Essentials of Educational Psychology
Pearson (Verlag)
978-0-13-341646-6 (ISBN)
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" -Kym Buchanan, University of Wisconsin, Stevens Point "I see students in my class who are not able to do well in other courses ...get high grades in this course partly due to the textbook. This text is written in a ...way for students to get the main points of the material and connect them with real-life examples. In this way, they are able to quickly become successful at understanding the material in a practical and applicable way. This text ...is [also]a good study tool to use when preparing for licensure exams." -Kimberlee Taylor, Utah State University
Jeanne Ellis Ormrod received her A.B. in psychology from Brown University and her M.S. and Ph.D. in educational psychology from The Pennsylvania State University. She earned licensure in school psychology through postdoctoral work at Temple University and the University of Colorado at Boulder and has worked as a middle school geography teacher and school psychologist. She was Professor of Educational Psychology at the University of Northern Colorado until 1998, when she moved east to return to her native New England. She has published numerous research articles on cognition and memory, cognitive development, and giftedness but is probably best known for this book and four others: Human Learning (currently in its sixth edition); Educational Psychology: Developing Learners (currently in its eigth edition); Child Development and Education (co authored with Teresa McDevitt, currently in its fifth edition); and Practical Research (co authored with Paul Leedy, currently in its tenth edition). She has also recently published a non textbook for a broad audience: Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages. With her three children now grown and out on their own, she lives in New Hampshire with her husband, Richard.
Brief Table of Contents for Chapter 1. Introduction to Educational Psychology GENERAL GUIDING PRINCIPLES OF EDUCATIONAL PSYCHOLOGY DEVELOPING AS A TEACHER STRATEGIES FOR LEARNING AND STUDYING EFFECTIVELY SUMMARY Chapter 2. Learning, Cognition, and Memory LEARNING AS A CONSTRUCTIVE PROCESS THINKING AND LEARNING IN THE BRAIN HOW HUMAN MEMORY OPERATES WHY LEARNERS MAY OR MAY NOT REMEMBER WHAT THEY HAVE LEARNED PROMOTING EFFECTIVE COGNITIVE PROCESSES SUMMARY Chapter 3. Learning in Context IMMEDIATE STIMULI AS CONTEXT SOCIAL INTERACTION AS CONTEXT CULTURE AS CONTEXT SOCIETY AS CONTEXT TECHNOLOGY AND MEDIA AS CONTEXTS ACADEMIC CONTENT DOMAINS AS CONTEXTS HOW LEARNERS MODIFY THEIR ENVIRONMENTS PROVIDING SUPPORTIVE CONTEXTS FOR LEARNING SUMMARY Chapter 4. Complex Cognitive Processes METACOGNITION SELF-REGULATION TRANSFER PROBLEM SOLVING AND CREATIVITY CRITICAL THINKING PROMOTING COMPLEX COGNITIVE PROCESSES SUMMARY Chapter 5. Cognitive Development GENERAL PRINCIPLES OF DEVELOPMENT DEVELOPMENTAL PROCESSES TRENDS IN COGNITIVE DEVELOPMENT INTELLIGENCE ADDRESSING STUDENTS' DEVELOPMENTAL NEEDS SUMMARY Chapter 6. Motivation and Affect THE NATURE OF MOTIVATION BASIC HUMAN NEEDS INTRINSIC AND EXTRINSIC MOTIVATION COGNITIVE FACTURES IN MOTIVATION AFFECT AND ITS EFFECTS ON MOTIVATION AND LEARNING PROMOTING MOTIVATION AND PRODUCTIVE AFFECT SUMMARY Chapter 7. Personal, Social, and Moral Development PERSONALITY AND SENSE OF SELF PEER RELATIONSHIPS SOCIAL COGNITION MORAL AND PROSOCIAL DEVELOPMENT PROMOTING PERSONAL, SOCIAL, AND MORAL DEVELOPMENT SUPPORTING STUDENTS WHO FACE EXCEPTIONAL PERSONAL OR SOCIAL CHALLENGES SUMMARY Chapter 8. Instructional Strategies PLANNING INSTRUCTION CONDUCTING TEACHER-DIRECTED INSTRUCTION CONDUCTING LEARNER-DIRECTED INSTRUCTION GENERAL INSTRUCTIONAL STRATEGIES SUMMARY Chapter 9. Strategies for Creating an Effective Classroom Environment CREATING AN ENVIRONMENT CONDUCIVE TO LEARNING EXPANDING THE SENSE OF COMMUNITY BEYOND THE CLASSROOM REDUCING UNPRODUCTIVE BEHAVIORS ADDRESSING AGGRESSION AND VIOLENCE AT SCHOOL SUMMARY Chapter 10. Assessment Strategies USING ASSESSMENTS FOR VARIOUS PURPOSES ENHANCING LEARNING THROUGH CLASSROOM ASSESSMENT PRACTICES IMPORTANT QUALITIES OF GOOD ASSESSMENT CONDUCTING INFORMAL ASSESSMENTS DESIGNING AND GIVING FORMAL ASSESSMENTS EVALUATING STUDENTS' PERFORMANCE ON FORMAL ASSESSMENTS SUMMARIZING STUDENTS' ACHIEVEMENT WITH GRADES AND PORTFOLIOS ASSESSING STUDENTS' ACHIEVEMENT AND ABILITIES WITH STANDARDIZED TESTS SUMMARY Appendix A. Describing Associations with Correlation Coefficients Appendix B. Understanding and Interpreting Standardized Test Results
| Erscheint lt. Verlag | 19.1.2014 |
|---|---|
| Sprache | englisch |
| Maße | 229 x 279 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| ISBN-10 | 0-13-341646-1 / 0133416461 |
| ISBN-13 | 978-0-13-341646-6 / 9780133416466 |
| Zustand | Neuware |
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