MyLab Education with Pearson eText -- Standalone Access Card -- for Educational Psychology

MyEducationLab with Pearson eText Student Access Code Card to accompany Educational Psychology, 11/e by Woolfolk   Still the most applied text on the market, this text is replete with examples, lesson segments, case studies, and practical ideas from experienced teachers.  The text provides solid, up-to-date coverage of the foundational areas within educational psychology:  learning, development, motivation, teaching, and assessment, combined with intelligent examination of emerging trends in the field and society that affect student learning, such as student diversity, inclusion of students with special learning needs, technology, education and neuroscience, and No Child Left Behind.

Table of Contents:
&n>EDUCATION PSYCHOLOGY, ELEVENTH EDITION   Chapter 1 — Learning, Teaching, and Educational Psychology   Learning and Teaching Today Dramatic Diversity: Students Today High Expectations: No Child Left Behind Do Teachers Make a Difference? Two Examples What Is Good Teaching? Inside four classrooms Beginning Teachers The Role of Educational Psychology In the Beginning: Linking Educational Psychology and Teaching Is it Just Common Sense? Using Research to Understand and Improve Teaching What is Scientifically Based Research? Theories for Teaching Preview: Theories for Educational Psychology Stages: Piaget, Freud, and Erikson Learning and Motivation: Behaviorism, Information Processing, and Social Cognitive Theory Contextual Theories: Vygotsky and Bronfenbrenner Three Questions Across the Theories Beware of Either/Or Diversity and Convergence in Educational Psychology   STUDENTS   Chapter 2 — Cognitive Development and Language A Definition of Development Three Questions Across the Theories General Principles of Development The Brain and Cognitive Development Piaget’s Theory of Cognitive Development Influences on Development Basic Tendencies in Thinking Four Stages of Cognitive Development Information-Processing and Neo-Piagetian Views of Cognitive Development Some Limitations of Piaget’s Theory Vygotsky’s Sociocultural Perspective The Social Sources of Individual Thinking Cultural Tools and Cognitive Development The Role of Language and Private Speech The Zone of Proximal Development Limitations of Vygotsky’s Theory Implications of Piaget’s and Vygotsky’s Theories for Teachers Piaget: What Can We Learn? Vygotsky: What Can We Learn? Reaching Every Student: Using the Tools of the Culture The Development of Language What Develops? Language and Cultural When and How Does Language Develop? Diversity in Language: Dual Language Development Emergent Literacy Diversity and Convergence in Cognitive Development Diversity Convergences   Chapter 3 — The Self, Social, and Moral Development Bronfenbrenner: The Social Context for Development Families Peers Teachers and Students Reaching Every Student: Teachers and Child Abuse Physical Development Physical and Motor Development Play, Recess, and Physical Activity Challenges in Physical Development The Brain and Adolescent Development Self and Identity Erickson: Stages of Psychosocial Development Racial and Ethnic Identity Self-concept Self-esteem Point/Counterpoint: The School’s Roes in Self-Esteem Sex Differences in Self-Concept and Self-Esteem Gender Development Sex and Gender Gender Bias Understanding Others and Moral Development Theory of Mind and Intention Moral Development Moral Judgments, Social Conventions, and Personal Choices Diversity in Moral Reasoning Moral Behavior: Cheating Diversity and Convergence in Personal/Social Development Chapter 4 — Learner Differences and Learning Needs Intelligence Language and Labels What Does Intelligence Mean? Multiple Intelligences Intelligence as a Process Measuring Intelligence Sex Differences in Intelligence Learning and Thinking Styles Learning Styles/Preferences Intellectual Styles Individual Differences and the Law IDEA Section 504 Protections Students with Learning Challenges Neuroscience and Learning Challenges Students with Learning Disabilities Students with Hyperactivity and Attention Disorders Students with Language and Communication Disorders Students with Emotional or Behavioral Difficulties Students with Intellectual Difficulties Students with Health Impairments Students Who are Deaf Autism Spectrum Disorders and Asperger Syndrome Response to Intervention (RTI) Students Who are Gifted and Talented Who are These Students? Identifying and Teaching Gifted Students Diversity and Convergences   Chapter 5 — Culture and Diversity Today’s Diverse Classrooms American Cultural Diversity Meet Five Students Cautions: Interpreting Cultural Differences Economic and Social Class Differences Social Class and SES Poverty and School Achievement Ethnic and Racial Differences Terms: Ethnicity and Race Ethnic and Racial Differences in School Achievement The Legacy of Discrimination Stereotype Threat Language Differences in the Classroom Dialects Bilingualism Reaching Every Student: Recognizing Giftedness in Bilingual Students Bilingual Education Gender in Teaching and Learning Gender Bias in Texts Gender Bias in Teaching Multicultural Education: Creating Culturally Compatible Classrooms Culturally Relevant Pedagogy Fostering Resilience Diversity and Convergences Diversity in Learning Convergences: Teaching Every Student   LEARNING AND MOTIVATION   Chapter 6 - Behavioral Views of Learning Understanding Learning Neuroscience of Learning Learning Is Not Always What It Seems Early Explanations of Learning: Contiguity and Classical Conditioning Operant Conditioning: Trying New Responses Types of Consequences Reinforcement Schedules Antecedents and Behavior Change Applied Behavior Analysis Methods for Encouraging Behaviors Handling Undesirable Behavior Putting it All Together: Behavioral Approaches to Teaching and Management Group Consequences Contingency Contracts and Token Reinforcement Reaching Every Student: Severe Behavior Problems What’s New” Functional Behavioral Assessment and Positive Behavior Supports Challenges to Behavioral Views: Thinking about Behavior Social Learning Theory Elements of Observational Learning Self-Management Problems and Issues Criticisms of Behavioral Methods Ethical Issues Diversity and Convergences in Behavioral Learning Diversity Convergence   Chapter 7 - Cognitive Views of Learning Elements of the Cognitive Perspective Comparing Cognitive and Behavioral Views The Brain and Cognitive Learning The Importance of Knowledge in Learning Cognitive Views of Memory Sensory Memory Working Memory Long Term-Memory Capacity, Duration, and Contents of Long-Term Memory Explicit Memories: Semantic and Episodic Implicit Memories Storing and Retrieving Information in Long-Term Memory Becoming Knowledgeable: Some Basic Principles Development of Declarative Knowledge Development of Procedural Knowledge Diversity and Convergences in Cognitive Learning Diversity: Individual Differences and Working Memory Diversity: Individual Differences and Long-Term Memory Convergences: Connecting with Families   Chapter 8 - Complex Cognitive Processes Metacognition Metacognitive Knowledge and Regulation Sources of Individual Differences in Metacognition Learning Strategies Learning Strategies and Tactics Visual Tools for Organizing Reading Strategies Applying Learning Strategies Reaching Every Student: Learning Strategies for Students with Learning Disabilities Problem Solving Identifying: Problem Finding Defining Goals and Representing the Problem Exploring Possible Solution Strategies Anticipating, Acting, and Looking Back Factors That Hinder Problem Solving Expert Knowledge and Problem solving Creativity and Creative Problem Solving Defining Creativity What Are the Sources of Creativity? Assessing Creativity Creativity in the Classroom The Big C: Revolutionary Innovation Critical Thinking Developing Critical Thinking The Language of Thinking Critical Thinking in Specific Subjects Teaching for Transfer The Many Views of Transfer Teaching for Positive Transfer Diversity and Convergences in Complex Cognitive Processes Diversity Convergences   Chapter 9 — The Learning Sciences and Constructivism What are the Learning Sciences? What is Constructivism? Cognitive Constructivism: Piaget Social Constructivism: Vygotsky How is Knowledge Constructed? Common Elements of Constructivist Student-Centered Teaching Applications of Constructivist Theories Discovery, Inquiry, and Problem-Based Learning Cooperative Learning Cognitive Apprenticeships and Reciprocal Teaching Fostering Communities of Learning Dilemmas of Constructivist Practice Brain-based Teaching Service Learning Learning in a Digital World Learning about and with Technology Access Diversity and Convergence in Constructivist Views   Chapter 10 - Social Cognitive Views of Motivation and Learning Social Cognitive Theory and Triarchic Reciprocity Self-Efficacy: Students and Teachers Academic Self-Efficacy, Learning, and Motivation Teachers’ Sense of Efficacy Agency and Self-Regulation What Influences Self-Regulated Learning? Models of Self-Regulated Learning An Individual Example Reaching Every Student: Two Classrooms and a Family Teaching Applications of Social Cognitive Theory Modeling and Observational Learning Teaching for Self-regulation Cognitive Behavior Modification Diversity and Convergence in Social Cognitive Explanations   Chapter 11 - Motivation in Learning and Teaching Teachers’ Casebook: What Would You Do?   What Is Motivation? Meeting Some Students  Intrinsic and Extrinsic Motivation Five General Approaches to Motivation Needs Maslow’s Hierarchy of Needs Self-Determination: Need for Competence, Autonomy, and Relatedness Needs: Lessons for Teachers Goal Orientations Types of Goals and Goal Orientations Feedback, Goal Framing, and Goal Acceptance Goals: Lessons for Teachers Beliefs and Self-Perceptions Beliefs about Knowing: Epistemological Beliefs Beliefs about Ability Beliefs about Causes and Control: Attribution Theory Beliefs about Self-Worth Beliefs and Attributions: Lessons for Teachers Interests, Curiosity, Emotions, and Anxiety Tapping Interests Curiosity: Novelty and Complexity Emotions and Anxiety Reaching Every Student: Coping with Anxiety Curiosity, Interests, and Emotions: Lessons for Teachers Motivation to Learn and School Tasks for Learning Supporting Autonomy and Recognizing Accomplishment Grouping, Evaluation, and Time Diversity and Convergences in Motivation to Learn Diversity in Motivation Convergences: Strategies to Encourage Motivation Summary Table   TEACHING AND ASSESSMENT   Chapter 12 - Creating Learning Environments Teachers’ Casebook: What Would You Do?   The Need for Organization   The Basic Task: Gain Their Cooperation   The Goals of Classroom Management   Creating a Positive Learning Environment   Some Research Results   Routines and Rules Required   Planning Spaces for Learning   Planning for Computer Uses   Getting Started: The First Weeks of Class   Maintaining a Good Environment for Learning   Encouraging Engagement   Prevention Is the Best Medicine   Caring Relationships: Connections in School Dealing with Discipline Problems   Stopping Problems Quickly Bullying and Cyber-Bullying Special Problems with High School Students   Violence in Schools Prevention Reaching Every Student: Peer Mediation and Negotiation  The Need for Communication   Message Sent–Message Received   Diagnosis: Whose Problem Is It?   Counseling: The Student’s Problem   Confrontation and Assertive Discipline   Diversity and Convergences in Learning Environments  Diversity: Culturally Responsive Management  Convergences: Research on Management Approaches  Summary Table  Teachers’ Casebook: What Would They Do?   Chapter 13. Teaching Every Student The First Step: Planning Research on Teaching Characteristics of Effective Teachers Knowledge for Teaching Teacher Expectations Teaching Approaches Explanation and Direct Instruction Seatwork and Homework Hands-on, Minds-on Activities and Projects Conceptual Change Teaching Differentiated Instruction Flexible Grouping Peer-Assisted Learning Differentiated Instruction in Inclusive Classrooms Diversity and Convergence in Teaching Culturally Relevant Teaching Beyond Models to Excellent Teaching: Learner-Centered Principles   Chapter 14 - Classroom Assessment, Grading, and Standardized Testing Basics of Assessment Measurement and Assessment Assessing the Assessments: Reliability and Validity Classroom Assessment: Testing Using the Tests from Textbooks Objective Testing Essay Testing Alternatives to Traditional Assessments Authentic Classroom Assessment Portfolios and Exhibitions Evaluating Portfolios and Performances Informal Assessments Grading Criterion-referenced versus Norm-referenced Grading Effects Grading on Students Grades and Motivation Beyond Grading: Communicating with Families Standardized Testing Types of Scores Interpreting Standardized Test Reports Accountability and High-Stakes Testing Reaching Every Student: Helping Students with Disabilities Prepare for High-Stakes Tests Diversity and Convergences in Assessment Diversity Convergences

About the Author :
Anita Woolfolk Hoy received her BA Magna Cum Laude in 1969 from the University of Texas at Austin, with a major in Psychology and a minor in Chemistry. In 1972 she was awarded a Ph.D. in Educational Psychology from the same university. From 1973 to 1993 she was on the faculty of the Department of Educational Psychology (Chair 1990-1993) of the Graduate School of Education, Rutgers University. Currently she is a Professor in the College of Education, The Ohio State University, Columbus, Ohio. 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. Currently, she is editor of Theory Into Practice, a journal that provides multiple perspectives and scholarly discussions of issues that concern educators. 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 theEducational Psychologist. Her text, Educational Psychology (Allyn and Bacon), is in its 10th 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.