Educational Psychology Active Learning Edition Plus New Myeducationlab with Video Enhanced Pearson Etext Access Card

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This package includes the Enhanced Pearson eText with MyEducationLab and the bound book.

In lucid and jargon-free prose, the text explains and illustrates educational psychology's practical relevance for teachers and learners.  The new edition continues to emphasize the applications of research on child development, on learning and cognition, on motivation, and on instruction and assessment.  At the same time the text has long been counted on for its state of the art presentation of the field of educational psychology, and this edition continues that tradition with new and expanded coverage of import topics like the brain and neuroscience, the impact of technology on the lives and learning of students, and student diversity. The Enhanced Pearson eText features embedded video.

Improve mastery and retention with the Enhanced Pearson eText*

The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:

• Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
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  013338912X / 9780133389128 Educational Psychology: Active Learning Edition Plus NEW MyEducationLab with Video-Enhanced Pearson eText -- Access Card Package Package consists of:  

• 0133091074 / 9780133091076 Educational Psychology: Active Learning Edition
• 0133116441 / 9780133116441 NEW MyEducationLab with Video-Enhanced Pearson eText -- Standalone Access Card -- for Educational Psychology: Active Learning Edition

From reviews of the book:

“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . .  This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information. . . .”

            –Elizabeth Pemberton, University of Delaware 

“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning.  It is well-organized, supported with visual aids, and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints.  Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”

        –Alina Reznitskaya, Montclair State University

From reviews of Educational Psychology: Active Learning Approach

“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . .  This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information, for example, by presenting information in easy to manage “chunks,” by using repetition of themes, and by writing in an engaging manner using examples that are relevant and meaningful to future teachers.”

          —Elizabeth Pemberton, University of Delaware

“The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered. As such, it is an invaluable source of information for future teachers, but also contains the information I deem to be valuable for my students in my course. The reading level is accessible to my students.  I have rejected other texts due to the demanding reading level. I have rejected some other texts because they omitted information that I felt was absolutely essential. . . . So, all in all, I would have to say that this text, while not perfect, best meets my needs . . ., and with the flexibility the modular structure offers,  I would suspect that it would meet the needs of just about any other instructor as well.”

          —Kathleen Kleissler, Kutztown University

“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning.  It is well organized [and] supported with visual aids and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints.  Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”

—Alina Reznitskaya, Montclair State University

From reviews of Educational Psychology: Active Learning Approach

“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . .  This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information, for example, by presenting information in easy to manage “chunks,” by using repetition of themes, and by writing in an engaging manner using examples that are relevant and meaningful to future teachers.”

          —Elizabeth Pemberton, University of Delaware

“The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered. As such, it is an invaluable source of information for future teachers, but also contains the information I deem to be valuable for my students in my course. The reading level is accessible to my students.  I have rejected other texts due to the demanding reading level. I have rejected some other texts because they omitted information that I felt was absolutely essential. . . . So, all in all, I would have to say that this text, while not perfect, best meets my needs . . ., and with the flexibility the modular structure offers,  I would suspect that it would meet the needs of just about any other instructor as well.”

          —Kathleen Kleissler, Kutztown University

“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning.  It is well organized [and] supported with visual aids and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints.  Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”

—Alina Reznitskaya, Montclair State University

Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child ­development at TCU and her father was an early worker in the computer industry. She is a Texas Longhorn—all her degrees are from the University of Texas, Austin, the last one a Ph.D. After graduating, she was a psychologist working with children in elementary and secondary schools in 15 counties of central Texas. She began her career in higher education as a professor of educational psychology at Rutgers University, and then moved to The Ohio State University in 1994. Anita’s research focuses on motivation and cognition, specifically students’ and teachers’ sense of efficacy and teachers’ beliefs about education. She is the editor of Theory Into Practice, a journal that brings the best ideas from research to practicing educators. With students and colleagues, she has published over 80 books, book chapters, and research articles. Anita has served as Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association and President of Division 15 (Educational Psychology) of the American Psychological Association. Just before completing this 12th edition of Educational Psychology, she collaborated with Nancy Perry, University of British Columbia, to write the first edition of Child Development (Pearson, 2012), a book for all those who work with and love children. Her next project is the 4th edition of Instructional Leadership: A Research-Based Guide to Learning in School (Pearson), written with her husband, Wayne K. Hoy, the Novice Fawcett Chair of Educational Administration at The Ohio State University.

Clutster 1: Learning, Teaching, and Educational Psychology 

Module 1 - Learning and Teaching

Module 2 - Research and Theory in Educational Psychology

Part I  Students

Clutster 2: Cognitive Development 

Module 3 - Development: Some General Principles

Module 4 - Piagetian and Information Processing Theories

Module 5 - Vygotsky's Sociocultural Perspective

Module 6 - Implications of Piaget's and Vygotsky's Theories for Teachers 

Cluster 3: The Self, Social, and Moral Development

Module 7 - Physical Growth as a Context for Personal/Social Development

Module 8 - The Social Context of Development

Module 9 - The Self

Module10 - Understanding Others and Moral Development

Cluster 4:  Learner Differences and Learning Needs

Module 11 - Intelligence and Thinking Styles

Module 12 - Inclusion: Teaching Every Student

Module 13 - Students Who Are Gifted and Talented

Cluster 5:  Language Development, Language Diversity, and Immigrant Education 

Module 14 - Language Development and Emergent Literacy

Module 15 - Language Development

Module 16 - Students Who Are Immigrants and English Language Learners 

Cluster 6: Culture and Diversity 

Module 17 - Social and Economic Diversity

Module 18 - Ethnicity, Race, and Gender

Module 19 - Diversity and Teaching: Multicultural Education

Part II  Learning and Motivation

Cluster 7: Behavioral Views of Learning 

Module 20 - Behavioral Explanations of Learning

Module 21 -  Possibilities and Cautions in Applying Behavioral Theories 

Cluster 8: Cognitive Views of Learning

Module 22 - The Basics of the Cognitive Science Perspective

Module 23 - Working Memory and Cognitive Load

Module 24 - Long Term Memory

Cluster 9:  Complex Cognitive Processes

Module 25 - Metacognition and Learning Strategies

Module 26 - Problem Solving and Creativity

Module 27 - Ciritcal Thinking, Argumentation, and Transfer 

Cluster 10: The Learning Sciences and Constructivism 

Module 28 - The Learning Sciences and Constructivism

Module 29 - Constructivist Teaching and Learning

Module 30 - Learning Outside the Classroom

Cluster 11: Social Cognitive Views of Learning and Motivation 

Module 31 - Social Cognitive Theory and Applications

Module 32 - Self-Regulated Learning and Teaching

Cluster 12: Motivation in Learning and Teaching 

Module 33 - Motivation Basics

Module 34 - Needs, Goals, and Beliefs

Module 35 - Interests, Curiosity, and Emotions

Module 36 - Motivation to Learn in School

Part III  Teaching and Assessing

Cluster 13: Creating Learning Environments 

Module 37 - Positive Learning Environments

Module 38 - Encouraging Engagement and Preventing Problems

Cluster 14: Teaching Every Student 

Module 39 - Planning for Effective Teaching

Module 40 - Teaching Approaches

Module 41 - Differentiated Instruction and Adaptive Teaching

Cluster 15:  Classroom Assessment, Grading, and Standardized Testing 

Module 42 - Basics of Assessment

Module 43 - Classroom Assessment, Testing, and Grading

Module 44 - Standardized Testing