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From studying educational environments to cognitive development, educational psychology looks at many facets of the educational system. If you are interested. Results 1 - 30 of Discover Book Depository's huge selection of Educational Psychology Books online. Free delivery worldwide on over 20 million titles. This book provides an overall comprehensive look at educational psychology, but I think it could be updated. If I use this text, I would supplement this text with.
The other is related to special learning needs. The middle chapters center on big topic, including classroom management, motivation, and complex thinking. Like many other books, the last chapters are dedicated to application by focusing explicitly on pedagogy and assessment.
Although chapters are dedicated to pedagogy toward the end of the book, the authors integrate suggestions throughout for applying ideas to the classroom. The organization and flow makes sense. I might consider, however, having the "complex thinking" chapter follow learning and development.
The book is organized and written in such a way to support assignment chapters out of the listed order.
I think that is more important than having the book chapters conform to how I might organize topic. Instructors will likely have different ideas about topic organization and this book allows for that possibility. The images, charts, and tables are clear.
There was nothing that distracted me as a reader. I did experience any problems with navigation. One very minor interface issue was that the tables were a little drab. Reviewing the tables felt like I was reviewing a quickly constructed table on a Word file. Perhaps shading title boxes or different rows or columns, for example, might make for targeted attention and aesthetic pleasure. I do not believe the authors say anything explicitly offensive or insensitive.
There are some examples and discussion of cultural groups and variation. Some educational psychology textbooks have a chapter dedicated to cultural differences in learning and development. This book does not have such a chapter, but rather has evidence of cultural relevance sprinkled modestly throughout.
The issue of culture has not quite been handled well in general within educational psychology texts. This limitation is characteristic of the field in general and not specific to the text. I would like to see some hyperlinks in the text. There are many ideas that are related to each other but are in different chapters. If hyperlinks are not possible to refer students to other chapters, perhaps not just refer students to outside sources at the end of the chapter, but also point them to different chapters within the book.
This textbook is a solid educational psychology book. Aside from missing discussion of some contemporary ideas, concepts, and critical perspectives, the authors provide a good overview of the field. I recommend using this book for a course but supplementing some of the material.
I suggest certainly bringing in readings on grit, growth mindset, self-regulated learning, and embodied cognition. I also suggest bringing in text about critical educational psychology, which can support the reflections on the ways ideology, history, culture, and politics operate in and through educational psychology.
This book provides an overall comprehensive look at educational psychology, but I think it could be updated.
If I use this text, I would supplement this text with current sources on: The stories seem a little simplistic, but they do provide a welcoming beginning to each chapter. Some of the openers such as journals kept by author Kelvin Seifert would not relate well to U. This could be related to students as they imagine their future teaching role, and the contribution they will make to kids, and to greater society. In the U.
And if you care about promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching is about so much more than education; it is a daily fight for social justice. The authors comment that this is for cost reduction purposes, however, since the text is offered digitally it could add a needed dimension to the text. Chapters 1, 2 and 3 The first chapter would be a good place to lay the ground work for education as a vehicle for social justice. I actually thought the first chapter was a little short.
There was good coverage of the learning process, although I would add information about learning and the brain. The Student development chapter was appropriate for a course on educational psychology, but may present too much information for more introductory courses. They do cover this, but the writing is less clear for me in this section. Same on Maslow- I would have liked a simpler hierarchy of needs chart.
Chapters 4, 5 and 6 The student diversity section was not comprehensive. The content on learning styles, and multiple intelligences was fine. There was some information on Talented and Gifted, but it was not linked to learning disabilities. I would have folded in Chapter 5 into Chapter 4, instead of making it a separate chapter on Students with Special Educational Needs. The separate chapter on Students with Special Educational Needs offered pretty good detail for an overview class.
The ADHD section was good. I would recommend more content on dyslexia. The segment addressing behavioral issues could be linked to societal and SES issues.
I appreciated the inclusion of hearing loss and vision impairment, because I have not seen that in many texts. I would have introduced the concept of differentiated learning in this section, and then revisited it in the later section. The Gender roles section of chapter 4 is incomplete and dated, more information is needed on different sexual orientations. I would have liked to see deeper content related to the bilingual and second language learners. The initial chapter mentions language diversity, but too briefly.
There is no mention of the need of greater diversity in the teaching force itself. Authors could use research from Linda Darling-Hammond to write about this topic. In Chapter 4, the Student Diversity section. I would have liked discussion of why language learners need models ….. The part on cultural identity development was good. This could be addressed by adding journal articles on this topic into supplementary coursework.
Content related to low SES and the role poverty plays in the psychological profile of students is missing. The Student Motivation chapter would be appealing to students.
I think this could be inserted into any time frame of the class.
I would have liked to see more about making learning relevant and placed in the real world context in this chapter. Chapter 7 and 8 I would re-title this section, to use words such a Creating a Positive and Productive Learning Environment, and fold in the student motivation section and the classroom communication section.
This chapter could be shorter, and written in a way that made inquiry with the reader to make it more relevant.
That would leave more room to fold in the other chapters. The segment on focusing on future solutions rather than past mistakes is excellent. I would have liked to see the use of the word pedagogy in this section. That would leave more room for additional information about communication and conflict and also cross cultural communication, which are areas where students need help.
I would also shorten the section on classroom communication, and build in more inquiry for student readers in this section. Chapter 9, 10, 11 and 12 Facilitation Complex Thinking and Planning instruction and Assessment could be combined. I would like to see the concepts of diagnostic, formative and summative assessment included, and then linked to current examples. I am glad you included Marzano. I would revisit the concept of differentiated instruction with the information presented on response to intervention.
I would move the multicultural education and anti-bias education section out of this chapter, and in to the earlier section on student diversity. Information on alternative approaches to learning, like online learning and service learning is good. The assessment section was thoughtfully written, and would challenge students to consider how they are making assessment decisions.
Getting students to consider the validity and reliability of assessment is critical, and revisiting the concept of bias as related to assessment is important. I would reduce the content related to teacher made assessments, and perhaps have the students evaluate existing assessments.
Overall, information was accurate. Some sections that are dated presented slightly inaccurate information.
For example, the authors give data about the Hispanic population in the U. The U. The licensing chapter is also dated and therefore inaccurate. The authors bring a unique perspective to educational psychology because they are from outside the U. I appreciate their candor in acknowledging that most major textbooks in this area cover similar content, but are quite expensive when printed and published via conventional manner.
However, there are some content issues that jeopardize the relevance and longevity of the book. I would like to see the concept of educational neuroscience addressed in the early sections on cognitive development.
The Student Development Chapter 3 would need to be re-worked for greater relevance for U. I would have liked to see development issues tied to social factors. The authors did some of this when they discussed health issues, but for the most part social links are missing. To improve relevance, I would like to see information on how poverty affects the brain and learning. I would also like to see a section devoted to the importance of having a diverse teaching workforce.
The section on technology use in schools is quite dated and unrealistic. Discussion of single-computer classrooms is outdated. Although they must exist, I have never observed such a classroom in at least 10 years. There needs to be more emphasis on using technology in a myriad of ways, from harnessing the power of smart phones, tablets, and internet resource gathering was not fully covered.
Chapter 10 references online learning, but it could have been made more relevant by explaining this book as an example. The final section on licensing requirements was outdated.
Perhaps because licensing is done on a state-by-state basis, this section should encourage instructors to use their own state resources in this area. The citations seem dated, not much past The publication date is Relevant current publications and issues should be brought in.
The Reflective Practitioner: Positive Discipline Parenting Tools: Positive Discipline for Teenagers: Positive Discipline in the Classroom: Positive Discipline Tools for Teachers: Zorn und Zeit Hardcover by Peter Sloterdijk.
The Manual: Anton Goodreads Author. Games People Play: Owning Your Own Shadow: Strangers to Ourselves: The Design of Childhood: Teaching Community: Description This text adopts a developmental perspective to examine key concepts and issues in educational psychology, catering for those who are planning to work with any age range from early childhood to adolescence and beyond.
It broadly covers the key theories and concepts in educational psychology in a clear, student-friendly style. In this third edition, the growing areas of motivation and engagement in learning, classroom management, assessment for learning and student social relationships are covered in greater depth.
The text positions current research alongside traditional theories to provide a clear framework of theory and evidence that supports modern educational practices. Emerging skills 2. Cognitive development 3. Behavioural views of learning 5. Cognitive explanations of learning 6. Motivation and engagement 8. Intelligence 9. Learners with special needs and inclusive education ICT in learning and teaching Assessment and reporting Managing classrooms for effectively working with students Glossary References Index show more.