Educational Psychology: Theory and Practice (12th Edition)

Description

For Introduction to Educational Psychology courses.

The intellectual grounding and practical strategies tomorrow’s teachers need to be effective instructors.

Educational Psychology: Theory and Practice offers complete, up-to-date information that is presented in readable, practical ways and illustrated with engaging examples and case studies. Embedded videos and interactive activities in the Enhanced Pearson eText in MyLab™ Education further illustrate key concepts and facilitate application. The text makes the connection between theory and practice explicit, helping students transfer what they learn to their own teaching. The Twelfth Edition reflects ongoing changes in our learning sciences that continue to transform educational psychology and teaching, incorporating new research and practical applications of many contemporary topics.

Key Features

Educational Psychology: Theory and Practice helps readers:

• Understand how Educational Psychology content relates to teaching standards. Core content is connected to the InTASC model core teaching standards.
• Balance research and practice. Compelling examples and suggestions for practice are based directly on classroom research and the author’s own experience working with a diverse set of practicing teachers.
• Prepare for teacher certification tests. Certification Pointers highlight important content that will be assessed on teacher licensure exams and describe how that information will assessed. The Appendix maps the content of the text to the Praxis II:  Principles of Learning and Teaching exam.
• Practice applying critical-thinking skills. Chapter-opening vignettes depict a real-life situation that teachers encounter. Using Your Experience follow-up questions encourage critical and creative thinking about the ideas the chapter will cover.
• Understand what to do to facilitate learning and development as a teacher. Theory into Practice presents specific teaching and learning strategies to try in the classroom.
• UPDATED: Explore chapter themes in greater detail. Every chapter contains updated On The Web inserts, offering resource websites for students to look up further information.

New and expanded topics include:

• Common Core State Standards and College- and Career-Ready Standards (throughout, but especially Chapters 1 and 14).
• The future of teaching (Chapter 1).
• More on Vygotsky’s theories (Chapter 2).
• More on enhancing socioemotional development (Chapter 3).
• The development of reading from preschool onwards (Chapter 3).
• More on parent involvement (Chapter 4).
• Gay, lesbian, bisexual, and transgender students (Chapter 4).
• Updates of research on socioeconomic status, ethnicity, and English learners (Chapter 4).
• Emerging research in information processing and neuroscience (Chapter 6).
• Neuromyths and neuroclues (Chapter 6).
• The latest research on peer interaction and cooperative learning (Chapter 8).
• Project-based learning (Chapter 8).
• More on differentiated and personalized instruction (Chapter 9).
• A substantially updated section on technology applications (Chapter 9).
• A new “intentional teacher” section on technology applications (Chapter 9).
• New research on tutoring and small group remediation for struggling readers (Chapter 9).
• Research on mindset (Chapter 10).
• More on intrinsic incentives (Chapter 10).
• New sections on bullying and classroom management (Chapters 4 and 11).
• Expanded coverage of Response to Intervention (Chapter 12).
• Expanded coverage of autism spectrum disorder (Chapter 12).
• More on performance assessments (Chapter 13).
• Detailed coverage of the Common Core State Standards and college- and career-based standards (throughout, but especially Chapter 14).
• Examples of test items and interpretation guides for Common Core assessments (Chapter 14).
• Additional coverage of value-added assessments (Chapter 14).
• More on data-informed teaching (Chapter 14).
• Description of policy changes in the Every Student Succeeds Act (Chapter 14).
• More on evidence-based reform (Chapter 14).
• More on computerized assessment (Chapter 14).

Table of Contents

1. Educational Psychology: A Foundation for Teaching
2. Cognitive Development
3. Social, Moral, and Emotional Development
4. Student Diversity
5. Behavioral and Social Theories of Learning
6. Cognitive Theories of Learning
7. The Effective Lesson
8. Student-Centered and Constructivist Approaches to Instruction
9. Grouping, Differentiation, and Technology
10. Motivating Students to Learn
11. Effective Learning Environments
12. Learners with Exceptionalities
13. Assessing Student Learning
14. Standardized Tests and Accountability
15. Detailed Table of Contents
16. 1. Educational Psychology: A Foundation for Teaching
    1. What Makes a Good Teacher?
    2. Knowing the Subject Matters (But So Does Teaching Skill)
    3. Mastering Teaching Skills
    4. Can Good Teaching Be Taught?
    5. The Intentional Teacher
    6. 21st Century Skills
    7. Common Core and College- and Career-Ready State Standards
    8. What Is the Role of Research in Educational Psychology?
    9. The Goal of Research in Educational Psychology
    10. The Value of Research in Educational Psychology to You the Teacher
    11. Teaching as Decision Making
    12. Research + Common Sense = Effective Teaching
    13. Research on Effective Programs
    14. Impact of Research on Educational Practice
    15. How Can I Become an Intentional Teacher?
    16. Teacher Certification
    17. Beyond Certification
17. 2. Cognitive Development
    1. How Do Children Develop Cognitively?
    2. Aspects of Development
    3. Issues of Development
    4. How Did Piaget View Cognitive Development?
    5. How Development Occurs
    6. Piaget’s Stages of Development
    7. How Is Piaget’s Work Viewed Today?
    8. Criticisms and Revisions of Piaget’s Theory
    9. Neo-Piagetian Views of Development
    10. How Did Vygotsky View Cognitive Development?
    11. How Development Occurs
    12. How Did Bronfenbrenner View Development?
    13. How Do Language and Literacy Develop?
    14. Language and Literacy Development during the Preschool Years
    15. Language and Literacy Development during the Elementary and Secondary Years
18. 3. Social, Moral, and Emotional Development
    1. What Are Some Views of Personal and Social Development?
    2. Erikson’s Stages of Psychosocial Development
    3. Implications and Criticisms of Erikson’s Theory
    4. What Are Some Views of Moral Development?
    5. Piaget’s Theory of Moral Development
    6. Kohlberg’s Stages of Moral Reasoning
    7. Criticisms of Kohlberg’s Theory
    8. How Do Children Develop Socially and Emotionally?
    9. Socioemotional Development during the Preschool Years
    10. Socioemotional Development during the Elementary Years
    11. Socioemotional Development during the Middle School and High School Years
19. 4. Student Diversity
    1. What Is the Impact of Culture on Teaching and Learning?
    2. How Does Socioeconomic Status Affect Student Achievement?
    3. The Role of Child-Rearing Practices
    4. The Link between Income and Summer Learning
    5. The Role of Schools as Middle-Class Institutions
    6. School and Community Factors
    7. Promoting Resilience among Students Who Are Disadvantaged
    8. School, Family, and Community Partnerships
    9. Supporting the Achievement of Children from Low-Income Groups
    10. Nonschool Solutions to Achievement Problems of Children Who Are Disadvantaged
    11. Implications of Socioeconomic Diversity for Teachers
    12. How Do Ethnicity and Race Affect Students’ School Experiences?
    13. Racial and Ethnic Composition of the United States
    14. Academic Achievement of Students from Underrepresented Groups
    15. Barriers to the Achievement of Students from Underrepresented Groups
    16. Stereotype Threat
    17. Effects of School Desegregation
    18. How Do Language Differences and Bilingual Programs Affect Student Achievement?
    19. Bilingual Education
    20. What Is Multicultural Education?
    21. Dimensions of Multicultural Education
    22. How Do Gender and Gender Bias Affect Students’ School Experiences?
    23. Male and Female Thinking and Learning
    24. The Boy Crisis
    25. Sex-Role Stereotyping and Gender Bias
    26. Sexual Orientation
    27. How Do Students Differ in Intelligence and Learning Styles?
    28. Definitions of Intelligence
    29. Origins of Intelligence
    30. Theories of Learning Styles
    31. Aptitude—Treatment Interactions
20. 5. Behavioral and Social Theories of Learning
    1. What Is Learning?
    2. What Are Behavioral Learning Theories?
    3. Pavlov: Classical Conditioning
    4. Skinner: Operant Conditioning
    5. What Are Some Principles of Behavioral Learning?
    6. The Role of Consequences
    7. Reinforcers
    8. Punishers
    9. Immediacy of Consequences
    10. Shaping
    11. Extinction
    12. Schedules of Reinforcement
    13. Maintenance
    14. The Role of Antecedents
    15. How Has Social Learning Theory Contributed to Our Understanding of Human Learning?
    16. Bandura: Modeling and Observational Learning
    17. Meichenbaum’s Model of Self-Regulated Learning
    18. Strengths and Limitations of Behavioral Learning Theories
21. 6. Cognitive Theories of Learning
    1. What Is an Information-Processing Model?
    2. How Information Processing Works
    3. Executive Processing
    4. Sensory Register
    5. Working (or Short-Term) Memory
    6. Long-Term Memory
    7. Factors That Enhance Long-Term Memory
    8. Other Information-Processing Models
    9. What Do We Know from Research on the Brain?
    10. How the Brain Works
    11. Brain Development
    12. Implications of Brain Research for Education
    13. Applications of Brain Research to Classroom Teaching
    14. What Causes People to Remember or Forget?
    15. Forgetting and Remembering
    16. Practice
    17. How Can Memory Strategies Be Taught?
    18. Verbal Learning
    19. What Makes Information Meaningful?
    20. Rote versus Meaningful Learning
    21. Schema Theory
    22. How Do Metacognitive Skills Help Students Learn?
    23. What Study Strategies Help Students Learn?
    24. Practice Tests
    25. Note-Taking
    26. Underlining
    27. Summarizing
    28. Writing to Learn
    29. Outlining and Concept Mapping
    30. The PQ4R Method
    31. How Do Cognitive Teaching Strategies Help Students Learn?
    32. Making Learning Relevant and Activating Prior Knowledge
    33. Organizing Information
22. 7. The Effective Lesson
    1. What Is Direct Instruction?
    2. How Is a Direct Instruction Lesson Taught?
    3. State Learning Objectives
    4. Orient Students to the Lesson
    5. Review Prerequisites
    6. Present New Material
    7. Conduct Learning Probes
    8. Provide Independent Practice
    9. Assess Performance and Provide Feedback
    10. Provide Distributed Practice and Review
    11. How Does Research on Direct Instruction Methods Inform Teaching?
    12. How Do Students Learn and Transfer Concepts?
    13. Concept Learning and Teaching
    14. Teaching for Transfer of Learning
    15. How Are Discussions Used in Instruction?
    16. Subjective and Controversial Topics
    17. Difficult and Novel Concepts
    18. Affective Objectives
    19. Whole-Class Discussions
    20. Small-Group Discussions
23. 8. Student-Centered and Constructivist Approaches to Instruction
    1. What Is the Constructivist View of Learning?
    2. Historical Roots of Constructivism
    3. Top-Down Processing
    4. Peer Interaction
    5. Discovery Learning
    6. Self-Regulated Learning
    7. Scaffolding
    8. Constructivist Methods in the Content Areas
    9. Research on Constructivist Methods
    10. How Is Cooperative Learning Used in Instruction?
    11. Cooperative Learning Methods
    12. Research on Cooperative Learning
    13. How Are Problem-Solving and Thinking Skills Taught?
    14. The Problem-Solving Process
    15. Teaching Creative Problem Solving
    16. Teaching Thinking Skills
    17. Critical Thinking
24. 9. Grouping, Differentiation, and Technology
    1. What Are Elements of Effective Instruction beyond a Good Lesson?
    2. Carroll’s Model of School Learning and QAIT
    3. How Are Students Grouped to Accommodate Achievement Differences?
    4. Between-Class Ability Grouping
    5. Untracking
    6. Regrouping for Reading and Mathematics
    7. Within-Class Ability Grouping
    8. Retention
    9. What Are Some Ways of Differentiating Instruction?
    10. Differentiated and Personalized Instruction
    11. Peer Tutoring
    12. Tutoring by Teachers
    13. What Educational Programs Exist for Students Placed at Risk?
    14. Compensatory Education Programs
    15. Early Intervention Programs
    16. Comprehensive School Reform Programs
    17. After-School and Summer School Programs
    18. How Is Technology Used in Education?
    19. Technology for Classroom Teaching
    20. Multimedia Teaching
    21. Technology for Learning
    22. The Internet for Students
    23. Web 2.0
    24. Instructional Television and Embedded Multimedia
    25. Challenges of Integrating Technology
    26. The Internet for Teachers
    27. Technology for Administration
    28. The Digital Divide
    29. 10. Motivating Students to Learn
    30. What Is Motivation?
    31. What Are Some Theories of Motivation?
    32. Motivation and Behavioral Learning Theory
    33. Motivation and Human Needs
    34. Motivation and Attribution Theory
    35. Motivation and Mindset
    36. Motivation and Self-Regulated Learning
    37. Motivation and Expectancy Theory
    38. What Factors Affect Students’ Motivation?
    39. Motivation and Goal Orientations
    40. Learned Helplessness
    41. Teacher Expectations and Achievement
    42. Anxiety and Achievement
    43. How Can Teachers Increase Students’ Motivation to Learn?
    44. Intrinsic and Extrinsic Motivation
    45. Enhancing Intrinsic Motivation
    46. Principles for Providing Extrinsic Incentives to Learn
    47. Using Praise Effectively
    48. Teaching Students to Praise Themselves
25. 11. Effective Learning Environments
    1. What Is an Effective Learning Environment?
    2. What Is the Impact of Time on Learning?
    3. Using Allocated Time for Instruction
    4. Using Engaged Time Effectively
    5. Overdoing Time On Task
    6. Classroom Management in the Student-Centered Classroom
    7. What Practices Contribute to Effective Classroom Management?
    8. Starting Out the Year Right
    9. Setting Class Rules
    10. What Are Some Strategies for Managing Routine Misbehavior?
    11. The Principle of Least Intervention
    12. Prevention
    13. Nonverbal Cues
    14. Praising Behavior That Is Incompatible with Misbehavior
    15. Praising Other Students
    16. Verbal Reminders
    17. Repeated Reminders
    18. Applying Consequences
    19. How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?
    20. How Student Misbehavior Is Maintained
    21. Principles of Applied Behavior Analysis
    22. Applied Behavior Analysis Programs
    23. Ethics of Behavioral Methods
    24. How Can Serious Behavior Problems Be Prevented?
    25. Preventive Programs
    26. Identifying Causes of Misbehavior
    27. Enforcing Rules and Practices
    28. Enforcing School Attendance
    29. Practicing Intervention
    30. Requesting Family Involvement
    31. Using Peer Mediation
    32. Confronting Bullying
    33. Judiciously Applying Consequences
    34. 12. Learners with Exceptionalities
    35. Who Are Learners with Exceptionalities?
    36. “People-First” Language
    37. Types of Exceptionalities and the Numbers of Students Served
    38. Students with Intellectual Disabilities
    39. Students with Learning Disabilities
    40. Students with Attention Deficit Hyperactivity Disorder
    41. Students with Speech or Language Impairments
    42. Students with Emotional and Behavioral Disorders
    43. Students with Autism Spectrum Disorder
    44. Students with Sensory, Physical, and Health Impairments
    45. Students Who Are Gifted and Talented
    46. What Is Special Education?
    47. Public Law 94-142 and IDEA
    48. An Array of Special-Education Services
    49. What Is Response to Intervention?
    50. Tier 1: Prevention
    51. Tier 2: Immediate Intervention
    52. Tier 3: Intensive Intervention
    53. What Is Inclusion?
    54. Research on Inclusion
    55. What Are Effective Strategies for Students with Disabilities in General Education?
    56. Adapting Instruction
    57. Teaching Learning Strategies and Metacognitive Awareness
    58. Prevention and Early Intervention
    59. Tutoring and Small-Group Interventions for Struggling Readers
    60. Computers and Students with Disabilities
    61. Buddy Systems and Peer Tutoring
    62. Special-Education Teams
    63. Social Integration of Students with Disabilities
26. 13. Assessing Student Learning
    1. What Are Instructional Objectives and How Are They Used?
    2. Planning Lesson Objectives
    3. Aligning Objectives and Assessment
    4. Using Taxonomies of Instructional Objectives
    5. Research on Instructional Objectives
    6. Why Is Evaluation Important?
    7. Evaluation as Feedback
    8. Evaluation as Information
    9. Evaluation as Incentive
    10. How Is Student Learning Evaluated?
    11. Formative and Summative Evaluations
    12. Norm-Referenced and Criterion-Referenced Evaluations
    13. Matching Evaluation Strategies with Goals
    14. How Are Tests Constructed?
    15. Principles of Achievement Testing
    16. Using a Table of Specifications
    17. Writing Selected-Response Test Items
    18. Writing Constructed-Response Items
    19. Writing and Evaluating Essay Tests
    20. Writing and Evaluating Problem-Solving Items
    21. What Are Authentic, Portfolio, and Performance Assessments?
    22. Portfolio Assessment
    23. Performance Assessment
    24. Effectiveness of Performance Assessments
    25. Scoring Rubrics for Performance Assessments
    26. Assessment Through Digital Games and Simulations
    27. How Are Grades Determined?
    28. Establishing Grading Criteria
    29. Assigning Letter Grades
    30. Performance Grading
    31. Other Alternative Grading Systems
    32. Assigning Report Card Grades
27. 14. Standardized Tests and Accountability
    1. What Are Standardized Tests and How Are They Used?
    2. Selection and Placement
    3. Diagnosis
    4. Evaluation and Accountability
    5. School Improvement
    6. What Types of Standardized Tests Are Given?
    7. Aptitude Tests
    8. Norm-Referenced Achievement Tests
    9. Criterion-Referenced Achievement Tests
    10. Standard Setting
    11. How Are Standardized Tests Interpreted?
    12. Percentile Scores
    13. Grade-Equivalent Scores
    14. Standard Scores
    15. What Are Some Issues Concerning Standardized and Classroom Testing?
    16. Test Validity
    17. Test Reliability
    18. Test Bias
    19. Computerized Test Administration
    20. Testing Accommodations for Students with Disabilities
    21. Testing Accommodations for English Learners
    22. How Are Educators Held Accountable for Student Achievement?
    23. Every Student Succeeds Act (ESSA)
    24. Common Core State Standards
    25. Evidence-Based Reform
    26. How Can You Use Data to Inform Your Teaching?
    27. Benchmark Assessments
    28. Data-Driven Reform
    29. Value-Added Assessment Systems

Author Biography

Robert Slavin is currently Director of the Center for Research and Reform in Education at Johns Hopkins University and Chairman of the Success for All Foundation. He received his B.A. in Psychology from Reed College in 1972, and his Ph.D. in Social Relations in 1975 from Johns Hopkins University. Dr. Slavin has authored or co-authored more than 300 articles and book chapters on such topics as cooperative learning, comprehensive school reform, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or co-author of 24 books, including Educational Psychology: Theory into Practice  (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003, 2006, 2009, 2012, 2015), Cooperative Learning: Theory, Research, and Practice  (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America’s Schools  (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), Educational Research in the Age of Accountability  (Allyn & Bacon, 2007), and Two Million Children: Success for All (Corwin, 2009). He received the American Educational Research Association’s Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, the Distinguished Services Award from the Council of Chief State School Officers in 2000, the AERA Review of Research Award in 2009, the Palmer O. Johnson Award for the best article in an AERA journal in 2008, and was appointed as a Member of the National Academy of Education in 2009 and an AERA Fellow in 2010.