Educational Psychology

by Steven R. Wininger, Antony D. Norman, Bruce Wayne Tuckman

Overview

Educational Psychology distills the latest research into actionable steps, guiding students in building solid, evidence-based teaching plans as they prepare to enter the classroom. Employing a meta-cognitive approach, it encourages them to think about their dual role as both teachers and learners, understanding not just "what" to do in the classroom, but the "why" behind it. Motivation is a central theme, with the authors providing a practical framework to help teachers enhance student motivation and connect it to key themes and concepts throughout the text. Rather than taking an encyclopedic approach, the authors group chapters by topic, enabling readers to remember concepts and connect best practices to big ideas in educational psychology. By blending scholarship with application through vignettes, examples, case studies, and practical teaching strategies, this text equips students to be both methodical and creative in their future classrooms.

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Product Details

ISBN-13:	9781544305745
Publisher:	SAGE Publications
Publication date:	12/18/2024
Sold by:	Barnes & Noble
Format:	eBook
Pages:	480
File size:	27 MB
Note:	This product may take a few minutes to download.

About the Author

Steven (Steve) R. Wininger, Ph.D., is a professor of Psychology in the College of Education and Behavioral Sciences at Western Kentucky University (WKU). He earned his Ph.D. in Educational Psychology with a sport psychology major from Florida State University. He also holds an M.A. in applied experimental psychology and a bachelor’s degree in both psychology and philosophy. Steve has taught over a dozen different college courses over the last 30 years, focusing on educational psychology, motivation, sport psychology, and statistics for the last 10 years. Steve has published several book chapters and over 30 peer-reviewed articles. He has also presented over 150 conference presentations. He maintains an active research lab and enjoys mentoring students in the research process. He has supervised hundreds of student independent studies, theses, specialist projects, and dissertations. He feels blessed to have found a career in academia where he can pursue his passion for learning, teaching, and mentoring students. Steve was a student of Dr. Tuckman, having him as a professor for several classes and as a member of his dissertation committee.
Antony (Tony) Norman, Ph.D., is Professor Emeritus of Psychology in the College of Education & Behavioral Sciences at Western Kentucky University (WKU). He earned his Ph.D. in Educational Psychology from the University of Virginia. Through collaborative relationships with colleagues, Tony has published over 40 articles and technical reports, served as external evaluator for U.S. Department of Education funded projects, and served on numerous state and national education professional boards and committees. He helped establish WKU’s undergraduate Southern Kentucky STEM education (SKyTeach) program and procured funding for WKU’s graduate GSKyTeach teacher residency program in partnership with Louisville’s highly diverse Jefferson County school district.  Besides a productive faculty career, Tony has held various academic leadership roles. At WKU, he served as Associate Dean, Department Chair, and Director of the Educational Leadership Doctoral Program. He relocated to Morehead State University in Kentucky to serve as Dean of the Volgenau College of Education, eventually becoming Provost and Vice President of Academic Affairs.
Bruce W. Tuckman, Ph.D. (1938-2016), was Professor of Educational Psychology in the College of Education&Human Ecology at The Ohio State University and Founding Director of the Walter E. Dennis Learning Center, where providing students with training in learning and motivation strategies has been shown to increase their GPAs, retention and graduation rate. He earned his B.S. in Psychology from RPI and his M.A. and Ph.D. in Psychology from Princeton University. He was awarded Emeritus status at Ohio State in 2012.  Prior to his tenure at Ohio State, Dr. Tuckman held faculty and administrative roles at Rutgers University (1965-78), Baruch College of the City University of New York (1978-83), and Florida State University (1983-98). He authored 18 books and more than 100 articles about motivation, cognition, instructional design, and measurement.  In the 1960s, he developed Tuckman’s Stages of Group Development that continues to be taught and used worldwide ("forming, storming, norming, and performing"). He served for six years as Executive Editor of the Journal of Experimental Education. Based on his contributions to educational research, he was named a Fellow of both the American Psychological Association and the American Educational Research Association.

Table of Contents

Preface
Acknowledgments
About the Authors
Chapter 1: The Study of Educational Psychology
What Is Educational Psychology?
Educational Psychology and the Study of Teaching and Learning
Using Research to Inform Teachers and Enhance Learning
The Teacher as Researcher
Reflect and Connect
Chapter 2: Cognitive and Language Development
Cognitive Development and the Brain
The Developmental Psychology of Jean Piaget
Piaget’s Four Stages of Cognitive Development
Applying Piaget to Educational Practice
A Critique and Update of Piaget’s Theory
The Developmental Psychology of Lev Vygotsky
Language Development
Reflect and Connect
Chapter 3: Moral, Personal, and Psychosocial Development
Kohlberg’s Developmental Stages of Moral Reasoning
Limitations Associated With and Alternatives to Kohlberg’s Theory
Enhancing Moral Development
Personal Development
Erikson’s Stages of Psychosocial Development
Current Classroom Issues Related to Moral, Personal, and Psychosocial Development
Reflect and Connect
Chapter 4: Learner Diversity in the Classroom
The Role of Socioeconomic Status in Education
The History and Educational Challenges of Historically Underserved Student Populations
Ethnicity, Race, and Culture in the Classroom
Educational Approaches to Support Diverse Learners
Language and Learning
Reflect and Connect
Chapter 5: Learners with Exceptionalities
Who Are Learners With Exceptionalities?
Defining and Measuring Intelligence
Educational Approaches to Intellectual Exceptionalities
Overview of Special Education Services for Learners With Exceptionalities
Supporting Learners With Specific Disabilities
Reflect and Connect
Chapter 6: Behavioral Approaches to Learning
The Classic Conditioning Model and Classroom Applications
How Conditioning Concepts Might Affect Student Behavior
The Operant Conditioning Model and Classroom Applications
Reinforcers and Reinforcement Schedules: Their Role in Modifying Student Behavior
Punishment: Handle With Care in the Classroom
Three Specific Techniques for Guiding Student Behavior
Applying Operant Conditioning to Achieve Effective Classroom Management
Current Classroom Innovations Using Behavioral Principles: Applied Behavior Analysis
Reflect and Connect
Chapter 7: Cognitive Approaches to Learning
Science of Memory and Stages of Information Processing
Semantic Encoding
Factors Affecting Memory
Cognitive Strategies Affecting Meaningful Learning
Instructional Techniques to Enhance the Meaningfulness of Text
Study Skills
Reflect and Connect
Chapter 8: Metacognition, Problem Solving, and Creativity
Metacognition and Metacognitive Strategies
Critical Thinking
Problem-Solving
Creativity
Reflect and Connect
Chapter 9: Group Processes in Instruction
The Influence of Expectations on Teachers and Students
Group Norms
Approaches to Cooperative Learning
The Teacher as Leader
Communication Between Teachers and Students
Friendship, Group Cohesiveness, and Classroom Climate
Reflect and Connect
Chapter 10: Motivating Learners
The Social Cognitive Approach to Education
The Self-Determination Approach to Motivation
Attribution as a Basis for Motivation
Self-Efficacy—The Belief in Oneself
Goal Setting
Monitoring and Evaluation
Reflect and Connect
Chapter 11: Effective Learning Communities
Creating a Learning Community
Maintaining an Effective Learning Community
Responding to Misbehavior in a Classroom Community
Bullying in School
Culturally Responsive Classroom Management
Other Classroom Management Paradigms
Reflect and Connect
Chapter 12: The Design of Instruction
Gagné’s Conditions of Learning and Instruction
Gagné’s Outcomes of Learning
An Instructional Planning Model for Teachers
The Mastery Learning Model
The Direct Instruction Model
Discovery Learning
Reflect and Connect
Chapter 13: Classroom Assessment of Student Learning
The Three Major Types of Classroom Assessment
Steps in the Classroom Assessment Process
Constructing Essay Items
Scoring Essay Items
Constructing Short-Answer Items
Performance Assessments
Using Portfolios in Your Classroom
Evaluating the Validity of Classroom Assessments
Evaluating the Reliability of Classroom Assessments
Reflect and Connect
Chapter 14: Standardized Assessment and Grading
What Are Standardized Tests?
Why Do Test Scores Require Interpretation?
The Normal Curve
Types of Test Scores
Converting Test Scores
Meaningful Grading
Standardized Assessment Laws
Preparing Students for Standardized Tests
Reflect and Connect

Editorial Reviews

This book is a new and innovative text to use in a 100 level Educational Psychology course. I would use this book instead of the books I have been assigning.

Ross Bussell

Covers a lot of material in a highly readable way. Students would be able to understand the writing level.

Mary Clement

A generally well-constructed and useful text that could replace the Woolfolk text currently standardized by the department.

Derek Schwartz

Nice emphasis on deliberate connections to classroom teaching practices throughout the chapter. Also, very nice touch to frame the book around becoming a teacher. Glad to see the introduction speak about maintaining a classroom environment rather than using the controlling term of ‘management.’ Classroom connection vignettes are effective and relevant. Effective job explaining and differentiating facts, principles and theories. ...Similarly, different methods of research are effectively summarized and differentiated. And again, the inclusion of the table is very helpful.

Tony Durr

This book has many great questions that you can use to provoke students to think or use to invite them to the content.

Suehyeon Paek

Strong coverage of technology and its impact on learners and learner development. Students pursuing teacher certification pathways and students who are not find this text applicable and useful to their future career aspirations.

Timothy Surrette

This book reflects contemporary changes in American education while providing reference to the past and a glimpse into the future.

Christopher Palmi