Name: Educational Psychology By Robert Slavin
SKU: 9780134895109
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Educational Psychology Summary

Educational Psychology: Theory and Practice by Robert Slavin

The intellectual grounding and practical strategies tomorrow's teachers need to be effective instructors. Educational Psychology: Theory and Practice offers complete, up-to-date information that is presented in readable, practical ways and illustrated with engaging examples and case studies. Embedded videos and interactive activities in the Enhanced Pearson eText in MyLab Education further illustrate key concepts and facilitate application. The text makes the connection between theory and practice explicit, helping students transfer what they learn to their own teaching. The Twelfth Edition reflects ongoing changes in our learning sciences that continue to transform educational psychology and teaching, incorporating new research and practical applications of many contemporary topics. Also available 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. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education, search for: 0134995198 / 9780134995199 Educational Psychology: Theory and Practice with MyLab Education with Enhanced Pearson eText, Access Card Package Package consists of: 0134524225 / 9780134524221 MyLab Education with Enhanced Pearson eText -- Access Card -- for Educational Psychology: Theory and Practice 013489510X / 9780134895109 Educational Psychology: Theory and Practice

About Robert Slavin

Robert Slavin is currently Director of the Center for Research and Reform in Education at Johns Hopkins University and Chairman of the Success for All Foundation. He received his B.A. in Psychology from Reed College in 1972, and his Ph.D. in Social Relations in 1975 from Johns Hopkins University. Dr. Slavin has authored or co-authored more than 300 articles and book chapters on such topics as cooperative learning, comprehensive school reform, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or co-author of 24 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003, 2006, 2009, 2012, 2015), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America's Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), Educational Research in the Age of Accountability (Allyn & Bacon, 2007), and Two Million Children: Success for All (Corwin, 2009). He received the American Educational Research Association's Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, the Distinguished Services Award from the Council of Chief State School Officers in 2000, the AERA Review of Research Award in 2009, the Palmer O. Johnson Award for the best article in an AERA journal in 2008, and was appointed as a Member of the National Academy of Education in 2009 and an AERA Fellow in 2010.

Brief Table of Contents 1. Educational Psychology: A Foundation for Teaching 2. Cognitive Development 3. Social, Moral, and Emotional Development 4. Student Diversity 5. Behavioral and Social Theories of Learning 6. Cognitive Theories of Learning 7. The Effective Lesson 8. Student-Centered and Constructivist Approaches to Instruction 9. Grouping, Differentiation, and Technology 10. Motivating Students to Learn 11. Effective Learning Environments 12. Learners with Exceptionalities 13. Assessing Student Learning 14. Standardized Tests and Accountability Detailed Table of Contents 1. Educational Psychology: A Foundation for Teaching What Makes a Good Teacher? Knowing the Subject Matters (But So Does Teaching Skill) Mastering Teaching Skills Can Good Teaching Be Taught? The Intentional Teacher 21st Century Skills Common Core and College- and Career-Ready State Standards What Is the Role of Research in Educational Psychology? The Goal of Research in Educational Psychology The Value of Research in Educational Psychology to You the Teacher Teaching as Decision Making Research + Common Sense = Effective Teaching Research on Effective Programs Impact of Research on Educational Practice How Can I Become an Intentional Teacher? Teacher Certification Beyond Certification 2. Cognitive Development How Do Children Develop Cognitively? Aspects of Development Issues of Development How Did Piaget View Cognitive Development? How Development Occurs Piaget's Stages of Development How Is Piaget's Work Viewed Today? Criticisms and Revisions of Piaget's Theory Neo-Piagetian Views of Development How Did Vygotsky View Cognitive Development? How Development Occurs How Did Bronfenbrenner View Development? How Do Language and Literacy Develop? Language and Literacy Development during the Preschool Years Language and Literacy Development during the Elementary and Secondary Years 3. Social, Moral, and Emotional Development What Are Some Views of Personal and Social Development? Erikson's Stages of Psychosocial Development Implications and Criticisms of Erikson's Theory What Are Some Views of Moral Development? Piaget's Theory of Moral Development Kohlberg's Stages of Moral Reasoning Criticisms of Kohlberg's Theory How Do Children Develop Socially and Emotionally? Socioemotional Development during the Preschool Years Socioemotional Development during the Elementary Years Socioemotional Development during the Middle School and High School Years 4. Student Diversity What Is the Impact of Culture on Teaching and Learning? How Does Socioeconomic Status Affect Student Achievement? The Role of Child-Rearing Practices The Link between Income and Summer Learning The Role of Schools as Middle-Class Institutions School and Community Factors Promoting Resilience among Students Who Are Disadvantaged School, Family, and Community Partnerships Supporting the Achievement of Children from Low-Income Groups Nonschool Solutions to Achievement Problems of Children Who Are Disadvantaged Implications of Socioeconomic Diversity for Teachers How Do Ethnicity and Race Affect Students' School Experiences? Racial and Ethnic Composition of the United States Academic Achievement of Students from Underrepresented Groups Barriers to the Achievement of Students from Underrepresented Groups Stereotype Threat Effects of School Desegregation How Do Language Differences and Bilingual Programs Affect Student Achievement? Bilingual Education What Is Multicultural Education? Dimensions of Multicultural Education How Do Gender and Gender Bias Affect Students' School Experiences? Male and Female Thinking and Learning The Boy Crisis Sex-Role Stereotyping and Gender Bias Sexual Orientation How Do Students Differ in Intelligence and Learning Styles? Definitions of Intelligence Origins of Intelligence Theories of Learning Styles Aptitude-Treatment Interactions 5. Behavioral and Social Theories of Learning What Is Learning? What Are Behavioral Learning Theories? Pavlov: Classical Conditioning Skinner: Operant Conditioning What Are Some Principles of Behavioral Learning? The Role of Consequences Reinforcers Punishers Immediacy of Consequences Shaping Extinction Schedules of Reinforcement Maintenance The Role of Antecedents How Has Social Learning Theory Contributed to Our Understanding of Human Learning? Bandura: Modeling and Observational Learning Meichenbaum's Model of Self-Regulated Learning Strengths and Limitations of Behavioral Learning Theories 6. Cognitive Theories of Learning What Is an Information-Processing Model? How Information Processing Works Executive Processing Sensory Register Working (or Short-Term) Memory Long-Term Memory Factors That Enhance Long-Term Memory Other Information-Processing Models What Do We Know from Research on the Brain? How the Brain Works Brain Development Implications of Brain Research for Education Applications of Brain Research to Classroom Teaching What Causes People to Remember or Forget? Forgetting and Remembering Practice How Can Memory Strategies Be Taught? Verbal Learning What Makes Information Meaningful? Rote versus Meaningful Learning Schema Theory How Do Metacognitive Skills Help Students Learn? What Study Strategies Help Students Learn? Practice Tests Note-Taking Underlining Summarizing Writing to Learn Outlining and Concept Mapping The PQ4R Method How Do Cognitive Teaching Strategies Help Students Learn? Making Learning Relevant and Activating Prior Knowledge Organizing Information 7. The Effective Lesson What Is Direct Instruction? How Is a Direct Instruction Lesson Taught? State Learning Objectives Orient Students to the Lesson Review Prerequisites Present New Material Conduct Learning Probes Provide Independent Practice Assess Performance and Provide Feedback Provide Distributed Practice and Review How Does Research on Direct Instruction Methods Inform Teaching? How Do Students Learn and Transfer Concepts? Concept Learning and Teaching Teaching for Transfer of Learning How Are Discussions Used in Instruction? Subjective and Controversial Topics Difficult and Novel Concepts Affective Objectives Whole-Class Discussions Small-Group Discussions 8. Student-Centered and Constructivist Approaches to Instruction What Is the Constructivist View of Learning? Historical Roots of Constructivism Top-Down Processing Peer Interaction Discovery Learning Self-Regulated Learning Scaffolding Constructivist Methods in the Content Areas Research on Constructivist Methods How Is Cooperative Learning Used in Instruction? Cooperative Learning Methods Research on Cooperative Learning How Are Problem-Solving and Thinking Skills Taught? The Problem-Solving Process Teaching Creative Problem Solving Teaching Thinking Skills Critical Thinking 9. Grouping, Differentiation, and Technology What Are Elements of Effective Instruction beyond a Good Lesson? Carroll's Model of School Learning and QAIT How Are Students Grouped to Accommodate Achievement Differences? Between-Class Ability Grouping Untracking Regrouping for Reading and Mathematics Within-Class Ability Grouping Retention What Are Some Ways of Differentiating Instruction? Differentiated and Personalized Instruction Peer Tutoring Tutoring by Teachers What Educational Programs Exist for Students Placed at Risk? Compensatory Education Programs Early Intervention Programs Comprehensive School Reform Programs After-School and Summer School Programs How Is Technology Used in Education? Technology for Classroom Teaching Multimedia Teaching Technology for Learning The Internet for Students Web 2.0 Instructional Television and Embedded Multimedia Challenges of Integrating Technology The Internet for Teachers Technology for Administration The Digital Divide 10. Motivating Students to Learn What Is Motivation? What Are Some Theories of Motivation? Motivation and Behavioral Learning Theory Motivation and Human Needs Motivation and Attribution Theory Motivation and Mindset Motivation and Self-Regulated Learning Motivation and Expectancy Theory What Factors Affect Students' Motivation? Motivation and Goal Orientations Learned Helplessness Teacher Expectations and Achievement Anxiety and Achievement How Can Teachers Increase Students' Motivation to Learn? Intrinsic and Extrinsic Motivation Enhancing Intrinsic Motivation Principles for Providing Extrinsic Incentives to Learn Using Praise Effectively Teaching Students to Praise Themselves 11. Effective Learning Environments What Is an Effective Learning Environment? What Is the Impact of Time on Learning? Using Allocated Time for Instruction Using Engaged Time Effectively Overdoing Time On Task Classroom Management in the Student-Centered Classroom What Practices Contribute to Effective Classroom Management? Starting Out the Year Right Setting Class Rules What Are Some Strategies for Managing Routine Misbehavior? The Principle of Least Intervention Prevention Nonverbal Cues Praising Behavior That Is Incompatible with Misbehavior Praising Other Students Verbal Reminders Repeated Reminders Applying Consequences How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? How Student Misbehavior Is Maintained Principles of Applied Behavior Analysis Applied Behavior Analysis Programs Ethics of Behavioral Methods How Can Serious Behavior Problems Be Prevented? Preventive Programs Identifying Causes of Misbehavior Enforcing Rules and Practices Enforcing School Attendance Practicing Intervention Requesting Family Involvement Using Peer Mediation Confronting Bullying Judiciously Applying Consequences 12. Learners with Exceptionalities Who Are Learners with Exceptionalities? People-First Language Types of Exceptionalities and the Numbers of Students Served Students with Intellectual Disabilities Students with Learning Disabilities Students with Attention Deficit Hyperactivity Disorder Students with Speech or Language Impairments Students with Emotional and Behavioral Disorders Students with Autism Spectrum Disorder Students with Sensory, Physical, and Health Impairments Students Who Are Gifted and Talented What Is Special Education? Public Law 94-142 and IDEA An Array of Special-Education Services What Is Response to Intervention? Tier 1: Prevention Tier 2: Immediate Intervention Tier 3: Intensive Intervention What Is Inclusion? Research on Inclusion What Are Effective Strategies for Students with Disabilities in General Education? Adapting Instruction Teaching Learning Strategies and Metacognitive Awareness Prevention and Early Intervention Tutoring and Small-Group Interventions for Struggling Readers Computers and Students with Disabilities Buddy Systems and Peer Tutoring Special-Education Teams Social Integration of Students with Disabilities 13. Assessing Student Learning What Are Instructional Objectives and How Are They Used? Planning Lesson Objectives Aligning Objectives and Assessment Using Taxonomies of Instructional Objectives Research on Instructional Objectives Why Is Evaluation Important? Evaluation as Feedback Evaluation as Information Evaluation as Incentive How Is Student Learning Evaluated? Formative and Summative Evaluations Norm-Referenced and Criterion-Referenced Evaluations Matching Evaluation Strategies with Goals How Are Tests Constructed? Principles of Achievement Testing Using a Table of Specifications Writing Selected-Response Test Items Writing Constructed-Response Items Writing and Evaluating Essay Tests Writing and Evaluating Problem-Solving Items What Are Authentic, Portfolio, and Performance Assessments? Portfolio Assessment Performance Assessment Effectiveness of Performance Assessments Scoring Rubrics for Performance Assessments Assessment Through Digital Games and Simulations How Are Grades Determined? Establishing Grading Criteria Assigning Letter Grades Performance Grading Other Alternative Grading Systems Assigning Report Card Grades 14. Standardized Tests and Accountability What Are Standardized Tests and How Are They Used? Selection and Placement Diagnosis Evaluation and Accountability School Improvement What Types of Standardized Tests Are Given? Aptitude Tests Norm-Referenced Achievement Tests Criterion-Referenced Achievement Tests Standard Setting How Are Standardized Tests Interpreted? Percentile Scores Grade-Equivalent Scores Standard Scores What Are Some Issues Concerning Standardized and Classroom Testing? Test Validity Test Reliability Test Bias Computerized Test Administration Testing Accommodations for Students with Disabilities Testing Accommodations for English Learners How Are Educators Held Accountable for Student Achievement? Every Student Succeeds Act (ESSA) Common Core State Standards Evidence-Based Reform How Can You Use Data to Inform Your Teaching? Benchmark Assessments Data-Driven Reform Value-Added Assessment Systems

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Sku

CIN013489510XVG

ISBN 13

9780134895109

ISBN 10

013489510X

Title

Educational Psychology: Theory and Practice by Robert Slavin

Author

Robert Slavin

Condition

Used - Very Good

Binding type

Paperback

Publisher

Pearson Education (US)

Year published

20180305

Number of pages

560

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N/A

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Book picture is for illustrative purposes only, actual binding, cover or edition may vary.

Note

This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us

Educational Psychology Robert Slavin

Educational Psychology by Robert Slavin

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Educational Psychology Summary

Educational Psychology: Theory and Practice by Robert Slavin

About Robert Slavin

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