Educational Psychology: Developing Learners, Video-Enhanced Pearson eText -- Access Card / Edition 8

Other Format (Print)
Buy New
Buy New from BN.com
$84.70
Used and New from Other Sellers
Used and New from Other Sellers
from $86.43
Usually ships in 1-2 business days
(Save 11%)
Other sellers (Other Format)
  • All (8) from $86.43   
  • New (7) from $86.43   
  • Used (1) from $94.53   

Overview

Video-Enhanced Pearson eText Access Code. This access code card provides you access to the new Video-Enhanced eText for Educational Psychology: Developing Learners, 8/e exclusively from Pearson. The Video-Enhanced Pearson eText is:

  • Engaging. Full-color online chapters include dynamic videos that show what course concepts look like in real classrooms, model good teaching practice, and expand upon chapter concepts. Over 75 video links, chosen by our authors and other subject-matter experts, are embedded right in context of the content you are reading.
  • Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad and Android tablets.*
  • Interactive. Features include embedded video, note taking and sharing, highlighting and search.
  • Affordable. Experience all these advantages of the Video-Enhanced eText for half the cost of a print bound book.

This access code card provides a 6 month subscription to the video-enhanced Pearson eText for Educational Psychology, 8/e. At the end of your subscription, you have the option to extend your access at a reduced cost.

Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. More than any other educational psychology text, this text moves seamlessly between theory and applications, features the most extensive and integrated coverage of diversity, contexts of learning, neuropsychology and brain development, and classroom applications of technology. It includes innumerable concrete examples to help readers connect educational psychology to real children and classrooms.

From reviews of the book:

“Rather than simply presenting the necessary content, the author makes you feel like she is talking directly to you. . . . I love that diversity that has been woven throughout the fabric of this text. . . . Ormrod’s personalized writing style will reach undergraduate students in a way that few authors can. [The book] is concise, yet thorough; comprehensive, yet unpretentious.”

--Angela Bloomquist, California University of Pennsylvania

‘Compared to other texts, Ormrod’s text is written in a more accessible way. . . . Strengths [include] accessibility, good use of supplementary materials, [and] updated research.”

--David Yun Dai, University at Albany, SUNY

“Love how each chapter discusses diversity and special needs! . . . Most students keep this text throughout their teaching careers as a resource. Of all the educational psychology textbooks that I’ve used, this one is the most comprehensive and interactive with vivid examples. . . . The supplemental materials are very useful. The power point is extensive and easy to use for lecture. I use the test bank materials and find the questions to be aligned with students’ licensure exams.”

--Cindy Ballantyne, Northern Arizona University

*The Pearson eText App is available for free on Google Play and in the App Store.* Requires Android OS 3.1 – 4, a 7” or 10” tablet or iPad iOS 5.0 or newer

Note: MyEducationLab does not come automatically packaged with this text. To purchase MyEducationLab, please visit: www.myeducationlab.com or you can purchase a valuepack of the physical text + MyEducationLab.

Read More Show Less

Editorial Reviews

From the Publisher

From reviews of the book:

“Rather than simply presenting the necessary content, the author makes you feel like she is talking directly to you. . . . I love that diversity that has been woven throughout the fabric of this text. . . . Ormrod’s personalized writing style will reach undergraduate students in a way that few authors can. [The book] is concise, yet thorough; comprehensive, yet unpretentious.”

--Angela Bloomquist, California University of Pennsylvania

‘Compared to other texts, Ormrod’s text is written in a more accessible way. . . . Strengths [include] accessibility, good use of supplementary materials, [and] updated research.”

--David Yun Dai, University at Albany, SUNY

“Love how each chapter discusses diversity and special needs! . . . Most students keep this text throughout their teaching careers as a resource. Of all the educational psychology textbooks that I’ve used, this one is the most comprehensive and interactive with vivid examples. . . . The supplemental materials are very useful. The power point is extensive and easy to use for lecture. I use the test bank materials and find the questions to be aligned with students’ licensure exams.”

--Cindy Ballantyne, Northern Arizona University

Read More Show Less

Product Details

  • ISBN-13: 9780133395563
  • Publisher: Pearson
  • Publication date: 3/13/2013
  • Edition number: 8
  • Pages: 744
  • Sales rank: 1,058,318
  • Product dimensions: 7.80 (w) x 9.70 (h) x 0.40 (d)

Meet the Author

Jeanne Ellis Ormrod received her A.B. in psychology from Brown University and her M.S. and Ph.D. in educational psychology from The Pennsylvania State University. She earned licensure in school psychology through postdoctoral work at Temple University and the University of Colorado at Boulder and has worked as a middle school geography teacher and school psychologist. She was Professor of Educational Psychology at the University of Northern Colorado until 1998, when she moved east to return to her native New England. She has published numerous research articles on cognition and memory, cognitive development, and giftedness but is probably best known for this book and four others: Human Learning (currently in its sixth edition); Essentials of Educational Psychology (currently in its third edition); Child Development and Education (co-authored with Teresa McDevitt, currently in its fifth edition); and Practical Research (co-authored with Paul Leedy, currently in its tenth edition). She has also recently published a non-textbook for a broad audience: Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages. With her three children now grown and out on their own, she lives in New Hampshire with her husband Richard.

Read More Show Less

Table of Contents

Brief Table of Contents

Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY

PART I. DEVELOPMENT AND DIVERSITY

Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT

Chapter 4: GROUP DIFFERENCES

Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL NEEDS

PART II. LEARNING AND MOTIVATION

Chapter 6: LEARNING, COGNITION, AND MEMORY

Chapter 7: COMPLEX COGNITIVE PROCESSES

Chapter 8: LEARNING AND COGNITION IN CONTEXT

Chapter 9: BEHAVIORIST VIEWS OF LEARNING

Chapter 10: SOCIAL COGNITIVE VIEWS OF LEARNING

Chapter 11: MOTIVATION AND AFFECT

PART III. CLASSROOM STRATEGIES

Chapter 12: INSTRUCTIONAL STRATEGIES

Chapter 13: CREATING A PRODUCTIVE LEARNING ENVIRONMENT

Chapter 14: CLASSROOM ASSESSMENT STRATEGIES

Chapter 15: SUMMARIZING STUDENTS’ ACHIEVEMENT AND ABILITIES

APPENDICES

Appendix A: DESCRIBING ASSOCIATIONS WITH CORRELATION COEFFICIENTS

Appendix B: DETERMINING RELIABILITY AND PREDICTIVE VALIDITY

Appendix C: MATCHING BOOK AND MYEDUCATIONLAB CONTENT TO THE PRAXIS PRINCIPLES OF LEARNING AND TEACHING TESTS

Detailed Table of Contents:

Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY

CASE STUDY: THE “NO D” POLICY

TEACHING AS EVIDENCE-BASED PRACTICE

UNDERSTANDING AND INTERPRETING RESEARCH FINDINGS

Quantitative Research

Qualitative Research

Interpreting Research Results: A Cautionary Note

From Research to Practice: The Importance of Theories

COLLECTING DATA AND DRAWING CONCLUSIONS ABOUT YOUR OWN

STUDENTS

Assessing Students’ Achievements and Behaviors

Conducting Action Research

DEVELOPING AS A TEACHER

STRATEGIES FOR STUDYING AND LEARNING EFFECTIVELY

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: NEW SOFTWARE

PART I. DEVELOPMENT AND DIVERSITY

Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

CASE STUDY: APPLE TARTS

GENERAL PRINCIPLES OF HUMAN DEVELOPMENT

The Multiple Layers of Environmental Influence: Bronfenbrenner’s Theory

ROLE OF THE BRAIN IN LEARNING AND DEVELOPMENT

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

Piaget’s Basic Assumptions

Piaget’s Stages of Cognitive Development

Critiquing Piaget’s Theory

Considering Diversity from the Perspective of Piaget’s Theory

Contemporary Extensions and Applications of Piaget’s Theory

VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT

Vygotsky’s Basic Assumptions

Critiquing Vygotsky’s Theory

Considering Diversity from the Perspective of Vygotsky’s Theory

Contemporary Extensions and Applications of Vygotsky’s Theory

Contrasting Piaget’s and Vygotsky’s Theories

LANGUAGE DEVELOPMENT

Theoretical Issues Regarding Language Development

Diversity in Language Development

Second-Language Learning and English Language Learners

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: STONES LESSON

Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT

CASE STUDY: HIDDEN TREASURE

PERSONALITY DEVELOPMENT

Temperament

Environmental Influences on Personality Development

The “Big Five” Personality Traits

Temperament, Personality, and Goodness of Fit

DEVELOPMENT OF A SENSE OF SELF

Factors Influencing Sense of Self

Developmental Changes in Sense of Self

Diversity in Sense of Self

DEVELOPMENT OF PEER RELATIONSHIPS AND INTERPERSONAL UNDERSTANDINGS

Roles of Peers in Children’s Development

Characteristics of Peer Relationships

Social Cognition

Aggression

Technology and Peer Relationships

Diversity in Peer Relationships and Social Cognition

Promoting Healthy Peer Relationships

MORAL AND PROSOCIAL DEVELOPMENT

Developmental Trends in Morality and Prosocial Behavior

Factors Influencing Moral and Prosocial Development

Diversity in Moral and Prosocial Development

Encouraging Moral and Prosocial Development in the Classroom

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: THE SCARLET LETTER

Chapter 4: GROUP DIFFERENCES

CASE STUDY: WHY JACK WASN’T IN SCHOOL

CULTURAL AND ETHNIC DIFFERENCES

Navigating Different Cultures at Home and at School

Examples of Cultural and Ethnic Diversity

Creating a Culturally Inclusive Classroom Environment

GENDER DIFFERENCES

Research Findings Regarding Gender Differences

Origins of Gender Differences

Making Appropriate Accommodations for Gender Differences

SOCIOECONOMIC DIFFERENCES

Challenges Associated with Poverty

Fostering Resilience

Working with Homeless Students

STUDENTS AT RISK

Characteristics of Students at Risk

Why Students Drop Out

Supporting Students at Risk

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: THE ACTIVE AND THE PASSIVE

Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL

NEEDS

CASE STUDY: TIM

INTELLIGENCE

Theoretical Perspectives of Intelligence

Measuring Intelligence

Nature and Nurture in the Development of Intelligence

Cultural and Ethnic Diversity in Intelligence

Being Smart about Intelligence and IQ Scores

COGNITIVE STYLES AND DISPOSITIONS

EDUCATING STUDENTS WITH SPECIAL NEEDS IN GENERAL EDUCATION CLASSROOMS

Public Law 94-142: Individuals with Disabilities Education Act (IDEA)

Potential Benefits and Drawbacks of Inclusion

Identifying Students’ Special Needs: Response to Intervention and People-First

Language

STUDENTS WITH SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES

Learning Disabilities

Attention-Deficit Hyperactivity Disorder (ADHD)

Speech and Communication Disorders

General Recommendations

STUDENTS WITH SOCIAL OR BEHAVIORAL PROBLEMS

Emotional and Behavioral Disorders

Autism Spectrum Disorders

General Recommendations

STUDENTS WITH GENERAL DELAYS IN COGNITIVE AND SOCIAL

FUNCTIONING

Intellectual Disabilities

STUDENTS WITH PHYSICAL OR SENSORY CHALLENGES

Physical and Health Impairments

Visual Impairments

Hearing Loss

General Recommendations

STUDENTS WITH ADVANCED COGNITIVE DEVELOPMENT

Giftedness

CONSIDERING DIVERSITY WHEN IDENTIFYING AND ADDRESSING SPECIAL

NEEDS

GENERAL RECOMMENDATIONS FOR WORKING WITH STUDENTS WHO HAVE SPECIAL NEEDS

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: QUIET AMY

PART II. LEARNING AND MOTIVATION

Chapter 6: LEARNING, COGNITION, AND MEMORY

CASE STUDY: THE NEW WORLD

BASIC ASSUMPTIONS OF COGNITIVE PSYCHOLOGY

A MODEL OF HUMAN MEMORY

The Nature of the Sensory Register

Moving Information to Working Memory: The Role of Attention

The Nature of Working (Short-Term) Memory

Moving Information to Long-Term Memory: Connecting New Information with

Prior Knowledge

The Nature of Long-Term Memory

Learning, Memory, and the Brain

Critiquing the Three-Component Model

LONG-TERM MEMORY STORAGE

How Knowledge Can Be Organized

How Declarative Knowledge Is Learned

How Procedural Knowledge Is Learned

Roles of Prior Knowledge and Working Memory in Long-Term Memory Storage

Encouraging a Meaningful Learning Set and Conceptual Understanding

Using Mnemonics in the Absence of Relevant Prior Knowledge

WHEN KNOWLEDGE CONSTRUCTION GOES AWRY: ADDRESSING

LEARNERS’ MISCONCEPTIONS

Obstacles to Conceptual Change

Promoting Conceptual Change

LONG-TERM MEMORY RETRIEVAL

Factors Affecting Retrieval

Why Learners Sometimes Forget

DIVERSITY IN COGNITIVE PROCESSES

Facilitating Cognitive Processing in Students with Special Needs

WHAT HAVE YOU LEARNED?

PRACTICE FOR YOUR LICENSURE EXAM: VISION UNIT


Chapter 7: COMPLEX COGNITIVE PROCESSES

CASE STUDY: TAKING OVER

METACOGNITION AND LEARNING STRATEGIES

Effective Learning Strategies

Factors Affecting Strategy Use

Diversity, Disabilities, and Exceptional Abilities in Metacognition

TRANSFER

Factors Affecting Transfer

PROBLEM SOLVING

Problem Encoding

Problem-Solving Strategies: Algorithms and Heuristics

Working Memory and Problem Solving

Metacognition in Problem Solving

Using Computer Technology to Teach Problem-Solving Skills

CREATIVITY

Fostering Creativity

CRITICAL THINKING

Fostering Critical Thinking

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)