Educational Psychology : A Developmental Approach - 7th edition

Summary: This revision continues a tradition started in the early 1970’s as the only work of its kind on the market. The text provides all the tools for educational practice in a carefully constructed theoretical tool box. Nearly all current educational psychology texts fail in this regard, as so many are either litanies of research studies more or less pedantically recited, or superficially attractive bits and pieces of educational practice surrounded by eclecticis ...show morem. This text is written in a lively, readable style and with appropriate humor in places. Also, with the special features of in-depth human interest biographies, carefully developed contemporary issues, theory into practice chapter exercises, and a glossary of key terms for each chapter, the work is never boring. Even more important is the developmental framework itself. For an introductory student, the work provides a comprehensive, often chapter length, analysis of the major developmental theorists such as Piaget, Vygotsky, Erikson, Kohlberg with clear connections to practice. Also, the more traditional theories such as Gestalt, Skinner, Bruner, Rogers, and information processing, can be integrated within a developmental framework. The traditional behavioral science theories are incorporated into a meaningfiul basis for teaching and learning. New sections include cognitive learning theory, multicultural influences on learning and development, inclusion of exceptional children, and language development.

• New sections include cognitive learning theory, multicultural influences on learning and development, inclusion of exceptional children, and language development.
• The text’s distinctive developmental approach, the only educational psychology text of its kind, provides a comprehensive, often chapter-length, analysis of the major developmental theorists such as Piaget, Vygotsky, Erikson, and Kohlberg, with clear connections to practice.
• Traditional theories such as Gestalt, Skinner, Bruner, Rogers, and information processing are integrated within the developmental framework as a meaningful basis for teaching and learning.
• The text re-establishes stage constructivism per recent research over the past decade as a basis for educational psychology and re-emphasizes the importance of early experience as a basis for healthy growth (Headstart and other early education programs).
• The text successfully integrates Piaget and singular learning with Vygotsky and social learning.
• A Theory to Practice exercise in each chapter reinforces the text’s excellent balance of theory and practice.
• Extensive human interest biographies enliven the text, while Spotlight boxes feature contemporary issues.
• A lively writing style with appropriate humor is guaranteed not to bore students and liberal charts, photos, and data-based graphs helpfully illustrate key findings.

Edition/Copyright: 7TH 98
Cover: Paperback
Publisher: McGraw-Hill Publishing Company
Published: 09/01/1997
International: No

View Author Bio

Sprinthall, Richard : American International College

Sprinthall, Norman A. : North Carolina State University

Oja, Sharon Nodie : University of New Hampshire

View Table of Contents

Chapter 1: Introduction and History

Part I : Child and Adolescent Growth

Chapter 2: Fundamentals of Growth and Development
Chapter 3: Physical Growth and Development
Chapter 4: Early Experience
Chapter 5: Cognitive Growth
Chapter 6: Personal Growth
Chapter 7: Value Development

Part II: Learning Theory

Chapter 8: Learning Backgrounds
Chapter 9: Learning Theory Today
Chapter 10: Learning in the Classroom 1, The Behavioral View
Chapter 11: Learning in the Classroom 2, The Cognitive View

Part III: Teaching Effectiveness

Chapter 12: Methods and Models of Teaching
Chapter 13: Teaching Objectives
Chapter 14: Teaching the Personal Dimension

Part IV: Individual Differences: Measurement and Research

Chapter 15: Measurement and Individual Differences
Chapter 16: Intelligence: Concepts and Measures

Part V: Managing Students in Groups

Chapter 17: The Class as a Social Unit
Chapter 18: Motivation in the Classroom
Chapter 19: Student Discipline: A Developmental Model
Chapter 20: Inclusion of Students with Special Needs