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2901506310755
EdPsych Modules / Edition 3 available in Paperback
- ISBN-10:
- 1506310753
- ISBN-13:
- 2901506310755
- Pub. Date:
- 01/18/2017
- Publisher:
- SAGE Publications
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Overview
Ed Psych Modules uses an innovative modular approach and case studies based on real-life classroom situations to address the challenge of effectively connecting theory and research to practice. Succinct, stand-alone modules are organized into themed units and offer instructors the flexibility to tailor the book’s contents to the needs of their course. The units begin with a set of case studies written for early childhood, elementary, middle, and secondary classrooms, providing readers with direct insight into the dynamics influencing the future students they plan to teach. All 25 modules highlight diversity, emphasizing how psychological factors adapt and change based on external influences such as sex, gender, race, language, disability status, and socioeconomic background. The Fourth Edition includes over three hundred new references across all 25 modules, and expanded coverage of diversity in new diversity-related research.Also available as a digital option (courseware). Learn more about Ed Psych Modules -Vantage Digital Option, Fourth Edition [ISBN: 978-1-0718-2814-4]
Product Details
ISBN-13: | 2901506310755 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 01/18/2017 |
Edition description: | Third Edition |
Pages: | 680 |
Product dimensions: | 6.00(w) x 1.25(h) x 9.00(d) |
About the Author
Cheryl Cisero Durwin received her Ph D in Educational Psychology at the University of Massachusetts, Amherst in 1996. She is Professor of Psychology at Southern Connecticut State University. She has taught educational psychology for over 20 years in various formats, such as graduate-level and undergraduate courses ranging from midsize sections of 40 students to small, writing-intensive sections. Cheryl regularly teaches courses in research design, testing, motivation, cognition and memory, and learning disabilities. Her research interests include the development, assessment, and remediation of reading skills, efficacy of reading interventions in disadvantaged populations, and college-level teaching and learning.
Marla Reese-Weber received her Ph D at The Ohio State University in 1998. She is Professor of Psychology and serves as the associate dean in the College of Arts and Sciences at Illinois State University. She has taught educational psychology for over 17 years in sections as small as 25 students and as large as 150 students. In addition, her course on educational psychology has included a focus on underserved populations, particularly in urban areas. Marla also teaches adolescent development at the undergraduate and graduate levels, as well as a course on developmental research methods. Her research interests include sibling and dating violence as well as romantic relationship development during emerging adulthood.
Marla Reese-Weber received her Ph D at The Ohio State University in 1998. She is Professor of Psychology and serves as the associate dean in the College of Arts and Sciences at Illinois State University. She has taught educational psychology for over 17 years in sections as small as 25 students and as large as 150 students. In addition, her course on educational psychology has included a focus on underserved populations, particularly in urban areas. Marla also teaches adolescent development at the undergraduate and graduate levels, as well as a course on developmental research methods. Her research interests include sibling and dating violence as well as romantic relationship development during emerging adulthood.
Table of Contents
PrefaceDiversity TableDigital ResourcesAbout the AuthorsINTRODUCTIONModule 1: Using Science to Inform Classroom PracticesOutline and Learning GoalsEducational Psychology: A Resource for TeachersEducational Psychology: The ScienceEducational Psychology: Classroom PracticesSummaryKey ConceptsCase Study: Reflect and EvaluateUNIT 1: PERSONAL DEVELOPMENTModule 2: Contexts of DevelopmentOutline and Learning GoalsBronfenbrenner’s Bioecological TheoryFamily ContextPeer ContextBroader ContextsSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 3: Social-Emotional DevelopmentOutline and Learning GoalsErikson’s Psychosocial TheoryAspects of IdentityUnderstanding the SelfSocial CompetenceSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 4: Moral DevelopmentOutline and Learning GoalsCognitive-Developmental Moral ReasoningProsocial BehaviorAggressive BehaviorSummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 2: THE DEVELOPING LEARNERModule 5: Brain DevelopmentOutline and Learning GoalsInfluence of Neuroscience on EducationNeuroscience 101Brain Mechanisms During LearningSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 6: Cognitive DevelopmentOutline and Learning GoalsConstructivist Theories of Cognitive DevelopmentIssues in Cognitive Development: Piaget and VygotskySummaryKey ConceptsCase Studies: Reflect and EvaluateModule 7: Language DevelopmentOutline and Learning GoalsUnderstanding Language AcquisitionDevelopment of Language SkillsSummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 3: LEARNING THEORIESModule 8: Behavioral Learning TheoriesOutline and Learning GoalsAssumptions of Behavioral Learning TheoriesClassical ConditioningOperant ConditioningSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 9: Social Cognitive TheoryOutline and Learning GoalsAssumptions of Social Cognitive TheoryObservational LearningPersonal Factors in LearningSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 10: Information ProcessingOutline and Learning GoalsAssumptions of the Information Processing ApproachPerception and AttentionMemorySummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 4: COGNITIVE PROCESSESModule 11: MetacognitionOutline and Learning GoalsWhat Is Metacognition and Why Is It Important?Special Cases of MetacognitionFactors Affecting the Development and Use of MetacognitionSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 12: Transfer of Skills and KnowledgeOutline and Learning GoalsWhat Is Transfer, and Why Is It Important?Do We Readily Transfer What We Learn?SummaryKey ConceptsCase Studies: Reflect and EvaluateModule 13: Higher Order ThinkingOutline and Learning GoalsWhat Is Higher Order Thinking, and Why Is It Important?Critical ThinkingProblem-SolvingCreativitySummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 5: MOTIVATIONModule 14: Behavioral TheoryOutline and Learning GoalsA Developmental View of MotivationRewarding Students for LearningPraising Students for LearningWhen the Reward Is the Activity ItselfSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 15: Cognitive TheoriesOutline and Learning GoalsCognitive Theories of MotivationDevelopmental and Cultural Differences in MotivationSerious Motivational ProblemsSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 16: Self TheoriesOutline and Learning GoalsSelf-Efficacy TheorySelf-Worth TheorySelf-Determination TheoryIntegrating the Self TheoriesSummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 6: CLASSROOM MANAGEMENT AND INSTRUCTIONModule 17: Classroom ManagementOutline and Learning GoalsImportance of Classroom ManagementTime ManagementRelationship BuildingSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 18: Instruction: Applying Behavioral, Cognitive, and Constructivist ApproachesOutline and Learning GoalsMeeting the Needs of Diverse LearnersTeaching Methods Based on BehaviorismTeaching Methods Based on Cognitive Learning TheoryTeaching Methods Based on ConstructivismSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 19: Grouping PracticesOutline and Learning GoalsGrouping by AbilityCooperative LearningSummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 7: LEARNER DIFFERENCESModule 20: Intelligence and GiftednessOutline and Learning GoalsIntelligence and Giftedness: More Than “Being Smart”Assessing Intelligence and GiftednessBiological, Social, and Cultural IssuesSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 21: Cognitive DisabilitiesOutline and Learning GoalsCognitive Disabilities in Today’s ClassroomsIntellectual DisabilitiesSpecific Learning DisabilitiesSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 22: Emotional, Social, and Behavioral DisordersOutline and Learning GoalsEmotional, Social, and Behavioral Disorders in Today’s ClassroomsCharacteristics of DisordersSummaryKey ConceptsCase Studies: Reflect and EvaluateUNIT 8: ASSESSMENTModule 23: Assessing Student LearningOutline and Learning GoalsWhat Is Assessment?Planning AssessmentsEvaluating Student PerformanceCommunicating Assessment InformationSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 24: Test Construction and UseOutline and Learning GoalsCharacteristics of High-Quality Classroom TestsTest PreparationSummaryKey ConceptsCase Studies: Reflect and EvaluateModule 25: Standardized Tests and ScoresOutline and Learning GoalsTypes of Standardized TestsUnderstanding Test ScoresCharacteristics of Good TestsSummaryKey ConceptsCase Studies: Reflect and EvaluateAppendix: How Does Ed Psych Help You Prepare for the Praxis Exam?GlossaryReferencesIndexFrom the B&N Reads Blog
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