Renowned for its clarity, readability, and organization, this market-leading Educational Psychology book continues to offer the best blend of current theory, research, and practice in a completely up-to-date new edition. This book provides an organizational framework that readers can immediately grasp to help them understand complex and ever-evolving theories. The Eighth Edition reflects the field's continuing interest in constructivism and authentic learning as well as other areas of growing emphasis such as students with disabilities and inclusion. Other topics that have been added or received significant updating include self-regulated learning, brain development, culturally relevant pedagogy, and student autonomy. Includes free Interactive Companion CD-ROM, featuring video clips of the author discussing important topics and instructive scenes from real classrooms; links to useful websites that deepen awareness of issues pertinent to teaching; activities that provide challenging problems and cases from which readers may gain further insight into the applications of theories covered. For anyone interested in educational psychology.
The book's innovative pedagogical program is anchored by a cohesive learning objective system integrated throughout each chapter, which guides readers and reinforces their understanding of concepts.
When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia.
Elizabeth Pemberton, University of Delaware The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered.
The text reflects the field as it offers unique and crucial knowledge to any who dare to teach, and to all who love to learn.
Wong, L. (2012). Essential study skills (7th ed.). Boston: Wadsworth, Cengage Learning. Yildiz, E., Akpinar, E., Tatar, N., & Ergin, O. (2009). Exploratory and confirmatory fac— tor analysis of the metacognition scale for primary school ...
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.
This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.
This seventh edition expands on Dynamic Systems Theory, the Information Processing Model and critical thinking around standardised testing.
In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching.
It spells out the way in which new thinking determines new practice, and the extent to which progress has been made. The book will be of interest to teachers, psychologists as well as to students of pedagogy and psychology.