Educational Psychology: Theory and Practice / Edition 6

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Overview

This popular book from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality. An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practices and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become "intentional teachers," the author offers a set of questions to guide them and models best practices through classroom examples. Educational Psychology prepares teachers as no other text does. It teaches them to think about how students develop and learn, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding. This edition includes new sections on brain research, expanded coverage of Title I, programs for language minority students, and comprehensive school reform. It contains new critiques of assessment and accountability strategies, and a substantially updated treatment of programming for students with special needs. A new feature, "Technology Cases," presents practical uses of technology related to the contents of the chapters. A self-check feature, appearing throughout the chapters, links chapter contents to INTASC standards, and self assessments at the end of each chapter are linked to the content and format of PRAXIS. Designed for anyone interested in educational psychology or in the psychology of learning.
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Editorial Reviews

From the Publisher

From reviews of the text:

"The strength of this text is that it takes a tremendous amount of information about human growth and development and constructivist/student-centered teaching and condenses it down into a readable textbook complete with added resources and study skill strategies... a phenomenal task."

-- Jane Thielemann-Downs, University of Houston Downtown

"[This text] is an amazing work that provides real-world scenarios, key terminology, and descriptions that are easily read and explained. This author was able to interface policies and theories into the practice and help the learner to realize the relevance and the integrity of the profession of Education as whole. The quotes and explanations are on target and the use of Connection and Pointers are great ... the rich discussion on hard-to discuss topics were marvelous."

-- Shirlyn Garrett-Wilson, Chicago State University

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Product Details

  • ISBN-13: 9780205292707
  • Publisher: Pearson
  • Publication date: 7/22/1999
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 596

Meet the Author

Robert Slavin is director of the Center for Research and Reform in Education, Johns Hopkins University, director of the Institute for Effective Education at the University of York (England), and chairman of the Success for All Foundation. He received his Ph.D. in Social Relations from Johns Hopkins in 1975, and since that time he has authored more than 200 articles and book chapters on such topics as cooperative learning, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or -coauthor of 20 books, including Cooperative Learning, School and Classroom Organization, Effective Programs for Students at Risk, Preventing Early School Failure, Show Me the Evidence: Proven and Promising Programs for America’s Schools, Two Million Children: Success for All, Effective Programs for Latino Students, and Educational Research in the Age of Accountability. In 1985 Dr. Slavin received the Raymond Cattell Early Career Award for Programmatic Research from the American Educational Research Association. In 1988 he received the Palmer O. Johnson Award for the best article in an AERA journal. In 1994 he received the Charles A. Dana Award, in 1998 he received the James Bryant Conant Award from the Education Commission of the States, and in 2000 he received the Distinguished Services Award from the Council of Chief State School Officers. He again received the Palmer O. Johnson award for the best article in an AERA journal in 2008, and received the AERA Review of Research award in 2009.
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Table of Contents

Ch. 1 Educational Psychology: A Foundation for Teaching
Ch. 2 Theories of Development 28
Ch. 3 Development During Childhood and Adolescence 68
Ch. 4 Student Diversity 110
Ch. 5 Behavioral Theories of Learning 148
Ch. 6 Cognitive Theories of Learning: Basic Concepts 182
Ch. 7 The Effective Lesson 228
Ch. 8 Student-Centered and Constructivist Approaches to Instruction 266
Ch. 9 Accommodating Instruction to Meet Individual Needs 304
Ch. 10 Motivating Students to Learn 342
Ch. 11 Effective Learning Environments 384
Ch. 12 Exceptional Learners 426
Ch. 13 Assessing Student Learning 474
Ch. 14 Standardized Tests and Grades 522
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Sort by: Showing 1 Customer Reviews
  • Anonymous

    Posted December 14, 2003

    Good for the Basics

    I'm a prospective teacher and we had to use this book for our Educational Psychology class. It was easy to understand and highlights the main concepts. If I wasn't so rushed this semester it would have been enjoyable to read if only to better understand the subject matter.

    Was this review helpful? Yes  No   Report this review
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