Additional Information
Book Details
Abstract
For Introduction to Educational Psychology courses
This package includes the Enhanced Pearson eText and the loose-leaf version.
Case-based, balanced, and applied
This significantly revised Tenth Edition focuses on applying theories and research in educational psychology to an educator’s work in the classroom. Using an integrated-case approach, authors Eggen and Kauchak begin each chapter with a case study taken from actual classroom practice, and then weave the case throughout the chapter, extracting specific illustrations and, in some instances, using dialogue directly from the case to emphasize the application of chapter content to the classroom setting. Many additional concrete examples taken from both classrooms and daily living further illustrate the content of each chapter in a comprehensive and approachable manner.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title Page | 1 | ||
| Copyright Page | 2 | ||
| About the Authors | 4 | ||
| Preface | 5 | ||
| Brief Contents | 13 | ||
| Contents | 15 | ||
| Chapter 1: Educational Psychology: Understanding Learning and Teaching | 22 | ||
| The Preeminence of Teachers | 25 | ||
| Educational Psychology, Professional Knowledge, and Expert Teaching | 26 | ||
| Professional Knowledge | 26 | ||
| Professional Knowledge and Reflective Practice | 35 | ||
| The Role of Research in Acquiring Professional Knowledge | 35 | ||
| Quantitative Research | 36 | ||
| Qualitative Research | 37 | ||
| Action Research | 37 | ||
| Design-Based Research | 38 | ||
| Research and the Development of Theory | 38 | ||
| Teaching in Today’s Classrooms | 40 | ||
| Standards and Accountability | 40 | ||
| Teacher Licensure and Evaluation | 42 | ||
| Learner Diversity | 44 | ||
| Technology | 45 | ||
| The Influence of Neuroscience | 46 | ||
| Educational Psychology and Teaching: Applying Your Professional Knowledge in Today’s Classrooms | 47 | ||
| Chapter 1: Summary | 49 | ||
| Preparing for Your Licensure Exam: Understanding Professional Knowledge | 50 | ||
| Questions for Case Analysis | 52 | ||
| Important Concepts | 53 | ||
| Chapter 2: Cognitive and Language Development | 54 | ||
| What Is Development? | 56 | ||
| Principles of Development | 57 | ||
| Bronfenbrenner’s Bioecological Model of Development | 57 | ||
| The Neuroscience of Development | 60 | ||
| Piaget’s Theory of Cognitive Development | 65 | ||
| The Drive for Equilibrium | 66 | ||
| The Development of Schemes | 67 | ||
| Responding to Experiences: Assimilation and Accommodation | 67 | ||
| Stages of Development | 69 | ||
| Neo-Piagetian Views of Cognitive Development | 74 | ||
| Educational Psychology and Teaching: Applying Piaget’s Theory with Your Students | 74 | ||
| Vygotsky’s Sociocultural Theory of Cognitive Development | 77 | ||
| Learning and Development in a Cultural Context | 78 | ||
| Zone of Proximal Development | 80 | ||
| Scaffolding: Interactive Instructional Support | 80 | ||
| Diversity: Culture and Development | 81 | ||
| Educational Psychology and Teaching: Applying Vygotsky’s Theory with Your Students | 82 | ||
| Language Development | 89 | ||
| Theories of Language Development | 89 | ||
| Early Language Development | 90 | ||
| Language Development in the School Years | 90 | ||
| Using Language to Learn | 91 | ||
| Educational Psychology and Teaching: Helping Your Students Develop Language Abilities | 94 | ||
| Chapter 2: Summary | 97 | ||
| Preparing for Your Licensure Exam: Understanding Cognitive and Language Development | 98 | ||
| Questions for Case Analysis | 99 | ||
| Important Concepts | 99 | ||
| Chapter 3: Personal, Social, and Moral Development | 100 | ||
| Personality Development | 102 | ||
| Temperament | 103 | ||
| Environmental Influences on Personality Development | 104 | ||
| Personality Development and Emotions | 106 | ||
| Personality Development and Achievement | 109 | ||
| Educational Psychology and Teaching: Supporting Your Students’ Personality Development | 110 | ||
| Development of Identity and Self-Concept | 113 | ||
| Erikson’s Theory of Psychosocial Development | 114 | ||
| Contemporary Views of Identity Development | 115 | ||
| Diversity: Ethnic Identity | 118 | ||
| The Development of Self-Concept | 119 | ||
| Educational Psychology and Teaching: Supporting Your Students’ Identity and Self-Concept Development | 120 | ||
| Social Development | 124 | ||
| Influences on Social Development | 124 | ||
| Perspective Taking: Understanding Others’ Thoughts and Feelings | 126 | ||
| Social Problem Solving | 127 | ||
| Educational Psychology and Teaching: Applying an Understanding of Social Development with Your Students | 127 | ||
| Development of Morality, Social Responsibility, and Self-Control | 130 | ||
| Society’s Interest in Moral Development | 130 | ||
| Social Domain Theory of Moral Development | 131 | ||
| Piaget’s Theory of Moral Development | 131 | ||
| Kohlberg’s Theory of Moral Development | 132 | ||
| Gender Differences: The Morality of Caring | 135 | ||
| Emotional Factors in Moral Development | 136 | ||
| Educational Psychology and Teaching: Promoting Moral Development in Your Students | 137 | ||
| Obstacles to Healthy Development | 140 | ||
| Obesity | 140 | ||
| Alcohol and Drugs | 142 | ||
| Child Abuse | 142 | ||
| Peer Aggression | 143 | ||
| Chapter 3: Summary | 147 | ||
| Preparing for Your Licensure Exam: Understanding Personal, Emotional, Social, and Moral Development | 148 | ||
| Questions for Case Analysis | 149 | ||
| Important Concepts | 149 | ||
| Chapter 4: Learner Diversity | 150 | ||
| Culture | 153 | ||
| Ethnicity | 153 | ||
| Culture and Classrooms | 154 | ||
| Linguistic Diversity | 158 | ||
| English Learners | 158 | ||
| English Dialects | 161 | ||
| Educational Psychology and Teaching: Teaching Students in Your Classes Who Are Culturally and Linguistically Diverse | 162 | ||
| Gender | 166 | ||
| School-Related Gender Differences | 168 | ||
| Boys’ and Girls’ Classroom Behavior | 169 | ||
| Educational Psychology and Teaching: Responding to Gender Issues with Your Students | 170 | ||
| Socioeconomic Status | 172 | ||
| Poverty | 173 | ||
| Socioeconomic Factors That Influence Learning | 175 | ||
| Socioeconomic Status and Students at Risk | 177 | ||
| Students at Risk and Resilience | 178 | ||
| SES: Cautions and Implications for Teachers | 179 | ||
| Educational Psychology and Teaching: Promoting Resilience in Your Students | 180 | ||
| Chapter 4: Summary | 185 | ||
| Preparing for Your Licensure Exam: Understanding Learner Diversity | 186 | ||
| Questions for Case Analysis | 187 | ||
| Important Concepts | 187 | ||
| Chapter 5: Learners with Exceptionalities | 188 | ||
| Intelligence | 190 | ||
| Psychometric Descriptions of Intelligence | 190 | ||
| Multitrait Views of Intelligence | 192 | ||
| Intelligence: Ability Grouping | 194 | ||
| Learning Styles | 197 | ||
| The Legal Basis for Working with Students with Exceptionalities | 199 | ||
| Individuals with Disabilities Education Act (IDEA) | 200 | ||
| Major Provisions of IDEA | 200 | ||
| Identifying Students with Exceptionalities | 203 | ||
| Diversity: Cautions in the Identification Process | 204 | ||
| Exceptionalities and Learning Problems | 205 | ||
| The Labeling Controversy | 206 | ||
| Categories of Exceptionalities | 206 | ||
| The Neuroscience of Exceptionalities | 219 | ||
| Students Who Are Gifted and Talented | 221 | ||
| Characteristics of Students Who Are Gifted and Talented | 221 | ||
| Identifying Students Who Are Gifted and Talented | 222 | ||
| Programs for Students Who Are Gifted and Talented | 222 | ||
| Diversity: Pursuing Equity in Special Education | 223 | ||
| Teachers’ Responsibilities in Inclusive Classrooms | 223 | ||
| Modifying Instruction to Meet Students’ Needs | 224 | ||
| Collaborating with Other Professionals | 226 | ||
| Promoting Social Integration and Development | 227 | ||
| Chapter 5: Summary | 230 | ||
| Preparing for Your Licensure Exam: Understanding Learners with Exceptionalities | 231 | ||
| Questions for Case Analysis | 233 | ||
| Important Concepts | 233 | ||
| Chapter 6: Behaviorism and Social Cognitive Theory | 234 | ||
| Behaviorist Views of Learning | 236 | ||
| Classical Conditioning | 237 | ||
| Educational Psychology and Teaching: Applying Classical Conditioning with Your Students | 239 | ||
| Operant Conditioning | 240 | ||
| Educational Psychology and Teaching: Applying Operant Conditioning with Your Students | 249 | ||
| Applied Behavior Analysis | 254 | ||
| Diversity: Capitalizing on Behaviorism in Working with Learners From Diverse Backgrounds | 258 | ||
| Social Cognitive Theory | 260 | ||
| Comparing Behaviorism and Social Cognitive Theory | 261 | ||
| Modeling | 262 | ||
| Vicarious Learning | 268 | ||
| Nonoccurrence of Expected Consequences | 268 | ||
| Self-Regulation | 268 | ||
| Educational Psychology and Teaching: Using Social Cognitive Theory to Increase Your Students’ Learning | 273 | ||
| Chapter 6: Summary | 279 | ||
| Preparing for Your Licensure Exam: Understanding Behaviorism and Social Cognitive Theory | 280 | ||
| Questions for Case Analysis | 280 | ||
| Important Concepts | 281 | ||
| Chapter 7: Cognitive Views of Learning | 282 | ||
| Cognitive Perspectives on Learning | 285 | ||
| Principles of Cognitive Learning Theory | 285 | ||
| A Model of Human Memory | 288 | ||
| Memory Stores | 290 | ||
| Sensory Memory | 290 | ||
| Working Memory | 290 | ||
| Long-Term Memory | 294 | ||
| Developmental Differences in the Memory Stores | 298 | ||
| The Cognitive Neuroscience of Memory | 299 | ||
| Cognitive Processes | 301 | ||
| Attention | 302 | ||
| Perception | 304 | ||
| Encoding and Encoding Strategies | 305 | ||
| Forgetting | 311 | ||
| Developmental Differences in Cognitive Processes | 312 | ||
| Diversity: The Impact of Diversity on Cognition | 313 | ||
| Metacognition: Knowledge and Regulation of Cognition | 315 | ||
| Research on Metacognition | 315 | ||
| Developmental Differences in Metacognition | 316 | ||
| Diversity: Metacognitive Differences in Gender, Culture, and Learners with Exceptionalities | 317 | ||
| Educational Psychology and Teaching: Applying Information Processing and the Model of Human Memory with Your Students | 320 | ||
| Chapter 7: Summary | 328 | ||
| Preparing for Your Licensure Exam: Understanding Information Processing and Human Memory | 329 | ||
| Questions for Case Analysis | 330 | ||
| Important Concepts | 331 | ||
| Chapter 8: Complex Cognitive Processes | 332 | ||
| Concept Learning | 335 | ||
| Theories of Concept Learning | 336 | ||
| Concept Learning: A Complex Cognitive Process | 337 | ||
| Educational Psychology and Teaching: Applying Theories of Concept Learning with Your Students | 338 | ||
| Problem Solving | 341 | ||
| Well-Defined and Ill-Defined Problems | 341 | ||
| The Problem-Solving Process | 342 | ||
| Creativity | 345 | ||
| Educational Psychology and Teaching: Helping Your Students Become Better Problem Solvers | 347 | ||
| The Strategic Learner | 356 | ||
| Metacognition: The Foundation of Strategic Learning | 356 | ||
| Study Strategies | 357 | ||
| Critical Thinking | 362 | ||
| Educational Psychology and Teaching: Helping Your Students Become Strategic Learners | 363 | ||
| Transfer of Learning | 366 | ||
| General and Specific Transfer | 367 | ||
| Factors Affecting the Transfer of Learning | 367 | ||
| Diversity: Learner Differences that Influence Transfer of Complex Cognitive Processes | 368 | ||
| Educational Psychology and Teaching: Applying an Understanding of Transfer with Your Students | 369 | ||
| Chapter 8: Summary | 374 | ||
| Preparing for Your Licensure Exam: Understanding Complex Cognitive Processes | 375 | ||
| Questions for Case Analysis | 376 | ||
| Important Concepts | 377 | ||
| Chapter 9: Knowledge Construction in Social Contexts | 378 | ||
| The Social World | 380 | ||
| Social Influences in Our Lives | 381 | ||
| The Neuroscience of Social Connection | 381 | ||
| Knowledge Construction | 383 | ||
| The Transition from Cognitive to Social Constructivism | 384 | ||
| Knowledge Construction and the Learning Sciences | 387 | ||
| Diversity: Its Influence on Knowledge Construction | 390 | ||
| Misconceptions: When Learners Construct Invalid Knowledge | 391 | ||
| Misconceptions in Teaching and Learning | 392 | ||
| The Origin of Misconceptions | 392 | ||
| Misconceptions’ Resistance to Change | 393 | ||
| Educational Psychology and Teaching: Guiding Your Students’ Knowledge Constructions | 394 | ||
| Teachers’ Roles in Knowledge Construction | 394 | ||
| Suggestions for Classroom Practice | 394 | ||
| Chapter 9: Summary | 406 | ||
| Preparing for Your Licensure Exam: Understanding the Process of Knowledge Construction | 407 | ||
| Questions for Case Analysis | 408 | ||
| Important Concepts | 409 | ||
| Chapter 10: Motivation and Learning | 410 | ||
| What Is Motivation? | 413 | ||
| Extrinsic and Intrinsic Motivation | 413 | ||
| Motivation to Learn | 415 | ||
| Theoretical Views of Motivation | 416 | ||
| The Influence of Needs on Motivation to Learn | 419 | ||
| Maslow’s Hierarchy of Needs | 419 | ||
| The Need for Self-Determination | 420 | ||
| The Need to Preserve Self-Worth | 424 | ||
| Educational Psychology and Teaching: Using the Influence of Needs to Increase Your Students’ Motivation to Learn | 424 | ||
| The Influence of Beliefs on Motivation to Learn | 428 | ||
| Beliefs about Outcomes: Expectations | 428 | ||
| Beliefs about Intelligence: Mindset | 429 | ||
| Beliefs about Capability: Self-Efficacy | 430 | ||
| Beliefs about Value: Attainment Value, Utility Value, and Cost | 431 | ||
| Beliefs about Causes of Performance: Attributions | 432 | ||
| Educational Psychology and Teaching: Using the Influence of Beliefs to Increase Your Students’ Motivation to Learn | 434 | ||
| The Influence of Goals on Motivation to Learn | 437 | ||
| Mastery and Performance Goals | 438 | ||
| Social Goals | 439 | ||
| Work-Avoidance Goals | 439 | ||
| Diversity: Learner Differences in Goal Orientation | 440 | ||
| Educational Psychology and Teaching: Using the Influence of Goals to Increase Your Students’ Motivation to Learn | 441 | ||
| The Influence of Interest and Emotion on Motivation to Learn | 444 | ||
| Personal and Situational Interest | 444 | ||
| Emotion and Motivation | 445 | ||
| Educational Psychology and Teaching: Using the Influence of Interest and Emotion to Increase Your Students’ Motivation to Learn | 450 | ||
| Chapter 10: Summary | 455 | ||
| Preparing for Your Licensure Exam: Understanding the Relationship Between Motivation and Learning | 456 | ||
| Questions for Case Analysis | 456 | ||
| Important Concepts | 457 | ||
| Chapter 11: A Classroom Model for Promoting Student Motivation | 458 | ||
| Creating a Mastery-Focused Classroom | 461 | ||
| A Model for Promoting Student Motivation | 461 | ||
| The Teacher–Student Relationship | 462 | ||
| The Teacher: Personal Qualities that Increase Motivation to Learn | 463 | ||
| Personal Teaching Efficacy: Beliefs about Teaching and Learning | 464 | ||
| Modeling and Enthusiasm: Communicating Genuine Interest | 465 | ||
| Caring: Meeting Needs for Belonging and Relatedness | 466 | ||
| Teacher Expectations: Promoting Competence and Healthy Attributions | 467 | ||
| Educational Psychology and Teaching: Demonstrating Personal Qualities that Increase Your Students’ Motivation to Learn | 468 | ||
| Learning Climate: Creating a Motivating Classroom Environment | 471 | ||
| Order and Safety: Classrooms as Secure Places to Learn | 471 | ||
| Success: Developing Self-Efficacy | 472 | ||
| Challenge: Increasing Perceptions of Competence | 472 | ||
| Task Comprehension: Increasing Feelings of Autonomy and Value | 473 | ||
| Educational Psychology and Teaching: Applying an Understanding of Climate Variables in Your Classroom | 474 | ||
| Instructional Variables: Developing Interest in Learning Activities | 478 | ||
| Introductory Focus: Attracting Students’ Attention | 479 | ||
| Personalization: Links to Students’ Lives | 479 | ||
| Involvement: Increasing Situational Interest | 481 | ||
| Feedback: Information about Learning Progress | 482 | ||
| Educational Psychology and Teaching: Applying the Instructional Variables to Increase Your Students’ Motivation to Learn | 482 | ||
| Chapter 11: Summary | 490 | ||
| Preparing for Your Licensure Exam: Understanding Student Motivation | 491 | ||
| Questions for Case Analysis | 492 | ||
| Important Concepts | 493 | ||
| Chapter 12: Classroom Management: Developing Self-Regulated Learners | 494 | ||
| Goals of Classroom Management | 497 | ||
| Developing Learner Self-Regulation | 497 | ||
| Creating a Community of Caring and Trust | 500 | ||
| Maximizing Time for Teaching and Learning | 501 | ||
| Planning for Classroom Management | 502 | ||
| Planning for Instruction | 502 | ||
| Planning for Classroom Management in Elementary Schools | 503 | ||
| Planning for Classroom Management in Middle and Secondary Schools | 506 | ||
| Planning for the First Days of School | 509 | ||
| Educational Psychology and Teaching: Creating and Teaching Your Classroom Rules | 510 | ||
| Communicating with Parents | 513 | ||
| Benefits of Communication | 513 | ||
| Strategies for Involving Parents | 513 | ||
| Intervening When Misbehavior Occurs | 517 | ||
| Emotional Factors in Interventions | 517 | ||
| Cognitive Interventions | 518 | ||
| Behavioral Interventions | 522 | ||
| An Intervention Continuum | 525 | ||
| Educational Psychology and Teaching: Responding Effectively to Misbehavior in Your Students | 528 | ||
| Serious Management Problems: Defiance and Aggression | 530 | ||
| Responding to Defiant Students | 530 | ||
| Responding to Fighting | 531 | ||
| Responding to Bullying | 531 | ||
| Diversity: Classroom Management with Students from Diverse Backgrounds | 533 | ||
| Chapter 12: Summary | 535 | ||
| Preparing for Your Licensure Exam: Understanding Classroom Management | 536 | ||
| Questions for Case Analysis | 537 | ||
| Important Concepts | 537 | ||
| Chapter 13: Learning and Effective Teaching | 538 | ||
| Planning for Instruction | 540 | ||
| Identifying Topics | 541 | ||
| Specifying Learning Objectives | 542 | ||
| Preparing and Organizing Learning Activities | 544 | ||
| Planning for Assessment | 545 | ||
| Instructional Alignment | 545 | ||
| Planning in a Standards-Based Environment | 546 | ||
| Implementing Instruction | 551 | ||
| Teacher Beliefs and Behaviors | 553 | ||
| Organization | 553 | ||
| Review | 554 | ||
| Focus | 555 | ||
| Questioning | 555 | ||
| Feedback | 558 | ||
| Closure | 560 | ||
| Communication | 560 | ||
| Models of Instruction | 562 | ||
| Direct Instruction | 562 | ||
| Lecture–Discussion | 566 | ||
| Guided Discovery | 571 | ||
| Cooperative Learning | 574 | ||
| Flipped Instruction | 577 | ||
| Differentiating Instruction | 579 | ||
| Using PowerPoint Effectively | 582 | ||
| Assessment and Learning: Using Assessment as a Learning Tool | 584 | ||
| Chapter 13: Summary | 586 | ||
| Preparing for Your Licensure Exam: Understanding Effective Teaching | 587 | ||
| Questions for Case Analysis | 588 | ||
| Important Concepts | 589 | ||
| Chapter 14: Increasing Learning Through Assessment | 590 | ||
| Classroom Assessment | 594 | ||
| Assessment for Student Learning | 594 | ||
| Validity: Making Accurate Assessment Decisions | 596 | ||
| Reliability: Consistency in Assessment | 597 | ||
| Informal Assessment | 598 | ||
| Informal Assessment During Learning Activities | 599 | ||
| Reliability of Informal Assessments | 601 | ||
| Formal Assessment | 601 | ||
| Paper-and-Pencil Items | 602 | ||
| Performance Assessments | 610 | ||
| Portfolio Assessment: Helping Students Develop Self-Regulation | 613 | ||
| Evaluating Formal Assessment Formats | 614 | ||
| Effective Assessment Practices | 616 | ||
| Planning for Assessment | 616 | ||
| Preparing Students for Assessments | 618 | ||
| Administering Assessments | 621 | ||
| Analyzing Results | 622 | ||
| Providing Students with Feedback | 623 | ||
| Increasing the Efficiency of Your Assessment Practices | 624 | ||
| Designing a Total Assessment System | 625 | ||
| Formative and Summative Assessment | 625 | ||
| Designing a Grading System | 626 | ||
| Assigning Grades: Increasing Learning and Motivation | 627 | ||
| Planning and Constructing Tests | 630 | ||
| Analyzing Test Data | 630 | ||
| Maintaining Student Records | 630 | ||
| Diversity: Effective Assessment Practices with Students from Diverse Backgrounds | 631 | ||
| Chapter 14: Summary | 634 | ||
| Preparing for Your Licensure Exam: Understanding Effective Assessment Practices | 635 | ||
| Questions for Case Analysis | 636 | ||
| Important Concepts | 637 | ||
| Chapter 15: Standardized Testing and Learning | 638 | ||
| Standardized Testing and Accountability | 641 | ||
| No Child Left Behind and Race to the Top | 641 | ||
| The Common Core State Standards Initiative | 642 | ||
| High-Stakes Tests | 642 | ||
| Additional Developments in Standardized Testing | 643 | ||
| Teacher Evaluation and the Accountability Movement | 645 | ||
| Standardized Tests | 646 | ||
| Functions of Standardized Tests | 647 | ||
| Norm- Versus Criterion-Referenced Standardized Tests | 647 | ||
| Types of Standardized Tests | 648 | ||
| Evaluating Standardized Tests: Validity Revisited | 653 | ||
| Understanding and Interpreting Standardized Test Scores | 654 | ||
| Descriptive Statistics | 654 | ||
| Interpreting Standardized Test Results | 657 | ||
| Diversity and Standardized Testing | 661 | ||
| Student Diversity and Assessment Bias | 662 | ||
| Standardized Testing and English Learners | 663 | ||
| Accommodating Students with Disabilities | 664 | ||
| Educational Psychology and Teaching: Your Role in Standardized Testing | 665 | ||
| Chapter 15: Summary | 669 | ||
| Preparing for Your Licensure Exam: Understanding Standardized Testing | 670 | ||
| Questions for Case Analysis | 671 | ||
| Important Concepts | 671 | ||
| Appendix: Using Educational Psychology: Windows on Classrooms (10th ed.) to Prepare for the Praxis™ Principles of Learning and Teaching Exam | 672 | ||
| Glossary | 677 | ||
| References | 685 | ||
| Name Index | 723 | ||
| Subject Index | 735 |