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Educational Psychology 2
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|Author||: Robert J. Sternberg,Wendy Melissa Williams|
|Editor||: Pearson College Division|
Written to help readers understand and develop expertise in both teaching and learning, Educational Psychology focuses on the art and science necessary to become an expert teacher. Renowned scholars, Sternberg and Williams help readers capitalize on their strengths by integrating questions into the text that encourage analytical, creative, and practical thinking. This framework, based on Sternberg's triarchic theory of human intelligence, helps ensure that readers think deeply about what they are learning, rather than merely processing information at a superficial level. In addition, Educational Psychology also: Shows Readers How to Use Text Principles in the Classroom Expert Teacher Interviews illustrate the classroom application of chapter material. The Flexible Expert feature provides examples of solutions-analytical, creative, and practical-for daily challenges both students and teachers face in the classroom. Implications for Teaching illustrate the strategies expert teachers use in the classroom, using specific concepts of educational psychology. Encourages Reflective Thinking Thinking Questions-Thinking Analytically, Thinking Creatively, and Thinking Practically-appear throughout each chapter to encourage readers to think deeply about chapter concepts. Constructing Your Own Learning activities help readers understand constructivism by using the theory themselves to build upon what they have read in the text. Forum debates illustrate contested educational issues -such as homogenous versus heterogeneous grouping-and show that there are middle-ground positions between extreme views of the issues. Becoming an Expert: Questions and Problems, grouped by elementary, middle, and high school settings, invite readers to apply chapter concepts to the problems of classroom practice. Emphasizes Diversity, Helping Prepare Teachers for the Classrooms of Today and Tomorrow Guidelines for providing support for gifted students and students with disabilities are presented in Chapter 5: Individual Differences. The educational implications of socioeconomic, cultural, gender and linguistic diversity are discussed in detail in Chapter 6: Group Differences.
|Author||: Neil J. Salkind|
The field of educational psychology draws from a variety of diverse disciplines including human development across the life span, measurement and statistics, learning and motivation, and teaching. And within these different disciplines, many other fields are featured including psychology, anthropology, education, sociology, public health, school psychology, counseling, history, and philosophy. In fact, when taught at the college or university level, educational psychology is an ambitious course that undertakes the presentation of many different topics all tied together by the theme of how the individual can best function in an "educational" setting, loosely defined as anything from pre-school through adult education. Educational psychology can be defined as the application of what we know about learning and motivation, development, and measurement and statistics to educational settings (both school- and community-based).
|Author||: Tony Cline,Anthea Gulliford,Susan Birch|
Educational Psychology, Second Edition offers a comprehensive overview of how key advances in social, developmental and cognitive psychology impact upon the role of educational psychologists working today. Written by leading researchers, the book also explores controversies and dilemmas in both research and practice, providing students with a balanced and cutting-edge introduction to both the field and the profession. Fully revised throughout, the new edition is written to encourage students to integrate their understanding of core psychological disciplines, as well as to consider what ‘evidence-based practice’ really means. Organized into two broad sections related to learning and behaviour, the book features a selection of vignettes from educational psychologists working in a range of contexts, as well as tasks and scenarios to support a problem-orientated approach to study. By integrating both research and everyday practice, the book is unique in engaging a critical appreciation of both the possibilities and limitations of educational psychology. It is the ideal book for any student wishing to engage with this important and evolving field of study.
|Author||: Dennis McInerney,David Putwain|
|Editor||: Taylor & Francis|
Developmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.
|Author||: Edgar Stones|
The papers in this volume relate to the nature and conditions of classroom learning, with particular emphasis on the cognitive aspects. They are concerned with the question of concept formation and stress the importance of the teacher’s function in ensuring that the child really has assimilated the ideas and not merely the words for the concepts. The role of language is fundamental to this theme, and the interaction of language, thinking and learning is dealt with in the first section of the book. This section also provides a context within which subsequent discussions of classroom learning problems can be viewed. Some problems concerning the elaboration of a general theory of teaching are then examined with particular reference to possible methods of bridging the gap between research and implementation.
|Author||: Dr. T.V. Somashekar|
|Editor||: Sapna Book House (P) Ltd.|
The Knowledge of Psychology has been widely used in different fields and it is also used as testing device in many competitive examinations of present modern world, where more importance is being given to competencies and potentialities of the individual. Educational Psychology is playing, a vital role in the entire educational system. Neglects of which, causes total breakdown in the system itself. It is imperative for teachers, administrators, curriculum constructors and evaluation experts. The student-teachers gain access to the educational Psychology only in their B.Ed or D.Ed courses. This provides an insight into the subject and helps them to acquire the knowledge so that they can effectively implement it, in their actual classroom teaching-learning process. The present book titled “Educational Psychology and evaluation” is written keeping in mind, the need and requirements of B.Ed, D.Ed students and teacher educators in focus. Table of Content CHAPTER -1: PSYCHOLOGY CHAPTER -2: UNDERSTANDING THE LEARNER CHAPTER -3: INDIVIDUAL DIFFERENCES (I.D) CHAPTER -4: GROUP DYNAMICS CHAPTER -5: PERSONALITY CHAPTER -6: LEARNING CHAPTER -7: CONCEPT LEARNING CHAPTER -8: FACTORS INFLUENCING LEARNING CHAPTER -9: PROGRAMMED INSTRUCTION CHAPTER -10: MEASUREMENT, EVALUATION & ASSESSMENT CHAPTER -11: STATISTICS
|Author||: Neville Jones,Norah Frederickson|
|Editor||: Taylor & Francis|
This work is a follow-up volume to Management and the Psychology of Schooling (1988), which looked at an alternative style of working for psychological services in the future. From this starting point the present volume aims to be more precise about what a psychology of schooling entails.
|Author||: Kevin Wheldall|
Review comment on the first edition "Wheldall asks himself and his readers what has transpired within the field of educational psychology ... and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers." Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology What is the relevance of educational psychology in the twenty first century? In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: intelligence; communication; family environments; individual differences; reading; peer learning; classroom behaviour; and higher education. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed. Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.
|Author||: Jennifer L. Martin,Sarah Torok-Gerard|
A comprehensive introduction to educational psychology, this volume is inclusive of all of the essentials—covering history, profiles, theories, applications, research, case studies, current events, issues, controversies, and more. • Presents case studies that survey current social justice and educational equity issues • Includes a historical timeline that allows readers to understand how issues have developed over time • Offers a glossary of key terms that provides context for deeper understanding • Provides a resource list so readers can investigate issues on their own • Features a bibliography of citable resources that serves as a foundation for further research
|Author||: Edgar Stones|
Originally published in 1979, this title is based upon Professor Stones’ extensive work with practising and student teachers. His overriding concern is with the contribution of psychology to pedagogy to help practitioners improve their practice and theorists test their theories. He develops the thesis that teaching involves the teacher in psychological experimentation. Thus one of the most important laboratories for testing the application of learning theories is the classroom. The adoption of this view offers the potential for transforming teaching and our understanding of human learning. Unlike the majority of books in the field of educational psychology at the time it is not a synoptic anthology of the writings of the current gurus in the field or its close neighbours. Instead, guides are given to teachers/experimenters to plan, try out and evaluate their teaching/experimenting. The central theme adopted at the outset and held throughout the book is the improvement of teaching through the explicit, informed use of psychopedagogical principles.
|Author||: M. Cecil Smith,Thomas Pourchot|
Adult education occurs whenever individuals engage in sustained, systematic learning in order to affect changes in their attitudes, knowledge, skills, or belief systems. Learning, instruction, and developmental processes are the primary foci of educational psychology research and theorizing, but educational psychologists' work in these domains has centered primarily on the childhood and adolescent school years. More recently, however, a number of educational psychologists have studied learning and development in adulthood. The results of these efforts have resulted in what is now called adult educational psychology. The purpose of this volume is to introduce this new subfield within educational psychology. Section 1 focuses on the interplay between learning and development in adulthood, how various forms of instruction lead to different learning outcomes for adults, description of the diverse social contexts in which adult learning takes place, and the development of metacognitive knowledge across the life span. Section 2 describes both research and theory pertaining to adult intellectual functioning, thinking, and problem-solving skills within various contexts. Section 3 describes research in a variety of adult learning domains; discusses the cognitive and behavioral dimensions of reading in adulthood and the applications of reading in real-life circumstances; examines an educational intervention developed to promote forgiveness; and relates the outcomes of an intervention designed to educate parents about their children's mathematics learning. Section 4 summarizes the themes and issues running throughout this, the first book that has sought to span the gulf between adult education, adult development, and educational psychology.
|Author||: Edgar Stones|
This book introduces students of education to the elements of educational psychology. It also relates as closely as possible the findings of research to classroom practice. In order to make clear the fundamental processes involved in psychological development, the book starts with a study of the way in which the young child adapts its behaviour to its environment. This study considers some of the key aspects of physical development, mainly the central nervous system. At the same time the way physical growth and psychological development are influenced by the experience of the individual is also discussed. This discussion of development is followed by an examination of the processes of learning, with particular attention paid to the works of Piaget. The salient points of each chapter are brought together in a summary which may be used by the reader to obtain a preliminary overview of the content of the chapter, and as an aid to revision.
|Author||: Martyn Long,Clare Wood,Karen Littleton,Terri Passenger,Kieron Sheehy|
Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author team emphasise an evidence-based approach, providing practical suggestions to improve learning outcomes, while fictional case studies are used in this new edition to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real-world contexts. ‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading. A chapter on Learning interactions and social worlds is new to this edition. The following chapters have all been extensively updated: Learning Assessment Individual differences and achievement Student engagement and motivation The educational context Society and culture Language Literacy Inclusive education and special educational needs Behaviour problems Dealing with behaviour problems. This book is essential reading for undergraduate students of Education Studies and Psychology as well as trainee teachers on BA, BEd and PGCE courses. It will also be of use to postgraduates training to be educational psychologists.
|Author||: Thomas Szulevicz,Lene Tanggaard|
This book sets out a proposal for applying psychological and educational psychology concepts to improve work with children and young people. It also suggests how some of the criticism aimed at pedagogical-psychology practice can be answered. In several respects educational psychology practice seems to be in a transition phase and could even be said to be suffering an identity crisis: educational establishments and education policy alike are looking for different skills than those the psychology profession traditionally provides, and people are generally questioning the relevance and applicability of pedagogical-psychological counseling. The book is based on the fundamental premise that good professional practice is contingent upon circumstances that allow practitioners to apply their knowledge, experience and skills in the specific encounter with a specific task. This means that the ability to act pragmatically and creatively is, and will increasingly be, an important skill not only for educational psychologists, but also for psychologists in general. In other words, psychologists must be able to contribute to tasks in new ways and new contexts when required. Intended primarily for students of psychology, school psychologists and other professional groups that provide counseling in schools, the book is also a valuable resource for the various groups that use pedagogical-psychology tools and insights in their work with children and young people.
|Author||: Paul D. Eggen,Donald P. Kauchak|
|Editor||: Prentice Hall|
The literature of educational psychology continues to rapidly evolve, and we have written the sixth edition ofEducational Psychology: Windows on Classroomsto remain on the cutting edge of theory and research in the field. At the same time, we have expanded on the theme that has made this book successful: to be the most applied text on the market. Our goals are to provide accurate, clear, and precise descriptions of research and theory combined with the suggestions that make these theories applicable in classroom practice. The subtitle "Windows on Classrooms" refers to our presentation of authentic classroom activities that are designed to provide you, our readers, with a realistic look at classrooms today and what they might become tomorrow. To this end, this new edition has a deeper focus and commitment to being: Case-basedthroughouteach chapter Exceptionally applied Filled with practice for the PRAXIS™ The edition is also expanded to include a new chapter that provides a detailed examination of the construction of understanding, a second chapter that presents a classroom model of student motivation, and a third chapter that focuses on the processes and issues involved in standardized testing. The following pages illustrate the features and new additions to this text. A BOOK THATTRULY INTEGRATES CASESTHROUGHT CHAPTERS To capture the real world of learning and teaching, we capitalize on the use of case studies. All chapters begin with an extended case study. These cases are detailed and rich and are integrated and elaborated throughout the chapters to make theory concrete and applicable. The process of situating theory in the context of real-world practice is consistent with the most recent learning and motivation research. In this regard, the book is a model for effective instruction and provides our readers with repeated opportunities to construct meaningful understandings of the book's contents. Elaborated Cases.The book does not merely reference the opening case, but it actually integrates and enriches the case as the chapter develops. Illustrations and captions are provided on pages throughout the chapter to call students' attention to the key points in the case study. Videos to Accompany Cases.Twelve of the chapter cases have a video counterpart. These video segments are included on two videotapes, "Looking Through Classroom Windows 1 and 2", in order of their appearance in the book. Viewing video cases and discussing and analyzing them can deepen understanding of concepts presented in the chapter. See the table on page 26 listing the topic, grade level, and content focus of each video case. End-of-Chapter Case Analysis.Chapter-ending cases, called "Windows on Classrooms," provide additional practice in understanding chapter concepts through analysis of the classroom-based case. Moreover, constructed-response questions and document-based analysis questions give students opportunities to practice analyzing cases for the PRAXIS™"Principles of Learning and Teaching" Exam—and for professional practice. A BOOK THAT IS EXCEPTIONALLY APPLIED As might be expected from a case-based text, a central goal ofEducational Psychology: Windows on Classroomsis to help its readers be able to use educational psychology as teachers. The text examines every theory and concept through its application in classrooms, and a number of features help students connect content to classrooms. Classroom Connections at the Elementary, Middle School, and High School Levels.This box in each chapter offers strategies for applying the content to specific learning and teaching situations. Each strategy is illustrated with an example, derived largely from the authors' experiences in schools, for elementary classrooms, middle and junior high classrooms, and high school classrooms in all content areas. Instructional Strategies.NewInstructional Strategiessections lay out very concrete guidelines for applying key chapter content. These sections, which are situated in case studies that run through the text, explicitly show teachers' efforts to apply the guidelines. This helps readers bridge the gap between theories and classroom practice. Web Clips.Brief video clips on the Companion Website offer a front-row seat to real classrooms of students and teachers. Authentic examples of chapter content are identified in the margins of each chapter so that students can link directly to a clip illustrating an educational psychology concept and understand what that concept looks like in an authentic setting. See theClassrooms on the Webmodule on the Website. Margin Questions.Readers are placed in active learning roles by reading margin questions encouraging them to: a) explain a specific aspect of the content on the basis of theory and/or research, b) relate the immediate topic to one studied in an earlier chapter, or c) relate a topic to a real-life experience. A BOOK THAT HELPS STUDENTS PRACTICE FOR THE PRAXIS™ PRAXIS™has moved to a greater emphasis on case-based questions, so the entire text will help students with the PRAXIS™by helping them become more familiar and comfortable with cases. In addition, a number of features aimed at getting students ready for the PRAXIS™"Principles of Learning and Teaching" Exam have been added to the text and its accompanying website. Constructed Response Questions & Document-Based Analysis.New Constructed Response and Document-Based Analysis questions following each end-of-chapter case provides students with experiences in responding to items similar to those they will find on the PRAXIS™exam. Feedback on the Companion Website.The "Practice for PRAXIST™", module on the Companion Website provides feedback for the Constructed Response and Document-Based Analysis questions. Appendix Linking Book Content to PRAXIS™content.A new Appendix ties the content in the book to the PRAXIS™"Principles of Learning and Teaching" Exam. KEY CONTENT IN THIS EDITION New Chapter on Motivation This edition's coverage of motivation has been expanded to two chapters. Included are the latest theoretical advances in areas such as goal theory, self-determination theory, expectancy x value theory, attribution theory, and self-worth theory, as well as deeper looks at behaviorist and humanistic views of motivation. See Chapters 10 and 11. New Chapter on the Construction of Understanding Constructivist, and particularly social constructivist, views of learning are increasingly emphasized as a framework for guiding instruction, and this edition includes an entire chapter devoted to these theories and their implications for teaching. See Chapter 8. New Chapter on Assessment Through Standardized Testing Testing and accountability are increasingly emphasized in today's schools, and a new chapter has been added to help teachers prepare for these real-world aspects of teaching. See Chapter 15. New Assessment Feature Assessment research indicates that classroom environments that promote as much learning as possible are assessment centered. To be consistent with this research, each chapter of the text has a section titled Assessment and Learning that is devoted to a discussion of assessment related to chapter topics. These sections include suggestions for developing assessments that increase learning and explore issues involved in the assessment process. Improved Technology Feature Technology and its implications for student learning are explored and utilized, first in a regular chapter feature, "Technology and Learning," that looks closely at the way technology can be and is used in K-12 classrooms, and again in Chapters 2, 3, and 7 as we ask you to use the CD-ROM experiments and exercises on the "Simulations in Educational Psychology CD-ROM" that accompanies this text. Completing these activities will increase students' understanding of educational psychology concepts. Increased Coverage of Action Research. Teacher professionalism is increasing as teachers learn to conduct action research projects in their own classrooms. To reflect this emphasis, a detailed section on the conduct and application of action research is included in Chapter 1. Focus on Learner Diversity Teachers are encountering increasingly diverse student populations. To reflect this trend, learner diversity is a theme for this text. Each chapter contains a section on diversity, with its own set of Classroom Connections, and Chapter 4 is devoted to this topic.
|Author||: Jeanne Ellis Ormrod|
|Editor||: Pearson Educacion|
Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. More than any other educational psychology text, this text moves seamlessly between theory and applications, features the most extensive and integrated coverage of diversity, contexts of learning, neuropsychology and brain development, and classroom applications of technology. It includes innumerable concrete examples to help readers connect educational psychology to real children and classrooms. From reviews of the book: Rather than simply presenting the necessary content, the author makes you feel like she is talking directly to you...I love that diversity that has been woven throughout the fabric of this text...Ormrod's personalized writing style will reach undergraduate students in a way that few authors can. [The book] is concise, yet thorough; comprehensive, yet unpretentious.--Angela Bloomquist, California University of Pennsylvania 'Compared to other texts, Ormrod's text is written in a more accessible way...Strengths [include] accessibility, good use of supplementary materials, [and] updated research. --David Yun Dai, University at Albany, SUNY Love how each chapter discusses diversity and special needs! ...Most students keep this text throughout their teaching careers as a resource. Of all the educational psychology textbooks that I've used, this one is the most comprehensive and interactive with vivid examples...The supplemental materials are very useful. The power point is extensive and easy to use for lecture. I use the test bank materials and find the questions to be aligned with students' licensure exams. --Cindy Ballantyne, Northern Arizona University Note: MyEducationLab does not come automatically packaged with this text. To purchase MyEducationLab, please visit: www.myeducationlab.com or you can purchase a valuepack of the physical text MyEducationLab.