Educational Psychology: Developing Learners / Edition 8

by Jeanne Ellis Ormrod

Overview

Help students understand their own learning and apply the core concepts and principles of educational psychology Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. The text's unique approach moves seamlessly between theory and application, helping students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. The 10th Edition reflects the most current research on learning, development, motivation, and assessment. It features extensive and integrated coverage of diversity, technology, contexts of learning, and neuropsychology. In addition, compelling application-based examples and authentic artifacts are included throughout the book to help readers connect educational psychology to real children and classrooms.



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0135206006 / 9780135206003 Educational Psychology: Developing Learners plus MyLab Education with Pearson eText -- Access Card Package, 10/e

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• 0135206472 / 9780135206478 Educational Psychology: Developing Learners, 10/e
• 0135208637 / 9780135208632 MyLab Education with Pearson eText -- Access Card -- for Educational Psychology: Developing Learners, 10/e

Product Details

ISBN-13:	9780132974424
Publisher:	Pearson
Publication date:	01/21/2013
Edition description:	Older Edition
Pages:	744
Product dimensions:	8.90(w) x 10.90(h) x 1.20(d)

About the Author

Jeanne Ellis Ormrod holds a B.A. degree in psychology from Brown University and M.S. and Ph.D. degrees in educational psychology from The Pennsylvania State University. For many years she was a faculty member at the University of Northern Colorado, where she taught courses in learning and cognition, educational psychology, measurement, and research methods; she is currently Professor Emerita of Psychological Sciences at UNC. Dr. Ormrod has published numerous research articles but is probably best known for this book and several other textbooks: Educational Psychology: Developing Learners (9th ed., 2017); Essentials of Educational Psychology (5th ed., 2018); Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages (2011); Child Development and Education (with Teresa McDevitt; 6th ed., 2016); and Practical Research: Planning and Design (with Paul Leedy, 12th ed., 2019).



Eric M. Anderman holds a B.S. degree in Psychology and Spanish from Tufts University, an Ed.M. from Harvard University, and a Ph.D. in Educational Psychology from The University of Michigan. After completing his Masters degree, he worked as a high school and middle school teacher for several years, before returning to graduate school. He is currently Professor of Educational Psychology and Chair of the Department of Educational Studies at The Ohio State University. His research focuses on (a) academic motivation, (b) academic cheating, and (c) motivation and risky behavior during adolescence. He is currently the editor of the journal, Theory into Practice, and formerly was associate editor of the Journal of Educational Psychology. He co-authors two other text books also published by Pearson: Classroom Motivation (now in its second edition) with Lynley Anderman, and Adolescent Development for Educators, with Alison Ryan and Tim Urdan. He recently co-edited the third edition of the Handbook of Educational Psychology (published by Routledge) with Lyn Corno, and The International Guide to Student Achievement (published by Routledge) with John Hattie.



Lynley H. Anderman received her B.A. and M.A. (Hons.) in Education from the University of Auckland, New Zealand, and her Ph.D. from the Combined Program in Education and Psychology at The University of Michigan. A graduate of North Shore Teachers College (Auckland, New Zealand) she taught for several years in primary and intermediate schools in Auckland. Currently, she is Professor of Educational Psychology at The Ohio State University. She has published and presented extensively on academic motivation, particularly in relation to the roles of instructional and social-relational characteristics of classrooms that support students’ motivation and engagement, including students’ sense of belonging, teacher-student and peer relationships. She also has written and presented on the role of educational psychology in teacher education. Dr. Anderman is the former editor of the Journal of Experimental Education, and former associate editor of Theory into Practice. She has co-edited Psychology of Classroom Learning (published by Cengage) and Classroom Motivation (published by Pearson) with Eric Anderman.

Table of Contents

1. Teaching and Educational Psychology



Part I: Development and Diversity

2. Cognitive and Linguistic Development

3. Personal and Social Development

4. Group Differences

5. Individual Differences and Special Educational Needs



Part II: Learning and Motivation

6. Learning, Cognition, and Memory

7. Complex Cognitive Processes

8. Learning and Cognition in Context

9. Behaviorist Views of Learning

10. Social Cognitive Views of Learning

11. Motivation and Affect



Part III: Classroom Strategies

12. Instructional Strategies

13. Creating a Productive Learning Environment

14. Classroom Assessment Strategies

15. Summarizing Students’ Achievements and Abilities

Appendices

A: Describing Associations with Correlation Coefficients A-1

B: Determining Reliability and Predictive Validity B-1

C: Matching Book and MyLab Education Content to the Praxis® Principles of Learning and Teaching Tests C-1

Editorial Reviews

The [Video Examples] assist the reader/student in both comprehension and application of the content... and I felt excited at the prospect of utilizing this program in my own course(s)... Pearson MyLab makes it easier to instruct a course, as everything is in one place, and the program calculates grades and some assessments automatically...I also believe that the inclusion of licensure exam prep is critical to the population of preservice teachers that I instruct… I believe that this textbook is superior to the others that I have seen and worked with in the past.”

– Erin McClure, Ohio State University



“Students are fond of the author's humor and realistic examples, as am I. I am also fond of the author's relaxed writing style and readability… There are many strengths here. I appreciate the logical progression from theory to practice and then to assessment. I also believe the case studies that begin each chapter are valuable in immediately capturing the students' interest.”

– A. Williams, Texas Tech University



'[W]hen I ask students if I should continue to use this textbook in the future, the answer always is a unanimous ‘yes...’ The students find this book to be very engaging and relevant… No textbook is perfect, but this one is the best I have used to date… The problem [with my previous text] was most of my students did not read it... I decided to go ahead with Ormrod… because my colleagues used it. I discovered that my students love the book. Most say they read all of the assigned chapters… [With my previous text] only 1 to 3 of [a class of] 35 or so students ever claimed to have read all of the assigned chapters.”

– Darlene DeMarie, University of South Florida

From the Publisher