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Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. More than any other educational psychology text, this text moves seamlessly between theory and applications, features the most extensive and integrated coverage of diversity, contexts of learning, neuropsychology and brain development, and classroom applications of technology. It includes innumerable concrete examples to help readers connect educational psychology to real children and classrooms. The Enhanced Pearson eText features embedded video.
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From reviews of the book:
“Rather than simply presenting the necessary content, the author makes you feel like she is talking directly to you. . . . I love that diversity that has been woven throughout the fabric of this text. . . . Ormrod’s personalized writing style will reach undergraduate students in a way that few authors can. [The book] is concise, yet thorough; comprehensive, yet unpretentious.”
--Angela Bloomquist, California University of Pennsylvania
‘Compared to other texts, Ormrod’s text is written in a more accessible way. . . . Strengths [include] accessibility, good use of supplementary materials, [and] updated research.”
--David Yun Dai, University at Albany, SUNY
“Love how each chapter discusses diversity and special needs! . . . Most students keep this text throughout their teaching careers as a resource. Of all the educational psychology textbooks that I’ve used, this one is the most comprehensive and interactive with vivid examples. . . . The supplemental materials are very useful. The power point is extensive and easy to use for lecture. I use the test bank materials and find the questions to be aligned with students’ licensure exams.”
--Cindy Ballantyne, Northern Arizona University
Table of Contents:
Brief Table of Contents Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY
PART I. DEVELOPMENT AND DIVERSITY
Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT
Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT
Chapter 4: GROUP DIFFERENCES
Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL NEEDS
PART II. LEARNING AND MOTIVATION
Chapter 6: LEARNING, COGNITION, AND MEMORY
Chapter 7: COMPLEX COGNITIVE PROCESSES
Chapter 8: LEARNING AND COGNITION IN CONTEXT
Chapter 9: BEHAVIORIST VIEWS OF LEARNING
Chapter 10: SOCIAL COGNITIVE VIEWS OF LEARNING
Chapter 11: MOTIVATION AND AFFECT
PART III. CLASSROOM STRATEGIES
Chapter 12: INSTRUCTIONAL STRATEGIES
Chapter 13: CREATING A PRODUCTIVE LEARNING ENVIRONMENT
Chapter 14: CLASSROOM ASSESSMENT STRATEGIES
Chapter 15: SUMMARIZING STUDENTS’ ACHIEVEMENT AND ABILITIES
APPENDICES
Appendix A: DESCRIBING ASSOCIATIONS WITH CORRELATION COEFFICIENTS
Appendix B: DETERMINING RELIABILITY AND PREDICTIVE VALIDITY
Appendix C: MATCHING BOOK AND MYEDUCATIONLAB CONTENT TO THE PRAXIS PRINCIPLES OF LEARNING AND TEACHING TESTS
Detailed
Chapter 1: TEACHING AND EDUCATIONAL PSYCHOLOGY
CASE STUDY: THE “NO D” POLICY
TEACHING AS EVIDENCE-BASED PRACTICE
UNDERSTANDING AND INTERPRETING RESEARCH FINDINGS
Quantitative Research
Qualitative Research
Interpreting Research Results: A Cautionary Note
From Research to Practice: The Importance of Theories
COLLECTING DATA AND DRAWING CONCLUSIONS ABOUT YOUR OWN
STUDENTS
Assessing Students’ Achievements and Behaviors
Conducting Action Research
DEVELOPING AS A TEACHER
STRATEGIES FOR STUDYING AND LEARNING EFFECTIVELY
WHAT HAVE YOU LEARNED?
PRACTICE FOR YOUR LICENSURE EXAM: NEW SOFTWARE
PART I. DEVELOPMENT AND DIVERSITY
Chapter 2: COGNITIVE AND LINGUISTIC DEVELOPMENT
CASE STUDY: APPLE TARTS
GENERAL PRINCIPLES OF HUMAN DEVELOPMENT
The Multiple Layers of Environmental Influence: Bronfenbrenner’s Theory
ROLE OF THE BRAIN IN LEARNING AND DEVELOPMENT
PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
Piaget’s Basic Assumptions
Piaget’s Stages of Cognitive Development
Critiquing Piaget’s Theory
Considering Diversity from the Perspective of Piaget’s Theory
Contemporary Extensions and Applications of Piaget’s Theory
VYGOTSKY’S THEORY OF COGNITIVE DEVELOPMENT
Vygotsky’s Basic Assumptions
Critiquing Vygotsky’s Theory
Considering Diversity from the Perspective of Vygotsky’s Theory
Contemporary Extensions and Applications of Vygotsky’s Theory
Contrasting Piaget’s and Vygotsky’s Theories
LANGUAGE DEVELOPMENT
Theoretical Issues Regarding Language Development
Diversity in Language Development
Second-Language Learning and English Language Learners
WHAT HAVE YOU LEARNED?
PRACTICE FOR YOUR LICENSURE EXAM: STONES LESSON
Chapter 3: PERSONAL AND SOCIAL DEVELOPMENT
CASE STUDY: HIDDEN TREASURE
PERSONALITY DEVELOPMENT
Temperament
Environmental Influences on Personality Development
The “Big Five” Personality Traits
Temperament, Personality, and Goodness of Fit
DEVELOPMENT OF A SENSE OF SELF
Factors Influencing Sense of Self
Developmental Changes in Sense of Self
Diversity in Sense of Self
DEVELOPMENT OF PEER RELATIONSHIPS AND INTERPERSONAL UNDERSTANDINGS
Roles of Peers in Children’s Development
Characteristics of Peer Relationships
Social Cognition
Aggression
Technology and Peer Relationships
Diversity in Peer Relationships and Social Cognition
Promoting Healthy Peer Relationships
MORAL AND PROSOCIAL DEVELOPMENT
Developmental Trends in Morality and Prosocial Behavior
Factors Influencing Moral and Prosocial Development
Diversity in Moral and Prosocial Development
Encouraging Moral and Prosocial Development in the Classroom
WHAT HAVE YOU LEARNED?
PRACTICE FOR YOUR LICENSURE EXAM: THE SCARLET LETTER
Chapter 4: GROUP DIFFERENCES
CASE STUDY: WHY JACK WASN’T IN SCHOOL
CULTURAL AND ETHNIC DIFFERENCES
Navigating Different Cultures at Home and at School
Examples of Cultural and Ethnic Diversity
Creating a Culturally Inclusive Classroom Environment
GENDER DIFFERENCES
Research Findings Regarding Gender Differences
Origins of Gender Differences
Making Appropriate Accommodations for Gender Differences
SOCIOECONOMIC DIFFERENCES
Challenges Associated with Poverty
Fostering Resilience
Working with Homeless Students
STUDENTS AT RISK
Characteristics of Students at Risk
Why Students Drop Out
Supporting Students at Risk
WHAT HAVE YOU LEARNED?
PRACTICE FOR YOUR LICENSURE EXAM: THE ACTIVE AND THE PASSIVE
Chapter 5: INDIVIDUAL DIFFERENCES AND SPECIAL EDUCATIONAL
NEEDS
CASE STUDY: TIM
INTELLIGENCE
Theoretical Perspectives of Intelligence
Measuring Intelligence
Nature and Nurture in the Development of Intelligence
Cultural and Ethnic Diversity in Intelligence
Being Smart about Intelligence and IQ Scores
COGNITIVE STYLES AND DISPOSITIONS
EDUCATING STUDENTS WITH SPECIAL NEEDS IN GENERAL EDUCATION CLASSROOMS
Public Law 94-142: Individuals with Disabilities Education Act (IDEA)
Potential Benefits and Drawbacks of Inclusion
Identifying Students’ Special Needs: Response to Intervention and People-First
Language
STUDENTS WITH SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES
Learning Disabilities
Attention-Deficit Hyperactivity Disorder (ADHD)
Speech and Communication Disorders
General Recommendations
STUDENTS WITH SOCIAL OR BEHAVIORAL PROBLEMS
Emotional and Behavioral Disorders
Autism Spectrum Disorders
General Recommendations
STUDENTS WITH GENERAL DELAYS IN COGNITIVE AND SOCIAL
FUNCTIONING
Intellectual Disabilities
STUDENTS WITH PHYSICAL OR SENSORY CHALLENGES
Physical and Health Impairments
Visual Impairments
Hearing Loss
General Recommendations
STUDENTS WITH ADVANCED COGNITIVE DEVELOPMENT
Giftedness
CONSIDERING DIVERSITY WHEN IDENTIFYING AND ADDRESSING SPECIAL
NEEDS
GENERAL RECOMMENDATIONS FOR WORKING WITH STUDENTS WHO HAVE SPECIAL NEEDS
WHAT HAVE YOU LEARNED?
PRACTICE FOR YOUR LICENSURE EXAM: QUIET AMY
PART II. LEARNING AND MOTIVATION
Chapter 6: LEARNING, COGNITION, AND MEMORY
CASE STUDY: THE NEW WORLD
BASIC ASSUMPTIONS OF COGNITIVE PSYCHOLOGY
A MODEL OF HUMAN MEMORY
The Nature of the Sensory Register
Moving Information to Working Memory: The Role of Attention
The Nature of Working (Short-Term) Memory
Moving Information to Long-Term Memory: Connecting New Information with
Prior Knowledge
The Nature of Long-Term Memory
Learning, Memory, and the Brain
Critiquing the Three-Component Model
LONG-TERM MEMORY STORAGE
How Knowledge Can Be Organized
How Declarative Knowledge Is Learned
How Procedural Knowledge Is Learned
Roles of Prior Knowledge and Working Memory in Long-Term Memory Storage
Encouraging a Meaningful Learning Set and Conceptual Understanding
Using Mnemonics in the Absence of Relevant Prior Knowledge
WHEN KNOWLEDGE CONSTRUCTION GOES AWRY: ADDRESSING
LEARNERS’ MISCONCEPTIONS
Obstacles to Conceptual Change
Promoting Conceptual Change
LONG-TERM MEMORY RETRIEVAL
Factors Affecting Retrieval
Why Learners Sometimes Forget
DIVERSITY IN COGNITIVE PROCESSES
Facilitating Cognitive Processing in Students with Special Needs
WHAT HAVE YOU LEARNED?
PRACTICE FOR YOUR LICENSURE EXAM: VISION UNIT
Chapter 7: COMPLEX COGNITIVE PROCESSES
CASE STUDY: TAKING OVER
METACOGNITION AND LEARNING STRATEGIES
Effective Learning Strategies
Factors Affecting Strategy Use
Diversity, Disabilities, and Exceptional Abilities in Metacognition
TRANSFER
Factors Affecting Transfer
PROBLEM SOLVING
Problem Encoding
Problem-Solving Strategies: Algorithms and Heuristics
Working Memory and Problem Solving
Metacognition in Problem Solving
Using Computer Technology to Teach Problem-Solving Skills
CREATIVITY
Fostering Creativity
CRITICAL THINKING
Fostering Critical Thinking
About the Author :
Jeanne Ellis Ormrod received her A.B. in psychology from Brown University and her M.S. and Ph.D. in educational psychology from The Pennsylvania State University. She earned licensure in school psychology through postdoctoral work at Temple University and the University of Colorado at Boulder and has worked as a middle school geography teacher and school psychologist. She was Professor of Educational Psychology at the University of Northern Colorado until 1998, when she moved east to return to her native New England. She has published numerous research articles on cognition and memory, cognitive development, and giftedness but is probably best known for this book and four others: Human Learning (currently in its sixth edition); Essentials of Educational Psychology (currently in its third edition); Child Development and Education (co-authored with Teresa McDevitt, currently in its fifth edition); and Practical Research (co-authored with Paul Leedy, currently in its tenth edition). She has also recently published a non-textbook for a broad audience: Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages. With her three children now grown and out on their own, she lives in New Hampshire with her husband Richard.
Review :
From reviews of the book:
“Rather than simply presenting the necessary content, the author makes you feel like she is talking directly to you. . . . I love that diversity that has been woven throughout the fabric of this text. . . . Ormrod’s personalized writing style will reach undergraduate students in a way that few authors can. [The book] is concise, yet thorough; comprehensive, yet unpretentious.”
--Angela Bloomquist, California University of Pennsylvania
‘Compared to other texts, Ormrod’s text is written in a more accessible way. . . . Strengths [include] accessibility, good use of supplementary materials, [and] updated research.”
--David Yun Dai, University at Albany, SUNY
“Love how each chapter discusses diversity and special needs! . . . Most students keep this text throughout their teaching careers as a resource. Of all the educational psychology textbooks that I’ve used, this one is the most comprehensive and interactive with vivid examples. . . . The supplemental materials are very useful. The power point is extensive and easy to use for lecture. I use the test bank materials and find the questions to be aligned with students’ licensure exams.”
--Cindy Ballantyne, Northern Arizona University
