Educational Psychology 10th edition (9780205493838) -
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Educational Psychology

Educational Psychology - 10th edition

Educational Psychology - 10th edition

ISBN13: 9780205493838

ISBN10: 0205493831

Educational Psychology by Anita Woolfolk - ISBN 9780205493838
Cover type: Paperback
Edition: 10TH 07
Copyright: 2007
Publisher: Allyn & Bacon, Inc.
International: No
Educational Psychology by Anita Woolfolk - ISBN 9780205493838

ISBN13: 9780205493838

ISBN10: 0205493831

Cover type: Paperback
Edition: 10TH 07
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This best-selling, classic text provides beginning teachers with the tools and inspiration to become masters of their chosen profession.

The Tenth Edition maintains the lucid writing style for which the author is renowned, combined with a clear emphasis on educational psychology's practical relevance. This edition provides especially helpful new chapter on Engaged Learning: Cooperation and Community, recognizing the challenges educators face in the next decade to keep all students connected to learning and all schools safe and compassionate.

The most applied text on the market, this text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers. In addition, at the end of the text is A Handbook for Successful Teaching and Lifelong Learning, which has four sections:

  • "Creating a Praxis II/Licensure Examination Study Guide"
  • "Standards and Licensure Appendix: Praxis II and INTASC"
  • "Getting a Job: Interview Questions that Educational Psychology will help you answer"
  • "Enhancing Your Expertise: Continuing your Learning"

The four sections of this Handbook for Successful Teaching and Lifelong Learning will give you even more tools for passing your licensing test, getting a job, and teaching well, no matter what surprises come your way.

For the first time, this text will appear in a "MyLabSchool Edition," so every copy will include an access code to a special version of Allyn and Bacon's hugely popular MyLabSchool, a collection of web-based resources for teacher candidates. This special site will contain the following:

  • A rich collection of video clips showing theoretical concepts and teaching methods in practice in real classrooms.
  • An electronic version of the text (an 'ebook') which contains chapter review quizzes after each section, and the capacity to generate and "individualized study plan," whereby students quiz answers are graded, and they are directed to specific pages and sections in the text that will help them correct erroneous answers and master the material.
  • A Lesson Plan/Portfolio Builder, which provides templates for lesson plans and portfolios and a database of state teaching standards that can be correlated to students' work by specific state, subject area, and grade level.
  • Access to Research Navigator, an extensive database of academic research journals and helpful advice on writing and formatting research papers
  • Many more resources (e.g. websites, lesson plans, sample assessments) that will help pre-service teachers get ready to get certified, get their first jobs, and start their careers with many ready-to-use teaching tools.

Table of Contents

Table of Contents


Teacher's Casebook: What Would You Do?
Do Teachers Make a Difference?
Teacher-Student Relationships
Teacher Preparation and Quality
What Is Good Teaching?
Inside Four Classrooms
Expert Knowledge
Beginning Teachers
The Role of Educational Psychology
Some Interesting History
Is It Just Common Sense?
Using Research to Understand and Improve Learning
What is Scientifically-Based Research?
Theories for Teaching
Becoming a Good Beginning Teacher
Diversity and Convergences in Educational Psychology
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
A Definition of Development
General Principles of Development
The Brain and Cognitive Development
Piaget's Theory of Cognitive Development
Influences on Development
Basic Tendencies in Thinking
Four Stages of Cognitive Development
Information Processing andNeo-Piagetian Views of Cognitive Development
Some Limitations of Piaget's Theory
Vygotsky's Sociocultural Perspective
The Social Sources of Individual Thinking
Cultural Tools and Cognitive Development
The Role of Language and Private Speech
The Development of Language
The Role of Learning and Development
Limitations of Vygotsky's Theory
Implications of Piaget's and Vygotsky's Theories for Teachers
Piaget: What Can We Learn?
Vygotsky: What Can We Learn?
Reaching Every Student: Using the Tools of the Culture
The Development of Language
Diversity in Language: Dual Language Development
Language Development in the School Years
Diversity and Convergence in Cognitive Development
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Physical Development
The Preschool Years
Elementary School
The Brain and Adolescent Development
Erikson : Stages of Individual Development
The Preschool Years: Trust, Autonomy, and Initiative
Elementary and Middle School Years: Industry versus Inferiority
Adolescence: The Search for Identity
Bronfenbrenner: The Social Context for Development
Self-Concept and Identity: Understanding Ourselves
Self-Concept and Self-Esteem
School Life and Self-Esteem
Diversity in Self-Concepts: Gender and Ethnicity
Diversity and Self-Esteem
Ethnic and Racial Identity
Emotional and Moral Development
Emotional Competence
Intention, Theory of Mind, and a Sense of Right and Wrong
Moral Development
Moral Judgments, Social Conventions, and Personal Choices
Diversity in Reasoning
Moral Behavior
Diversity and Convergence in Personal/Social Development
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Individual Differences in Intelligence
Learner Differences and Labeling
What does Intelligence Mean
Multiple Intelligences
Emotional Intelligence
Intelligence as a Process
How Is Intelligence Measured?
Ability Differences and Teaching
Between-Class Ability Grouping
Within-Class Ability Grouping and Flexible Grouping
Learning Styles and Preferences
Cautions about Learning Preferences
Visual/ Verbal Distinctions
Individual Differences and the Law
Individualized Education Program
The Rights of Students and Families
Least Restrictive Environment
Section 504 Protections for Students
The Most Common Challenges
Students with Learning Disabilities
Reaching Every Student: Higher Order Thinking and Learning Disabilities
Students with Hyperactivity and Attention Disorders
Students with Communication Disorders
Students with Intellectual Disabilities
Students with Emotional or Behavioral Disorders
Less Prevalent Problems and More Severe Disabilities
Students with Health Impairments Students
Who Are Deaf and Hard of Hearing
Students with Low Vision and Blindness
Autism Spectrum Disorders and Asperger Syndrome
Students Who Are Gifted and Talented
Who Are These Students?
Strategies for Identifying and Teaching Gifted Students
Diversity and Convergence in Learning Abilities.
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Today's Diverse Classrooms
Individuals, Groups, and Society
Multicultural Education
American Cultural Diversity
Economic and Social Class Differences
Social Class and SES
Poverty and School Achievement
Ethnic and Racial Differences
The Changing Demographics: Cultural Differences
Ethnic and Racial Differences in School Achievement
The Legacy of Discrimination
Stereotype Threat
Girls and Boys: Differences in the Classroom
Sexual Identity
Gender-Role Identity
Sex Differences in Mental Abilities
Eliminating Gender Bias
Language Differences in the Classroom
Reaching Every Student: Recognizing Giftedness in Bilingual Students
Bilingual Education
Creating Culturally Inclusive Classrooms
Culturally Relevant Pedagogy
Fostering Resilience
Diversity and Convergences
Diversity in Learning
Convergences: Teaching Every Student
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Understanding Learning
Learning: A Definition
Learning Is Not Always What It Seems
Early Explanations of Learning: Contiguity and Classical Conditioning
Operant Conditioning: Trying New Responses
Types of Consequences
Reinforcement Schedules
Antecedents and Behavior Change
Applied Behavior Analysis
Methods for Encouraging Behaviors
Coping with Undesirable Behavior
Reaching Every Student: Functional Behavioral Assessment and Positive Behavior Support
Behavioral Approaches to Teaching and Management
Group Consequences
Token Reinforcement Programs
Contingency Contract Programs
Reaching Every Student: Severe Behavior Problems
Observational Learning and Cognitive Behavior Modification: Thinking about Behavior
Observational Learning
Elements of Observational Learning
Observational Learning in Teaching
Cognitive Behavior Modification and Self-Instruction
Problems and Issues
Criticisms of Behavioral Methods
Ethical Issues
Diversity and Convergence in Behavioral Learning
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Elements of the Cognitive Perspective
Comparing Cognitive and Behavioral Views
The Importance of Knowledge in Learning
The Information Processing Model of Memory
Sensory Memory
Working Memory
Individual Differences and Working Memory
Long-Term Memory: The Goal of Teaching
Capacity, Duration, and Contents of Long-Term Memory
Explicit Memories: Semantic and Episodic
Implicit Memories
Storing and Retrieving Information in Long-Term Memory
Individual Differences and Long-Term Memory
Metacognitive Knowledge and Regulation
Reaching Every Student: Metacognitive Strategies for Students with Learning Disabilities
Becoming Knowledgeable: Some Basic Principles
Development of Declarative Knowledge
Becoming an Expert: Development of Procedural and Conditional Knowledge
Diversity and Convergence in Cognitive Learning
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Learning and Teaching about Concepts
Views of Concept Learning
Strategies for Teaching Concepts
Teaching Concepts through Discovery
Teaching Concepts through Exposition
Reaching Every Student: Learning Disabilities and Concept Teaching
Problem Solving
Identifying: Problem Finding
Defining Goals and Representing the Problem
Exploring Possible Solution Strategies
Anticipating, Acting, and Looking Back
Factors That Hinder Problem Solving
Effective Problem Solving: What Do the Experts Do?
Creativity and Creative Problem Solving
Defining Creativity
What are the Sources of Creativity?
Assessing Creativity
Creativity in the Classroom
The Big C: Revolutionary Creativity
Becoming an Expert Student: Learning Strategies and Study Skills
Learning Strategies and Tactics
Visual Tools for Organizing
Reading Strategies
Applying Learning Strategies
Teaching for Transfer
The Many Views of Transfer
Teaching for Positive Transfer
Diversity and Convergences in Complex Cognitive Processes
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Social Cognitive Theories
Reciprocal Determinism
Applying Social Cognitive Theories
Self-Efficacy and Motivation
Teachers' Sense of Efficacy
Self Regulated Learning
An Individual Example
Reaching Every Student: Two Classrooms and the Family
Teaching Toward Self-Efficacy and Self-Regulated Learning
Cognitive and Social Constructivism
Constructivist Views of Learning
How Is Knowledge Constructed?
Knowledge: Situated or General?
Common Elements of Constructivist Perspectives
Applying Constructivist Perspectives
Inquiry and Problem-Based Learning
Dialogue and Instructional Conversations
Cognitive Apprenticeships
Apprenticeships in Thinking
An Integrated Constructivist Program: Fostering Communities of Learners
Dilemmas of Constructivist Practice
Working with Families
Diversity and Convergences in Theories of Learning
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
What Is Motivation?
Meeting Some Students
Intrinsic and Extrinsic Motivation
Four General Approaches to Motivation
Needs: Competence, Autonomy, and Relatedness
Needs: Lessons for Teachers
Goal Orientations and Motivation
Types of Goals and Goal Orientations
Feedback and Goal Acceptance
Goals: Lessons for Teachers
Interests and Emotions
Taping Interests
Arousal: Excitement and Anxiety in Learning
Reaching Every Student: Coping with Anxiety
Interests and Emotions: Lessons for Teachers
Beliefs and Self-Schemas
Beliefs about Ability
Beliefs about Causes and Control: Attribution Theory
Beliefs about Self-Efficacy and Learned Helplessness
Beliefs about Self-Worth
Beliefs and Self-Schemas: Lessons for Teachers
Motivation to Learn in School: On TARGET
Tasks for Learning
Supporting Autonomy and Recognizing Accomplishment
Grouping, Evaluation, and Time
Diversity and Convergences in Motivation to Learn
Diversity in Motivation to Learn
Convergences: Strategies to Encourage Motivation and Thoughtful Learning
Can I Do It? Building Confidence and Positive Expectations
Do I Want to Do It? Seeing the Value of Learning
What Do I Need to Do to Succeed? Staying Focused on the Task
Do I Belong in this Classroom?
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Social Processes in Learning
Parents and Teachers
Collaboration and Cooperation
Collaboration, Group Work, and Cooperative Learning
Tasks for Cooperative Learning
Preparing Students for Cooperative Learning
Designs for Cooperation
Reaching Every Student: Using Cooperative Learning Wisely
The Classroom Community
Constructive Conflict Resolution
Civic Values
Getting Started on Community
Violence in Schools
Respect and Protect
Community Outside the Classroom: Service Learning
Diversity and Convergence in Engagement
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
The Need for Organization
The Basic Task: Gain Their Cooperation
The Goals of Classroom Management
Creating a Positive Learning Environment
Some Research Results
Rules and Procedures Required
Planning Spaces for Learning
Planning for Computer Uses
Getting Started: The First Weeks of Class
Maintaining a Good Environment for Learning
Encouraging Engagement
Prevention Is the Best Medicine
Dealing with Discipline Problems
Special Problems with Secondary
Students Reaching Every Student: School-wide Positive Behavior Supports
The Need for Communication
Message Sent--Message Received
Diagnosis: Whose Problem Is It?
Counseling: The Student's Problem
Confrontation and Assertive Discipline
Diversity and Convergences in Learning Environments
Diversity: Culturally Responsive Management
Convergences: Research on Management Approaches
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
The First Step: Planning
Objectives for Learning
Flexible and Creative Plans--Using Taxonomies
Another View: Planning from a Constructivist Perspective
Teacher-Directed Instruction
Characteristics of Effective Teachers
Explanation and Direct Instruction
Seatwork and Homework
Questioning and Recitation
Group Discussion
Teacher Expectations
Two Kinds of Expectation Effects
Sources of Expectations
Do Teachers' Expectations Really Affect Students' Achievement?
Student-Centered Teaching: Examples in Reading, Mathematics, and Science
Learning to Read and Write
Learning and Teaching Mathematics
Learning Science
Reaching Every Student: Effective Teaching in Inclusive Classrooms
Technology and Exceptional Students
Diversity and Convergence in Teaching
Diversity: Differentiated Instruction
Convergence: Beyond the Debates to Outstanding Teaching
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Measurement and Assessment
Norm-Referenced Tests
Criterion-Referenced Tests
What Do Test Scores Mean?
Basic Concepts
Types of Scores
Interpreting Test Scores
Types of Standardized Tests
Achievement Tests: What Has the Student Learned?
Aptitude Tests: How Well Will the Student Do in the Future?
Issues in Standardized Testing
Accountability and High-Stakes Testing
The Dangers of High-Stakes Testing
Preparing for Tests
Reaching Every Student: Helping Student with Disabilities Prepare for High-Stakes Tests
New Directions in Assessment
Diversity and Convergence in Testing
Summary Table
Teachers' Casebook/PRAXIS Connections: What Would They Do?


Teachers' Casebook: What Would You Do?
Formative and Summative Assessment
Getting the Most from Traditional Assessment
Planning for Testing
Objective Testing
Essay Testing
Alternative to Traditional Assessments
Authentic Classroom Assessment
Portfolios and Exhibitions
Evaluating Portfolios and Performances
Informal Assessments
Involving Students in Assessments
Effects of Grading on Students
Effects of Failure
Effects of Feedback
Grades and Motivation
Grading and Reporting: Nuts and Bolts
Criterion-Referenced versus Norm-Referenced Grading
The Point System and Percentage Grading
The Contract System and Grading Rubrics
Other Issues in Grading
Reaching Every Student
Beyond Grading: Communicating with Families
Diversity and Convergences in Classroom Assessment

Summary Table