Overview

John Santrock’s Educational Psychology emphasizes the application of theory to real classroom practice. With richly evocative classroom vignettes from practicing teachers and a wealth of case studies, Educational Psychology helps students think critically about the research basis for best practices. Santrock’s hallmark Learning System organizes the content into manageable chunks under learning goals, supporting retention and mastery, so that students will have an engaging and successful course experience. Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect® is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: • SmartBook® - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content. • Access to your instructor’s homework assignments, quizzes, syllabus, notes, reminders, and other important files for the course. • Progress dashboards that quickly show how you are performing on your assignments and tips for improvement. • The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping. Complete system requirements to use Connect can be found here: http://www.mheducation.com/highered/platforms/connect/training-support-students.html

Full Product Details

Author:   John Santrock ,  Santrock John
Publisher:   McGraw-Hill Education - Europe
Imprint:   McGraw-Hill Professional
Edition:   5th edition
Dimensions:   Width: 23.10cm , Height: 2.50cm , Length: 27.70cm
Weight:   1.538kg
ISBN:  

9780073378787

ISBN 10:   007337878
Pages:   696
Publication Date:   16 January 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Replaced By:   1259870340
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface Chapter 1 Educational Psychology: A Tool for Effective Teaching Exploring Educational Psychology Historical Background Teaching: Art and Science Review, Reflect, and Practice Effective Teaching Professional Knowledge and Skills Commitment, Motivation and Caring Review, Reflect, and Practice Research in Educational Psychology Why Research Is Important Research Methods Program Evaluation Research, Action Research, and the Teacher-as-Researcher Quantitative and Qualitative Research Review, Reflect, and Practice CRACK THE CASE: Connecting with the Classroom Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 2 Cognitive and Language Development An Overview of Child Development Exploring What Development Is Processes and Periods Developmental Issues Development and Education Review, Reflect, and Practice Cognitive Development The Brain Piaget’s Theory Vygotsky’s Theory Review, Reflect, and Practice Language Development What Is Language? Biological and Environmental Influences How Language Develops Review, Reflect, and Practice CRACK THE CASE: The Book Report Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 3 Social Contexts and Socioemotional Development Contemporary Theories Bronfenbrenner’s Ecological Theory Erikson’s Life-Span Development Theory Review, Reflect, and Practice Social Contexts of Development Families Peers Schools Review, Reflect, and Practice Socioemotional Development The Self Moral Development Coping With Stress Review, Reflect, and Practice CRACK THE CASE: The Fight Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 4 Individual Varations Intelligence What Is Intelligence? Intelligence Tests Theories of Multiple Intelligences The Neuroscience of Intelligence Controversies and Issues in Intelligence Review, Reflect, and Practice Learning and Thinking Styles Impulsive/Reflective Styles Deep/Surface Styles Review, Reflect, and Practice Personality and Temperament Personality Temperament Review, Reflect, and Practice CRACK THE CASE: Workshops Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 5 Sociocultural Diversity Culture and Ethnicity Culture Socioeconomic Status Ethnicity Bilingualism Review, Reflect, and Practice Multicultural Education Empowering Students Culturally Relevant Teaching Issues-Centered Education Improving Relations Among Children from Different Ethnic Groups Review, Reflect, and Practice Gender Exploring Gender Views Gender Stereotyping, Similarities, and Differences Gender-Role Classification Gender in Context Eliminating Gender Bias Review, Reflect, and Practice CRACK THE CASE: These Boys Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 6 Learners Who Are Exceptional Children with Disabilities Learning Disabilities Attention Deficit Hyperactivity Disorder Mental Retardation Physical Disorders Sensory Disorders Speech and Language Disorders Autism Spectrum Disorders Emotional and Behavioral Disorders Review, Reflect, and Practice Educational Issues Involving Children with Disabilities Legal Aspects Technology Review, Reflect, and Practice Children Who Are Gifted Characteristics Nature/Nuture, Developmental Changes and Domain-Specific Giftedness Educating Children Who Are Gifted Review, Reflect, and Practice CRACK THE CASE: Now What Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 7 Behavioral and Social Cognitive Approaches What Is Learning? What Learning Is and Is Not Approaches to Learning Review, Reflect, and Practice Behavioral Approaches to Learning Classical Conditioning Operant Conditioning Review, Reflect, and Practice Applied Behavior Analysis in Education What Is Applied Behavior Analysis? Increasing Desirable Behaviors Decreasing Undesirable Behaviors Evaluating Operant Conditioning and Applied Behavior Analysis Review, Reflect, and Practice Social Cognitive Approaches to Learning Bandura’s Social Cognitive Theory Observational Learning Cognitive Behavior Approaches and Self-Regulation Evaluating the Social Cognitive Approaches Review, Reflect, and Practice CRACK THE CASE: Consequences Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 8 The Information-Processing Approach The Nature of the Information-Processing Approach Information, Memory, and Thinking Cognitive Resources: Capacity and Speed of Processing Information Mechanisms of Change Review, Reflect, and Practice Attention What Is Attention? Developmental Changes Review, Reflect, and Practice Memory What Is Memory? Encoding Storage Retrieval and Forgetting Review, Reflect, and Practice Expertise Expertise and Learning Acquiring Expertise Expertise and Teaching Review, Reflect, and Practice Metacognition Developmental Changes The Good Information-Processing Model Strategies and Metacognitive Regulation Review, Reflect, and Practice CRACK THE CASE: The Test Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 9 Complex Cognitive Processes Conceptual Understanding What Are Concepts? Promoting Concept Formation Review, Reflect, and Practice Thinking What Is Thinking? Reasoning Critical Thinking Decision Making Creative Thinking Review, Reflect, and Practice Problem Solving Steps in Problem Solving Obstacles to Solving Problems Developmental Changes Developmental Changes Problem-Based Learning and Project-Based Learning Review, Reflect, and Practice Transfer What Is Transfer? Types of Transfer Review, Reflect, and Practice CRACK THE CASE: The Statistics Test Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 10 Social Constructivist Approaches Social Constructivist Approaches to Teaching Social Constructivism in the Broader Constructivist Context Situated Cognition Review, Reflect, and Practice Teachers and Peers as Joint Contributors to Students’ Learning Scaffolding Cognitive Apprenticeship Tutoring Cooperative Learning Review, Reflect, and Practice Structuring Small-Group Work Composing the Group Team-Building Skills Structuring Small-Group Interaction Review, Reflect, and Practice Social Constructivist Programs Fostering a Community of Learners Schools for Thought Review, Reflect, and Practice CRACK THE CASE: The Social Constructivist Classroom Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 11 Learning and Cognition in the Content Areas Expert Knowledge and Pedagogical Content Knowledge Review, Reflect, and Practice Reading A Developmental Model of Reading Approaches to Reading Cognitive Approaches Social Constructivist Approaches Review, Reflect, and Practice Writing Developmental Changes Cognitive Approaches Social Constructivist Approaches Review, Reflect, and Practice Mathematics Developmental Changes Controversy in Math Education Cognitive Processes Some Constructivist Principles Technology and Math Instruction Review, Reflect, and Practice Science Science Education Constructivist Teaching Strategies Review, Reflect, and Practice Social Studies What Is Social Studies? Constructivist Approaches Review, Reflect, and Practice CRACK THE CASE: The Constructivist Math Curriculum Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 12 Planning, Instruction, and Technology Planning Instructional Planning Time Frames and Planning Review, Reflect, and Practice Teacher-Centered Lesson Planning and Instruction Teacher-Centered Lesson Planning Direct Instruction Teacher-Centered Instructional Strategies Evaluating Teacher-Centered Instruction Review, Reflect, and Practice Learner-Centered Lesson Planning and Instruction Learner-Centered Principles Some Learner-Centered Instructional Strategies Evaluating Learner-Centered Strategies Review, Reflect, and Practice Technology and Education The Technology Revolution and the Internet Standards for Technology-Literate Students Teaching, Learning, and Technology Review, Reflect, and Practice CRACK THE CASE: The Big Debate Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 13 Motivation, Teaching, and Learning Exploring Motivation What Is Motivation? Perspectives on Motivation Review, Reflect, and Practice Achievement Processes Extrinsic and Intrinsic Motivation Attribution Mastery Motivation and Mindset Self-Efficacy Goal Setting, Planning, and Self-Monitoring Expectations Values and Purpose Review, Reflect, and Practice Motivation, Relationships, and Sociocultural Contexts Social Motives Social Relationships Sociocultural Contexts Review, Reflect, and Practice Exploring Achievement Difficulties Students Who Are Low Achieving and Have Low Expectations for Success Students Who Protect Their Self-Worth by Avoiding Failure Students Who Procrastinate Students Who Are Perfectionists Students with High Anxiety Students Who Are Uninterested or Alienated Review, Reflect, and Practice CRACK THE CASE: The Reading Incentive Program Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 14 Managing the Classroom Why Classrooms Need to Be Managed Effectively Management Issues in Elementary and Secondary School Classrooms The Crowded, Complex, and Potentially Chaotic Classroom Getting Off to the Right Start Emphasizing Instruction and a Positive Classroom Climate Management Goals and Strategies Review, Reflect, and Practice Designing the Physical Environment of the Classroom Principles of Classroom Arrangement Arrangement Style Review, Reflect, and Practice Creating a Positive Environment for Learning General Strategies Creating, Teaching, and Maintaining Rules and Procedures Getting Students to Cooperate Classroom Management and Diversity Review, Reflect, and Practice Being a Good Communicator Speaking Skills Listening Skills Nonverbal Communication Review, Reflect, and Practice Dealing with Problem Behaviors Management Strategies Dealing with Aggression Review, Reflect, and Practice CRACK THE CASE: The Chatty Student Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 15 Standardized Tests and Teaching The Nature of Standardized Tests Standardized Tests and Their Purposes Criteria for Evaluating Standardized Tests Review, Reflect, and Practice Aptitude and Achievement Tests Comparing Aptitude and Achievement Tests Types of Standardized Achievement Tests High-Stakes State Standards-Based Tests Standardized Tests of Teacher Candidates Review, Reflect, and Practice The Teacher’s Roles Preparing Students to Take Standardized Tests Understanding and Interpreting Test Results Using Standardized Test Scores to Plan and Improve Instruction Review, Reflect, and Practice Issues in Standardized Tests Standardized Tests, Alternative Assessments, and High-Stakes Testing Diversity and Standardized Testing Review, Reflect, and Practice CRACK THE CASE: The Standardized Test Pressure Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Chapter 16 Classroom Assessment and Grading The Classroom as an Assessment Context Assessment as an Integral Part of Teaching Making Assessment Compatible with Contemporary Views of Learning and Motivation Contemporary Views of Learning and Motivation Creating Clear, Appropriate Learning Targets Establishing High-Quality Assessments Current Trends Review, Reflect, and Practice Traditional Tests Selected-Response Items Constructed-Response Items Review, Reflect, and Practice Alternative Assessments Trends in Alternative Assessment Performance Assessment Portfolio Assessment Review, Reflect, and Practice Grading and Reporting Performance The Purposes of Grading The Components of a Grading System Reporting Students’ Progress and Grades to Parents Some Issues in Grading Review, Reflect, and Practice CRACK THE CASE: The Case of the Project Reach Your Learning Goals Key Terms Portfolio Activities Study, Practice, and Succeed Glossary G-0 Praxis(TM) Answer Key P-0 References R-0 Credits C-1 Name Index I-1 Subject Index I-11

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Author Information

John W. Santrock received his Ph.D. from the College of Education and Human Development at the University of Minnesota. He has taught at the University of Charleston, the University of Georgia, and the University of Texas at Dallas. He has worked as a school psychologist and currently teaches educational psychology at the undergraduate level. In 2006, Dr. Santrock received the University of Texas at Dallas Excellence in Teaching Award. His research has included publications in the Journal of Educational Psychology on the contextual aspects of affectively toned cognition and children's self-regulatory behavior as well as teachers' perceptions of children from divorced families. He has been on the editorial boards of Developmental Psychology and Child Development. His publications include these exceptional McGraw-Hill texts: Child Development, 13th Edition; Life-Span Development, 14th Edition; Adolescence, 14th Edition; Psychology, 7th Edition; and Educational Psychology, 4th Edition.

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