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Educational Psychology


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Table of Contents

Preface Cluster 1 Learning, Teaching, and Educational Psychology Module 1. Learning and Teaching Module 2. Research and Theory in Educational Psychology Reflecting on Cluster 1: Learning, Teaching, and Educational Psychology Cluster 2 Cognitive Development and Language Module 3. Development: Some General Principles Module 4. Piagetian and Information Processing Theories Module 5. Vygotsky's Sociocultural Perspective Module 6. Implications of Piaget's and Vygotsky's Theories for Teachers Reflecting on Cluster 2 Family and Community Partnerships: Supporting Language and Promoting Literacy Guidelines Teaching the Preoperational Child Teaching the Concrete-Operational Child Helping Students to Use Formal Operations Applying Vygotsky's Ideas in Teaching Cluster 3 The Self, Social, and Moral Development Module 7. Bronfenbrenner: The Social Context for Development Module 8. The Self Module 9. Understanding Others and Moral Development Reflecting on Cluster 3 Family and Community Partnerships: Connecting with Families Guidelines Cluster 4 Learner Differences and Learning Needs Module 10. Intelligence and Thinking Styles Module 11. Inclusion: Teaching Every Child Module 12. Students Who Are Gifted and Talented Reflecting on Cluster 4 Family and Community Partnerships: Productive Conferences Guidelines Interpreting IQ Scores Disciplining Students with Emotional Problems Teaching Students with Intellectual Disabilities Cluster 5 Culture and Diversity Module 13. Social and Economic Diversity Module 14. Ethnicity, Race, and Language Module 15. Multicultural Education: Creating Culturally Compatible Classrooms Reflecting on Cluster 5 Family and Community Partnerships: Building Learning Communities Guidelines Avoiding Gender Bias in Teaching Culturally Relevant Teaching Cluster 6 Behavioral Views of Learning Module 16. Behavioral Explanations of Learning Module 17. Applications of Behavioral Learning Module 18. Challenges and Problems in Behavioral Learning Reflecting on Cluster 6 Family and Community Partnerships: Student Self-Management Guidelines Applying Classical Conditioning Using Praise Appropriately Encouraging Positive Behaviors Using Punishment Cluster 7 Cognitive Views of Learning Module 19. Basics of the Cognitive Perspective Module 20. Long Term Memory Reflecting on Cluster 7 Family and Community Partnerships: Organizing Learning Guidelines Gaining and Maintaining Attention Helping Students Understand and Remember Cluster 8 Complex Cognitive Processes Module 21. Metacognitive and Learning Strategies Module 22. Problem Solving and Creativity Module 23. Critical Thinking and Transfer Reflecting on Cluster 8 Family and Community Partnerships: Promoting Transfer Guidelines Becoming an Expert Student Problem Solving Encouraging Creativity Cluster 9 The Learning Sciences, Constructivism, and Constructivist Teaching Module 24. The Learning Sciences and Constructivism Module 25. Constructivist Perspectives in the Classroom Module 26. Learning Beyond the Classroom Reflecting on Cluster 9 Family and Community Partnerships: Communicating about Innovations Guidelines Using Cooperative Learning Using Service Learning Using Computers Supporting the Development of Media Literacy Cluster 10 Social Cognitive Views of Learning and Motivation Module 27. Social Cognitive Theory and Applications Module 28. Self-Regulated Learning and Teaching Reflecting on Cluster 10 Family and Community Partnerships: Supporting Self-Regulation at Home and in SchoolGuidelines Using Observational Learning Encouraging Self-Efficacy Encouraging Emotional Self-Regulation Cluster 11 Motivation in Learning and Teaching Module 29. Motivation Basics Module 30. Needs, Goals, and Beliefs Module 31. Interests, Curiosity, and Emotions Overview Module 32. Motivation to Learn in School: On TARGET Reflecting on Cluster 11 Family and Community Partnerships: Motivation to Learn
Guidelines Supporting Self-Determination and Autonomy Encouraging Self-Worth Building on Students' Interests and CuriosityCoping with Anxiety Cluster 12 Creating Learning Environments Module 33. Positive Learning Environments Module 34. Encouraging Engagement and Preventing Problems Reflecting on Cluster 12 Family and Community Partnerships: Classroom ManagementGuidelines Establishing Class Routines Designing Learning Spaces Keeping Students Engaged Imposing Penalties Handling Potentially Explosive Situations Cluster 13 Teaching Every Student Module 35. Planning for Effective Teaching Module 36. Teaching Approaches Module 37. Differentiated Instruction Reflecting on Cluster 13 Family and Community Partnerships: HomeworkGuidelines Using Instructional Objectives Advance Organizers and Expository Teaching Teaching Effectively Productive Group Discussions Using Flexible Grouping Avoiding the Negative Effects of Teacher Expectations Cluster 14 Classroom Assessment, Grading, and Standardized TestingTeachers' Casebook: What Would You Do? Module 38. Basics of Assessment Module 39. Classroom Assessment, Testing, and Grading Module 40. Standardized Testing Reflecting on Cluster 14 Family and Community Partnerships: Conferences and Explaining Test Results GuidelinesGlossaryReferencesName IndexSubject Index

About the Author

Anita Woolfolk Hoy is a Professor of educational psychology at The Ohio State University, Columbus, Ohio, where she studies teachers' thinking and the role of educational psychology in the preparation of teachers. She is the editor of the journal "Theory into Practice, " and the author of over 70 book chapters and research articles. Her professional offices include Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association, and President of Division 15 (Educational Psychology) of the American Psychological Association. Professor Woolfolk Hoy has published research in the areas of teacher cognition, student perceptions of teachers, teachers' beliefs, student motivation, and the application of educational psychology to teaching. Her work appears in the "Journal of Educational Psychology, American Educational Research Journal, Review of Research in Education, Teaching and Teacher Education, the Elementary School Journal, Action in Teacher Education, Teachers College Record," "Educational Researcher," and the" Educational Psychologist." Her text, "Educational Psychology" (Allyn and Bacon), is in its 11th edition and is the most widely read introduction to educational psychology in the field. She is married to Wayne K. Hoy, the Novice Fawcett Chair in Educational Administration at The Ohio State University. Together have completed the 3rd edition of "Instructional Leadership: A Research-Based Guide to Learning in Schools" (Allyn & Bacon) and conduct research on teacher and school efficacy. They have three children: Wayne, President of Advanced Software Products; Kelly, a teacher at The Phillips Brooks School in Menlo Park, CA; and Liz, a student in Columbus, OH. Their insights about education are frequently volunteered and greatly appreciated.

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