About the Book
This title is also available packaged with the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133385698.
In lucid and jargon-free prose, the text explains and illustrates educational psychology's practical relevance for teachers and learners. The new edition continues to emphasize the applications of research on child development, on learning and cognition, on motivation, and on instruction and assessment. At the same time the text has long been counted on for its state of the art presentation of the field of educational psychology, and this edition continues that tradition with new and expanded coverage of import topics like the brain and neuroscience, the impact of technology on the lives and learning of students, and student diversity. The Enhanced Pearson eText features embedded video.
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From reviews of the book:
“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information. . . .”
—Elizabeth Pemberton, University of Delaware
“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well-organized, supported with visual aids, and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”
—Alina Reznitskaya, Montclair State University
Table of Contents:
Clutster 1: Learning, Teaching, and Educational Psychology
Module 1 - Learning and Teaching
Module 2 - Research and Theory in Educational Psychology
Part I Students
Clutster 2: Cognitive Development
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
Cluster 3: The Self, Social, and Moral Development
Module 7 - Physical Growth as a Context for Personal/Social Development
Module 8 - The Social Context of Development
Module 9 - The Self
Module10 - Understanding Others and Moral Development
Cluster 4: Learner Differences and Learning Needs
Module 11 - Intelligence and Thinking Styles
Module 12 - Inclusion: Teaching Every Student
Module 13 - Students Who Are Gifted and Talented
Cluster 5: Language Development, Language Diversity, and Immigrant Education
Module 14 - Language Development and Emergent Literacy
Module 15 - Language Development
Module 16 - Students Who Are Immigrants and English Language Learners
Cluster 6: Culture and Diversity
Module 17 - Social and Economic Diversity
Module 18 - Ethnicity, Race, and Gender
Module 19 - Diversity and Teaching: Multicultural Education
Part II Learning and Motivation
Cluster 7: Behavioral Views of Learning
Module 20 - Behavioral Explanations of Learning
Module 21 - Possibilities and Cautions in Applying Behavioral Theories
Cluster 8: Cognitive Views of Learning
Module 22 - The Basics of the Cognitive Science Perspective
Module 23 - Working Memory and Cognitive Load
Module 24 - Long Term Memory
Cluster 9: Complex Cognitive Processes
Module 25 - Metacognition and Learning Strategies
Module 26 - Problem Solving and Creativity
Module 27 - Ciritcal Thinking, Argumentation, and Transfer
Cluster 10: The Learning Sciences and Constructivism
Module 28 - The Learning Sciences and Constructivism
Module 29 - Constructivist Teaching and Learning
Module 30 - Learning Outside the Classroom
Cluster 11: Social Cognitive Views of Learning and Motivation
Module 31 - Social Cognitive Theory and Applications
Module 32 - Self-Regulated Learning and Teaching
Cluster 12: Motivation in Learning and Teaching
Module 33 - Motivation Basics
Module 34 - Needs, Goals, and Beliefs
Module 35 - Interests, Curiosity, and Emotions
Module 36 - Motivation to Learn in School
Part III Teaching and Assessing
Cluster 13: Creating Learning Environments
Module 37 - Positive Learning Environments
Module 38 - Encouraging Engagement and Preventing Problems
Cluster 14: Teaching Every Student
Module 39 - Planning for Effective Teaching
Module 40 - Teaching Approaches
Module 41 - Differentiated Instruction and Adaptive Teaching
Cluster 15: Classroom Assessment, Grading, and Standardized Testing
Module 42 - Basics of Assessment
Module 43 - Classroom Assessment, Testing, and Grading
Module 44 - Standardized Testing
About the Author :
Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child development at TCU and her father was an early worker in the computer industry. She is a Texas Longhorn—all her degrees are from the University of Texas, Austin, the last one a Ph.D. After graduating, she was a psychologist working with children in elementary and secondary schools in 15 counties of central Texas. She began her career in higher education as a professor of educational psychology at Rutgers University, and then moved to The Ohio State University in 1994. Anita’s research focuses on motivation and cognition, specifically students’ and teachers’ sense of efficacy and teachers’ beliefs about education. She is the editor of Theory Into Practice, a journal that brings the best ideas from research to practicing educators. With students and colleagues, she has published over 80 books, book chapters, and research articles. Anita has served as 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. Just before completing this 12th edition of Educational Psychology, she collaborated with Nancy Perry, University of British Columbia, to write the first edition of Child Development (Pearson, 2012), a book for all those who work with and love children. Her next project is the 4th edition of Instructional Leadership: A Research-Based Guide to Learning in School (Pearson), written with her husband, Wayne K. Hoy, the Novice Fawcett Chair of Educational Administration at The Ohio State University.
Review :
“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information, for example, by presenting information in easy to manage “chunks,” by using repetition of themes, and by writing in an engaging manner using examples that are relevant and meaningful to future teachers.”
—Elizabeth Pemberton, University of Delaware
“The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered. As such, it is an invaluable source of information for future teachers, but also contains the information I deem to be valuable for my students in my course. The reading level is accessible to my students. I have rejected other texts due to the demanding reading level. I have rejected some other texts because they omitted information that I felt was absolutely essential. . . . So, all in all, I would have to say that this text, while not perfect, best meets my needs . . ., and with the flexibility the modular structure offers, I would suspect that it would meet the needs of just about any other instructor as well.”
—Kathleen Kleissler, Kutztown University
“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well organized [and] supported with visual aids and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”
—Alina Reznitskaya, Montclair State University
