Students’ Achievement?

Student-Centered Teaching: Examples in Reading, Mathematics, and Science  

Learning to Read and Write

Learning and Teaching Mathematics

Learning Science

Reaching Every Student: Effective Teaching in Inclusive Classrooms  

Technology and Exceptional Students

Diversity and Convergence in Teaching

Diversity: Differentiated Instruction

Convergence: Beyond the Debates to Outstanding Teaching

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  





Teachers’ Casebook: What Would You Do?  

Measurement and Assessment  

Norm-Referenced Tests

Criterion-Referenced Tests

What Do Test Scores Mean?  

Basic Concepts

Types of Scores

Interpreting Test Scores

Types of Standardized Tests  

Achievement Tests: What Has the Student Learned?

Aptitude Tests: How Well Will the Student Do in the Future?

Issues in Standardized Testing  

Accountability and High-Stakes Testing

The Dangers of High-Stakes Testing

Preparing for Tests

Reaching Every Student: Helping Student with Disabilities Prepare for High-Stakes Tests

New Directions in Assessment

 Diversity and Convergence in Testing

Summary Table  

Teachers’ Casebook/PRAXIS Connections: What Would They Do?  





Teachers’ Casebook: What Would You Do?  

Formative and Summative Assessment 

Getting the Most from Traditional Assessment

Planning for Testing

Objective Testing

Essay Testing

Alternative to Traditional Assessments

Authentic Classroom Assessment

Portfolios and Exhibitions

Evaluating Portfolios and Performances

 Informal Assessments

Involving Students in Assessments

Effects of Grading on Students 

Effects of Failure

Effects of Feedback

Grades and Motivation

Grading and Reporting: Nuts and Bolts 

Criterion-Referenced versus Norm-Referenced Grading

The Point System and Percentage Grading

The Contract System and Grading Rubrics

Other Issues in Grading

Reaching Every Student

Beyond Grading: Communicating with Families

Diversity and Convergences in Classroom Assessment

Summary Table  

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