Educational Psychology

Description

About our authors

Jeanne Ellis Ormrod holds a B.A. degree in psychology from Brown University and M.S. and Ph.D. degrees in educational psychology from The Pennsylvania State University. For many years she was a faculty member at the University of Northern Colorado, where she taught courses in learning and cognition, educational psychology, measurement and research methods; she is currently Professor Emerita of Psychological Sciences at UNC. Dr. Ormrod has published numerous research articles but is probably best known for this book and several other textbooks: Educational Psychology: Developing Learners (9th ed., 2017); Essentials of Educational Psychology (5th ed., 2018); Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages (2011); Child Development and Education (with Teresa McDevitt; 6th ed., 2016) and Practical Research: Planning and Design (with Paul Leedy, 12th ed., 2019).

Eric M. Anderman holds a B.S. degree in Psychology and Spanish from Tufts University, an Ed.M. from Harvard University, and a Ph.D. in Educational Psychology from The University of Michigan. After completing his Masters degree, he worked as a high school and middle school teacher for several years, before returning to graduate school. He is currently Professor of Educational Psychology and Chair of the Department of Educational Studies at The Ohio State University. His research focuses on (a) academic motivation, (b) academic cheating, and (c) motivation and risky behavior during adolescence. He is currently the editor of the journal, Theory into Practice and formerly was associate editor of the Journal of Educational Psychology. He coauthors 2 other text books also published by Pearson: Classroom Motivation (now in its second edition) with Lynley Anderman and Adolescent Development for Educators, with Alison Ryan and Tim Urdan. He recently co-edited the 3rd edition of the Handbook of Educational Psychology (published by Routledge) with Lyn Corno, and The International Guide to Student Achievement (published by Routledge) with John Hattie.

Lynley H. Anderman received her B.A. and M.A. (Hons.) in Education from the University of Auckland, New Zealand, and her Ph.D. from the Combined Program in Education and Psychology at The University of Michigan. A graduate of North Shore Teachers College (Auckland, New Zealand) she taught for several years in primary and intermediate schools in Auckland. Currently, she is Professor of Educational Psychology at The Ohio State University. She has published and presented extensively on academic motivation, particularly in relation to the roles of instructional and social-relational characteristics of classrooms that support students’ motivation and engagement, including students’ sense of belonging, teacher-student and peer relationships. She also has written and presented on the role of educational psychology in teacher education. Dr. Anderman is the former editor of the Journal of Experimental Education and former associate editor of Theory into Practice. She has coedited Psychology of Classroom Learning (published by Cengage) and Classroom Motivation (published by Pearson) with Eric Anderman.

Help students understand their own learning and apply the core concepts and principles of educational psychology

Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. The text’s unique approach moves seamlessly between theory and application, helping students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. The 10th Edition reflects the most current research on learning, development, motivation, and assessment. It features extensive and integrated coverage of diversity, technology, contexts of learning, and neuropsychology. In addition, compelling application-based examples and authentic artifacts are included throughout the book to help readers connect educational psychology to real children and classrooms.

Also available with MyLab Education

By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student.

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:

0135206006 / 9780135206003 Educational Psychology: Developing Learners plus MyLab Education with Pearson eText — Access Card Package, 10/e

Package consists of:

• 0135206472 / 9780135206478 Educational Psychology: Developing Learners, 10/e
• 0135208637 / 9780135208632 MyLab Education with Pearson eText — Access Card — for Educational Psychology: Developing Learners, 10/e

Hallmark features of this title

• A focus on core concepts, principles and concrete applications zeroes in on fundamental concepts and principles that have broad applicability to classroom practice. 
• Experiencing Firsthand exercises throughout the book help readers observe principles of educational psychology in themselves. 
• Chapter-opening Case Studies situate chapter content in a real-life scenario. 
• Real artifacts from children’s journals and school assignments illustrate concepts and principles in action.
• Developmental Trends tables in most chapters summarize age-typical characteristics at 4 grade levels (K to 2, 3 to 5, 6 to 8 and 9 to 12). 

New and updated features of this title

• UPDATED: An enhanced emphasis on the role of technology in education includes expanded discussions of technology, its use as a learning tool and its broad impact on the lives of children and adolescents. (See the discussion of the role of technology in cognitive development in Ch. 2; technology and its role in peer relationships in Ch. 3 and the new section on online learning in Ch. 8.)
• UPDATED: Focus on teaching learners how to learn and study is emphasized throughout the text. (See Studying and Learning Effectively in Ch. 1; Thinking about Thinking and Learning How to Learn in Ch. 7 and a new section on helping students learn how to learn in Ch. 12.)
• UPDATED: Coverage of diversity includes the presentation of new research on the effects of exposure to diversity on cognitive development and an expanded discussion of bilingual education in Ch. 2 and more.
• UPDATED: Coverage of how to create a positive learning environment and how to deal with challenges like bullying, cyberbullying and microaggressions is included in new sections in Ch. 13. Expanded discussions on the importance of creating a sense of belonging for students and on increasing parental involvement are also presented in Ch. 13.

1. Teaching and Educational Psychology

Part I: Development and Diversity

2. Cognitive and Linguistic Development
3. Personal and Social Development
4. Group Differences
5. Individual Differences and Special Educational Needs

Part II: Learning and Motivation

6. Learning, Cognition, and Memory
7. Complex Cognitive Processes
8. Learning and Cognition in Context
9. Behaviorist Views of Learning
10. Social Cognitive Views of Learning
11. Motivation and Affect

Part III: Classroom Strategies

12. Instructional Strategies
13. Creating a Productive Learning Environment
14. Classroom Assessment Strategies
15. Summarizing Students’ Achievements and Abilities

Appendices

1. Describing Associations with Correlation Coefficients
2. Determining Reliability and Predictive Validity
3. Matching Book and MyLab Education Content to the Praxis® Principles of Learning and Teaching Tests

Additional information