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Educational Psychology, Active Learning Edition, 10/E
Anita E. Woolfolk, Ohio State University

ISBN-10: 0205542786
ISBN-13: 9780205542789

Publisher: Merrill
Copyright: 2008
Format: Paper; 784 pp
Published: 06/25/2007

Suggested retail price: $124.67
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&l>Anita Wookfolk’s best-selling Educational Psychology has been reformatted--its chapters “chunked” into clusters and modules according to the principle of Distributed Learning--to give instructors greater course flexibility and to help students master the material even more easily.  It provides state of the art information, delivered in multiple media and modalities, for students with a variety of learning styles.

 

Derived from Anita Woolfolk's market-leading Educational Psychology, Tenth Edition, the most thorough, accessible, and authoritative text on the market, the Active Learning Edition breaks the material into manageable “modules.” To provide customers with an alternative version to the longer chapters of the standard 9th Edition, that version's 15 chapters now appear as 42 brief modules, which are easy to cover in shorter academic terms and will make learning easier for students. In addition to presenting comprehensive, expert coverage of all topics teachers need to understand about how students learn and all the classroom applications for which the author is justly renowned, the modules are grouped into clusters that allow for deeper context and background for each topic. Further, each module is a self-contained learning unit, with learning objectives and review questions (“Check Yourself”) that provide immediate reinforcement of key concepts and build students' confidence in their grasp of the material. And adding to its interactivity are 14 end-of-cluster “Active Learning Connections” features filled with activities that direct students to new and emerging technologies that connect them with one another and other Educational Psychology students through wikis, blogs, and many other useful technology resources and Web sites.

  • “Guidelines” appear through each module, providing concrete applications of theories and principles discussed.
  • “Point/Counterpoint” sections throughout the text present divergent opinions on some of the most important and controversial questions in the field, such as "What is good teaching?" or "What are the implications of brain-based education?"
  • “Teachers' Casebook” begins and ends each cluster. It presents realistic classroom cases and asks students to think what they would “do” if faced with such situations. Then, actual teachers from a variety of schools across the country share their opinions, given their experience, on how they would handle the same situations. Students get to practice “thinking like a teacher” and to see real teachers tackle classroom issues.
  • “Family and Community Partnerships” boxes offer specific guidelines for involving families–when demand for parental involvement is at an all-time high–in various aspects of children's learning.
  • “Connect and Extend” sections appear in the margins throughout, linking text content to teaching, students' thinking, research, and commentary about authentic classroom settings.
  • “Check Yourself” sections at the end of every module present opportunities for students to test their understanding of the material and to reflect on how they might use the course concepts in their own teaching.
  • Learning objectives open each module and set clear goals.
  • “Becoming a Professional” Appendix provides a rich, practical resource for taking the Praxis Exam, interviewing for teaching jobs, creating a teaching portfolio, and using technology in the classroom, all things that pre-service teachers need to know in order to get started in their teaching careers.

  • “Active Learning Connections” Each cluster is followed by a section that features information and activities directing both students and professors to new and emerging Web technologies such as blogs and wikis and social bookmarking sites that connect them to one another and to other Educational Psychology students in fun and interactive ways.
  • “Diversity and Convergence” Each cluster is followed by a section that explores the experiences and characteristics of diverse students in relation to the chapter topics, after which the authors considers some themes and principles that apply to all students. Its goal is to help readers understand and value differences among students, while also appreciating the great similarities among all of us in development, learning, and motivation.
  • The “Check Yourself” sections at the end of every module have been revised an updated for maximum effectiveness as end-of-module assessment tools.
  • “Appendix III: Technology Resources for Active Learning Connections” is a handy, concise reference for students and professors who execute the end-of-cluster “Active Learning Connections” activities.
  • “Podcasts” Icons in the margins direct readers to Podcasts (audio clips) on www.anitatalks.com in which the author discusses how the material in the text directly relates to the teaching profession.

<>Preface: How to Use This Book.

 

I. TEACHERS, TEACHING AND EDUCATIONAL PSYCHOLOGY.

 

1. Educational Psychology for Teachers.

 

II. COGNITIVE DEVELOPMENT AND LANGUAGE.

 

2. Development: Some General Principles.

 

3. Piaget's Theory of Cognitive Development.

 

4. Vygotsky's Sociocultural Perspective.

 

5. Implications of Piaget and Vygotsky for Teachers.

 

III. PERSONAL, SOCIAL AND MORAL DEVELOPMENT.

 

6. Understanding Ourselves and Others.

 

7. Socialization: Family, Peers, and Teachers.

 

8. Moral Development.

 

IV. LEARNER DIFFERENCES AND LEARNING NEEDS.

 

9. Individual Differences: Intelligence, Cognitive Processing, and Learning Styles.

 

10. Integration and Inclusion: Teaching Every Child.

 

11. Ability Differences and Teaching.

 

V. CULTURE AND COMMUNITY.

 

12. Diversity in Today's Classrooms.

 

13. Girls and Boys: Differences in the Classroom.

 

14. Creating Culturally Compatible Classrooms.

 

VI. BEHAVIORAL VIEWS OF LEARNING.

 

15. Behavioral Explanations of Learning: Contiguity, Classical Conditioning, Operant Conditioning.

 

16. Applied Behavior Analysis.

 

17. Observational Learning and Cognitive Behavior Modification.

 

VII. COGNITIVE VIEWS OF LEARNING.

 

18. Elements of the Cognitive Perspective: Information Processing.

 

19. Long-Term Memory: The Goal of Teaching.

 

20. Cognition and Metacognition.

 

VIII. COMPLEX COGNITIVE PROCESSES.

 

21. Learning and Teaching About Concepts.

 

22. Problem Solving and Creativity.

 

23. Teaching for Transfer.

 

IX. SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING.

 

24. Social Learning and Social Cognitive Theories.

 

25. Cognitive and Social Constructivism.

 

26. Applications of Constructivist and Situated Perspectives on Learning.

 

X. MOTIVATION IN LEARNING AND TEACHING.

 

27. Motivation: A Definition and Four General Approaches.

 

28. Needs, Goals, Interests and Emotions.

 

29. Beliefs and Self-Schemas.

 

30. Motivation to Learn in School.

 

XI. Engaged Learning: Cooperation and Communication.

 

31. Social Processes and Cooperation.

 

32. Creativity and Community.

 

XII. CREATING LEARNING ENVIRONMENTS.

 

33. Creating a Positive Learning Environment.

 

34. Maintaining a Good Environment for Learning.

 

35. The Need for Communication.

 

XIII. TEACHING FOR ACADEMIC LEARNING.

 

36. The First Step: Planning.

 

37. VTeacher-Directed Instruction.

 

38. Student-Centered Teaching in Content Areas and Inclusive Classrooms.

 

XIV. EVALUATION, MEASUREMENT AND ASSESSMENT.

 

39. Definitions and Concepts.

 

40. Standardized Tests.

 

41. Issues and New Directions in Standardized Testing.

 

42. Getting the Most from Traditional Classroom Assessment Approaches: Testing and Grading.

 

43. Innovations in Classroom Assessment.

 

Appendix I: Becoming a Professional: Passing the PRAXIS(tm), Insights About Job Interview Questions, Creating Your Teaching Portfolio, Enhancing Your Expertise With Technology.

 

Appendix II: Standards and Licensure: PRAXIS II(tm) and INTASC.

 

Appendix III: Technology Resources for Active Learning Connections

 

Glossary.

 

References.

 

Index.

Online Tour

Learn more about the features if this book by taking this interactive tour!

Anita Woolfolk Hoy received her BA Magna Cum Laude in 1969 from the University of Texas at Austin, with a major in Psychology and a minor in Chemistry. In 1972 she was awarded a Ph.D. in Educational Psychology from the same university. From 1973 to 1993 she was on the faculty of the Department of Educational Psychology (Chair 1990-1993) of the Graduate School of Education, Rutgers University. Currently she is a Professor in the College of Education, The Ohio State University, Columbus, Ohio. Her professional offices include Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association and President of Division 15 (Educational Psychology) of the American Psychological Association. Currently, she is editor of Theory Into Practice, a journal that provides multiple perspectives and scholarly discussions of issues that concern educators. Professor Woolfolk Hoy has published research in the areas of teacher cognition, student perceptions of teachers, teachers’ beliefs, student motivation, and the application of educational psychology to teaching. Her work appears in the Journal of Educational Psychology, American Educational Research Journal, Review of Research in Education, Teaching and Teacher Education, the Elementary School Journal, Action in Teacher Education, Teachers College Record, Educational Researcher, and the Educational Psychologist. Her text, Educational Psychology (Allyn and Bacon), is in its 10th edition and is the most widely read introduction to educational psychology in the field. She is married to Wayne K. Hoy, the Novice Fawcett Chair in Educational Administration at The Ohio State University. Together have completed the 3rd edition of  Instructional Leadership: A Research-Based Guide to Learning in Schools (Allyn & Bacon) and  conduct research on teacher and school efficacy. They have three children:  Wayne, President of Advanced Software Products; Kelly, a teacher  at The Phillips Brooks School in Menlo Park, CA; and Liz, a student in Columbus, OH. Their insights about education are frequently volunteered and greatly appreciated.

Derived from Anita Woolfolk's market-leading Educational Psychology, Tenth Edition, the most thorough, accessible, and authoritative text on the market, the Active Learning Edition breaks the material into manageable “modules.” To provide customers with an alternative version to the longer chapters of the standard 10th Edition, the original 15 chapters now appear as 14 clusters and 42 brief modules, which are easy to cover in shorter academic terms and will make learning easier for students. Further, each module is a self-contained learning unit, with learning objectives and review questions (“Check Yourself”) that provide immediate reinforcement of key concepts and build students' confidence in their grasp of the material.

 

Exciting new features in this edition include:

  • “Active Learning Connections” Each cluster is followed by a section that features information and activities directing both students and professors to new and emerging Web technologies such as blogs and wikis and social bookmarking sites that connect them to one another and to other Educational Psychology students in fun and interactive ways.
  • “Diversity and Convergence” Each cluster is followed by a section that explores the experiences and characteristics of diverse students in relation to the chapter topics, after which the author considers some themes and principles that apply to all students. This prompts readers to understand and value differences among students, while also appreciating the great similarities among all of us in development, learning, and motivation.
  • “Podcasts” Icons in the margins direct readers to Podcasts (audio clips) on www.anitatalks.com in which the author discusses how the material in the text directly relates to the teaching profession.

 

Other great features of this book:

  • “Guidelines” appear throughout each module, providing concrete applications of theories and principles discussed.
  • “Point/Counterpoint” sections throughout the text present divergent opinions on some of the most important and controversial questions in the field, such as "What is good teaching?" or "What are the implications of brain-based education?"
  • “Teachers' Casebook” begins and ends each cluster. It presents realistic classroom cases and asks readers to think what they would “do” if faced with such situations. Then, actual teachers from a variety of schools across the country share their opinions, given their experience, on how they would handle the same situations. Readers get to practice “thinking like a teacher” and to see real teachers tackle classroom issues.
  • “Family and Community Partnerships” boxes offer specific guidelines for involving families—when demand for parental involvement is at an all-time high—in various aspects of children's learning.
  • “Connect and Extend” sections appear in the margins throughout, linking text content to teaching, readers’ thinking, research, and commentary about authentic classroom settings.
  •  “Handbook for Teaching and Lifelong Learning” at the end of the book provides a rich, practical resource for taking the Praxis Exam, interviewing for teaching jobs, creating a teaching portfolio, and using technology in the classroom, all things that pre-service teachers need to know in order to get started in their teaching careers.

View a Sample Chapter PDF:

 

Click for a walkthrough

For Introduction to Educational Psychology


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    Woolfolk
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