Educational Psychology

Designed for Educational Psychology courses or Psychology of Learning courses at both undergraduate and graduate levels in departments of education and psychology. The sixth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their own classrooms byintroducing the concept of intentionality. An Intentional Teacher, according to Slavin, is one who constantly reflects on his or her practices and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become Intentional Teachers, the author offers a set of questions to guide them and models best practices through classroom examples. Firmly rooted in research, up-to-date theory, and classroom-tested applications, EducationalPsychology prepares teachers as no other text does. It teaches them to think about how students develop and learn, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding.
*The Intentional Teacher, a new feature in each chapter, helps preservice teachers internalize a set of questions to aid them in planning, teaching, and revising their practice in intentional ways. Each chapters proposed answers to these questions are illustrated with examples at all grade levels and in all subject areas. Thoroughly updated citations, more than one third of which are from 1995 or later, ensure that the text is grounded in the most current thinking. *Updated coverage of theory and research includes: new and greater coverage of the impact of educational research on educational practice (Ch. 1); school and community factors that affect the achievement levels of children from low-income groups (Ch. 4); research in techniques for increasing generalization of learned behavior (Ch. 5); automaticity in the information processing model (Ch. 6); teaching problem-solving strategies (Ch. 8); use of the Internet and World Wide Web to individualize instruction (Ch. 9); and recent laws, such as IDEA 97, that affect the education of students with disabilities (Ch. 12).
* An emphasis on intentional teaching helps preservice teachers internalize a set of questions that aid them in planning, teaching, and revising their practice. Each chapter considers answers to the following questions from a new vantage point grounded in chapter content: * "What am I trying to accomplish?" helps teachers keep teaching goals in mind. * "What are my students relevant experiences and needs?" assists teachers in keeping their students needs in sight. * "What approaches and materials are available to help me challenge every student?" reminds teachers to vary their methods and aim to challenge students. * "How will I know whether and when to change my strategy or modify my instruction?" reminds teachers to be flexible in order to reach their goals. * "What information will I accept as evidence that my students and I are experiencing success?" helps teachers reflect on their practice. * Chapter opening vignettes present classroom applications of key concepts to make content come alive and bridge theory and practice. * A "Self-Check" feature after each major heading helps students ensure that they have met the objective of the section.
* A "Self-Assessment" feature provided at the end of each chapter, as well as in the Instructors Resource Manual and Student Study Guide, helps students assess their mastery of chapter content. * "Answer Feedback" to "Self-Check" and "Self-Assessment" questions is provided in the Instructors Resource Manual and Student Study Guide. * More than 40 "Theory into Practice" sections provide proven strategies for implementing effective practices in the classroom, from cooperative learning to grading, from interpreting standardized tests to writing IEPs, from applying Vygotskian principles to implementing multicultural education. * A "Case to Consider" in each chapter poses questions that encourage students to reflect on issues affecting classroom practice and to apply chapter concepts in proposing problem-solving strategies. * "Teachers on Teaching" in each chapter features essays by two practicing teachers who address the same chapter-related topic in depth. * Student annotations provide glossary definitions and cross-references. * Photo captions in the form of questions call for interpretations of chapter concepts.