EVERYDAY FREE SHIPPING on $25 & up - Excludes marketplace items & rentals.
EVERYDAY FREE SHIPPING on $25 & up - Excludes marketplace items & rentals.
EVERYDAY FREE SHIPPING on $25 & up - Excludes marketplace items & rentals
Search
Educational Psychology : Theory and Practice -Text Only

Educational Psychology : Theory and Practice -Text Only - 8th edition

ISBN13: 978-0205470990

Cover of Educational Psychology : Theory and Practice -Text Only 8TH 06 (ISBN 978-0205470990)
ISBN13: 978-0205470990
ISBN10: 0205470998
Cover type: Paperback
Edition/Copyright: 8TH 06
Publisher: Allyn & Bacon, Inc.
Published: 2006
International: No

List price: $129.50

new
Sold Out
FREE Shipping on $25+
  • Check back soon!
  • 30-Day Returns
  • Condition: New
Sold Out

Educational Psychology : Theory and Practice -Text Only - 8TH 06 edition

ISBN13: 978-0205470990

Robert Slavin

ISBN13: 978-0205470990
ISBN10: 0205470998
Cover type: Paperback
Edition/Copyright: 8TH 06
Publisher: Allyn & Bacon, Inc.

Published: 2006
International: No
Summary

The Eighth Edition of this popular text 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 and a thorough integration of standards.

This edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. An ''intentional teacher,'' according to Slavin, is one who constantly reflects on his or her practice 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.

Firmly rooted in research, up-to-date theory, and classroom-tested applications, 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 a new focus on reflection, new cases, sections on brain research, programs for language minority students, technology, No Child Left Behind, and after school and summer school programs. It contains new critiques of assessment and accountability strategies and a substantially updated treatment of programming for students with special needs.

Features

  • An emphasis on intentional and reflective teaching helps teachers internalize a set of questions that aid them in planning, teaching, and revising their practice. Each chapter includes features that consider answers to the following questions from a new vantage point grounded in chapter content:
  • What do I expect my students to know and be able to do at the end of this lesson? How does this contribute to course objectives and to students' needs to become capable individuals?
  • What do I know about the content, child development, learning, motivation, and effective teaching strategies that I can use to accomplish my objectives?
  • What instructional materials, technology, assistance, and other resources are available to help me accomplish my objectives?
  • How will I plan to assess students' progress toward my objectives?
  • How will I respond if individual children or the class as a whole are not on track toward success? What is my backup plan?
  • Chapter-opening vignettes present classroom applications of key concepts to make content come alive and bridge theory and practice.
  • More than 40 ''Theory into Practice'' sections provide proven strategies for implementing effective practices in the classroom, from cooperative learning to grading, from interpreting standardized tests to writing IEPs, from applying Vygotskian principles to implementing multicultural education.
  • Questions at the end of each chapter are adapted from PRAXIS standards and questions and from similar items on state certification tests to provide practice tests for student preparation.
  • A substantially updated section on technology in Chapter 9 addresses the demand for teachers to develop technology skills.
  • Diversity and inclusion in our schools is discussed with material on inclusion, IDEA 2004, programming for students with special needs, and sections on No Child Left Behind, Title I and English language learners in Chapters 4 and 12.
  • Thoroughly updated citations ensure that the text is grounded in the most current research. More than one third of all citations are from 2000 or later.
  • Student annotations provide glossary definitions and cross-references.

New To This Edition

  • ''Teaching Dilemmas'' cases in all chapters introduce controversial issues of practice and ask students to reflect on their own beliefs with Reflective Questions
  • ''Certification Pointers'' throughout the text note text content likely to appear on state certification tests, such as the PRAXIS.
  • ''Personal Reflections'' describe chapter-related events from the author's own experience, helping students relate to the text as the produce of a real author's work.
  • Updated throughout with important new coverage such as Chapter 4, "Programs for English Language Learners," and Chapter 9, "Technology and No Child Left Behind," to keep students abreast of current trends and issues.
  • Chapter 12 includes IDEA 2004 Updates
  • New Certification Guides for state specific tests in CA, TX, NY and FL as well as a general certification guide based on PRAXIS are available free with the text so that students can readily keep and use this text to prepare for their state certification tests.