Essentials of Educational Psychology: Big Ideas To Guide Effective Teaching, plus MyLab Education with Pearson eText -- Access Card Package

NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the MyLab™ may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase.   Focused on the big ideas of education psychology, this text gives readers a practical understanding of the core concepts in educational psychology and of the research-based strategies needed to facilitate student learning and development.   While generally shorter than competing educational psychology textbooks, Essentials of Educational Psychology still provides a comprehensive overview of theories, research, and educational implications related to learning and cognition, motivation, child and adolescent development, instructional methods, classroom management, and assessment. Each chapter is organized around three to six Big Ideas, and each Big Idea is then divided into several more specific bold-faced principles or recommendations. Widely acclaimed for its conversational writing style, the book provides readers with a clear and easily understood picture of the psychological principles that impact teaching and learning. The Enhanced Pearson eText in Pearson MyLab Education includes dozens of hotlinks to illustrative classroom videos, animated video explanations of difficult concepts, interactive application exercises, self-check quizzes, and optional supplementary readings. Instructors have access to numerous supplementary materials to assist them in their instruction and assessments, including PowerPoint slides, an Instructor’s Manual and accompanying PowerPoint slides, and a Test Bank of multiple choice and short answer questions aligned with each chapter and Big Idea.   Personalize learning with  MyLab Education MyLab Education is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.   0134995201 / 9780134995205 Essentials of Educational Psychology: Big Ideas To Guide Effective Teaching with MyLab Education with Enhanced Pearson eText, Access Card Package, 5th Edition Package consists of:  0134523385 / 9780134523385 Essentials of Educational Psychology: Big Ideas To Guide Effective Teaching, 5th Edition, MyLab Education with Enhanced Pearson eText -- Access Card 0134894987 / 9780134894980 Essentials of Educational Psychology: Big Ideas To Guide Effective Teaching with MyLab Education with Enhanced Pearson eText, 5th Edition

Table of Contents:
BRIEF TABLE OF CONTENTS 1. Introduction to Educational Psychology  2. Learning, Cognition, and Memory 3. Complex Cognitive Processes 4. Learning in Context 5. Motivation and Affect 6. Cognitive Development 7. Personal, Social, and Moral Development 8. Instructional Strategies 9. Strategies for Creating an Effective Classroom Environment 10. Assessment Strategies   DETAILED TABLE OF CONTENTS 1. Introduction to Educational Psychology Using Research Findings to Make Instructional Decisions Developing as a Teacher Strategies for Learning and Studying Effectively 2. Learning, Cognition, and Memory Thinking and Learning in the Brain Learning as Active Construction How Human Memory Operates Why Learners May or May Not Remember What They Have Learned Promoting Effective Cognitive Processes Supporting Optimal Brain Functioning Remembering the Limitations of Attention and Working Memory Encouraging Effective Long-Term Memory Storage Processes Facilitating Retrieval Monitoring Students’ Progress 3. Complex Cognitive Processes Self-Regulation and Metacognition Effective Self-Regulated Learning The Roles of Metacognition Transfer Problem Solving and Creativity Critical Thinking Promoting Self-Regulation Skills and Metacognitive Development Creating a Classroom Environment that Nurtures Complex Processes. 4. Learning in Context Immediate Stimuli as Context Social Interaction as Context Culture, Society, Technology and Academic Domains as Contexts Culture as Context Society as Context Technology and Media as Contexts Academic Content Domains as Contexts How Learners Modify Their Environments Providing Supportive Contexts for Learning Encouraging Productive Behaviors Providing Physical, Social, and Technological Support for Effective Cognitive Processes Taking Students' Broader Cultural and Socioeconomic Context into Account 5. Motivation and Affect The Nature of Motivation Basic Human Needs Cognitive Factors in Motivation Affect and its Effects on Motivation and Learning Promoting Motivation and Productive Affect  Strategies That Empower Students Strategies That Demonstrate the Usefulness of Activities Strategies That Foster Success Strategies That Stimulate Interest Strategies That Show and Promote Caring Strategies That Generate Productive Affect for Learning 6. Cognitive Development General Principles of Development Developmental Processes Trends in Cognitive Development Intelligence Addressing Students' Developmental Needs Accommodating Developmental Differences and Diversity Fostering Cognitive Development in All Students 7. Personal, Social, and Moral Development Personality and Sense of Self Peer Relationships Social Cognition Moral and Prosocial Development Promoting Personal, Social, and Moral Development Fostering Personal Development Encouraging Effective Social Cognition and Interpersonal Skills Promoting Moral Reasoning and Prosocial Behavior Supporting Students Who Face Exceptional Personal or Social Challenges 8. Instructional Strategies Planning Instruction Conducting Teacher-Directed Instruction Conducting Learner-Directed Instruction General Instructional Strategies 9. Strategies for Creating an Effective Classroom Environment Creating an Environment Conducive to Learning Expanding the Sense of Community Beyond the Classroom Reducing Unproductive Behaviors Addressing Aggression and Violence at School 10. Assessment Strategies Using Assessments for Various Purposes  Guiding Instructional Decision Making Diagnosing Learning and Performance Problem Determining What Students Have Ultimately Learned from Instruction Evaluating the Quality of Instruction Promoting Learning Enhancing Learning through Classroom Assessment Practices Important Qualities of Good Assessment Informally and Formally Assessing Students' Progress and Achievements Conducting Informal Assessments Designing and Giving Formal Assessments Evaluating Students’ Performance on Formal Assessments Summarizing Students' Achievement with Grades and Portfolios Assessing Students' Achievement and Abilities with Standardized Tests

About the Author :
Jeanne Ellis Ormrod received her AB in psychology from Brown University and her MS and PhD 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-Boulder and has worked as a middle school geography teacher and school psychologist. For 22 years, she was a faculty member at the University of Northern Colorado, where she taught undergraduate courses in educational psychology and graduate-level courses in human learning, assessment, and research methods. She has published and presented extensively on cognition and memory, cognitive development, instruction, and related topics but is probably best known for this book and four other textbooks: Human Learning (currently in its 7th edition); Educational Psychology: Developing Learners (currently in its 9th edition, now with Eric and Lynley Anderman as co-authors); Child Development and Education (co-authored with Teresa McDevitt, currently in its 6th edition); and Practical Research (co-authored with Paul Leedy, currently in its 11th edition).   Brett D. Jones is a Professor in the Educational Psychology Program within the School of Education at Virginia Tech (Virginia Polytechnic Institute and State University). He received his BAE in Architectural Engineering from The Pennsylvania State University and his MA and PhD in Educational Psychology from the University of North Carolina-Chapel Hill. He has held faculty positions as an educational psychologist at Duke University, the University of South Florida St. Petersburg, and Virginia Tech. He has taught 24 different types of university courses related to motivation, cognition, and teaching strategies. Dr. Jones has also conducted workshops and invited presentations at several universities and has presented over 100 research papers at conferences. His research, which includes examining instructional methods that support students’ motivation and learning, has led to over 70 articles, several book chapters, and a two other books besides this book: Motivating Students by Design: Practical Strategies for Professors, and The Unintended Consequences Of High-Stakes Testing.