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OverviewFull Product DetailsAuthor: Jeanne Ormrod , Brett Jones , Brett JonesPublisher: Pearson Education (US) Imprint: Pearson Edition: 5th edition Dimensions: Width: 21.70cm , Height: 2.20cm , Length: 27.70cm Weight: 1.256kg ISBN: 9780134995205ISBN 10: 0134995201 Pages: 544 Publication Date: 04 March 2018 Audience: College/higher education , Tertiary & Higher Education Format: Mixed media product Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsBRIEF TABLE OF CONTENTS 1. Introduction to Educational Psychology 2. Learning, Cognition, and Memory 3. Complex Cognitive Processes 4. Learning in Context 5. Motivation and Affect 6. Cognitive Development 7. Personal, Social, and Moral Development 8. Instructional Strategies 9. Strategies for Creating an Effective Classroom Environment 10. Assessment Strategies DETAILED TABLE OF CONTENTS 1. Introduction to Educational Psychology Using Research Findings to Make Instructional Decisions Developing as a Teacher Strategies for Learning and Studying Effectively 2. Learning, Cognition, and Memory Thinking and Learning in the Brain Learning as Active Construction How Human Memory Operates Why Learners May or May Not Remember What They Have Learned Promoting Effective Cognitive Processes Supporting Optimal Brain Functioning Remembering the Limitations of Attention and Working Memory Encouraging Effective Long-Term Memory Storage Processes Facilitating Retrieval Monitoring Students' Progress 3. Complex Cognitive Processes Self-Regulation and Metacognition Effective Self-Regulated Learning The Roles of Metacognition Transfer Problem Solving and Creativity Critical Thinking Promoting Self-Regulation Skills and Metacognitive Development Creating a Classroom Environment that Nurtures Complex Processes. 4. Learning in Context Immediate Stimuli as Context Social Interaction as Context Culture, Society, Technology and Academic Domains as Contexts Culture as Context Society as Context Technology and Media as Contexts Academic Content Domains as Contexts How Learners Modify Their Environments Providing Supportive Contexts for Learning Encouraging Productive Behaviors Providing Physical, Social, and Technological Support for Effective Cognitive Processes Taking Students' Broader Cultural and Socioeconomic Context into Account 5. Motivation and Affect The Nature of Motivation Basic Human Needs Cognitive Factors in Motivation Affect and its Effects on Motivation and Learning Promoting Motivation and Productive Affect Strategies That Empower Students Strategies That Demonstrate the Usefulness of Activities Strategies That Foster Success Strategies That Stimulate Interest Strategies That Show and Promote Caring Strategies That Generate Productive Affect for Learning 6. Cognitive Development General Principles of Development Developmental Processes Trends in Cognitive Development Intelligence Addressing Students' Developmental Needs Accommodating Developmental Differences and Diversity Fostering Cognitive Development in All Students 7. Personal, Social, and Moral Development Personality and Sense of Self Peer Relationships Social Cognition Moral and Prosocial Development Promoting Personal, Social, and Moral Development Fostering Personal Development Encouraging Effective Social Cognition and Interpersonal Skills Promoting Moral Reasoning and Prosocial Behavior Supporting Students Who Face Exceptional Personal or Social Challenges 8. Instructional Strategies Planning Instruction Conducting Teacher-Directed Instruction Conducting Learner-Directed Instruction General Instructional Strategies 9. Strategies for Creating an Effective Classroom Environment Creating an Environment Conducive to Learning Expanding the Sense of Community Beyond the Classroom Reducing Unproductive Behaviors Addressing Aggression and Violence at School 10. Assessment Strategies Using Assessments for Various Purposes Guiding Instructional Decision Making Diagnosing Learning and Performance Problem Determining What Students Have Ultimately Learned from Instruction Evaluating the Quality of Instruction Promoting Learning Enhancing Learning through Classroom Assessment Practices Important Qualities of Good Assessment Informally and Formally Assessing Students' Progress and Achievements Conducting Informal Assessments Designing and Giving Formal Assessments Evaluating Students' Performance on Formal Assessments Summarizing Students' Achievement with Grades and Portfolios Assessing Students' Achievement and Abilities with Standardized TestsReviewsAuthor InformationJeanne Ellis Ormrod received her AB in psychology from Brown University and her MS and PhD in educational psychology from The Pennsylvania State University. She earned licensure in school psychology through postdoctoral work at Temple University and the University of Colorado-Boulder and has worked as a middle school geography teacher and school psychologist. For 22 years, she was a faculty member at the University of Northern Colorado, where she taught undergraduate courses in educational psychology and graduate-level courses in human learning, assessment, and research methods. She has published and presented extensively on cognition and memory, cognitive development, instruction, and related topics but is probably best known for this book and four other textbooks: Human Learning (currently in its 7th edition); Educational Psychology: Developing Learners (currently in its 9th edition, now with Eric and Lynley Anderman as co-authors); Child Development and Education (co-authored with Teresa McDevitt, currently in its 6th edition); and Practical Research (co-authored with Paul Leedy, currently in its 11th edition). Brett D. Jones is a Professor in the Educational Psychology Program within the School of Education at Virginia Tech (Virginia Polytechnic Institute and State University). He received his BAE in Architectural Engineering from The Pennsylvania State University and his MA and PhD in Educational Psychology from the University of North Carolina-Chapel Hill. He has held faculty positions as an educational psychologist at Duke University, the University of South Florida St. Petersburg, and Virginia Tech. He has taught 24 different types of university courses related to motivation, cognition, and teaching strategies. Dr. Jones has also conducted workshops and invited presentations at several universities and has presented over 100 research papers at conferences. His research, which includes examining instructional methods that support students' motivation and learning, has led to over 70 articles, several book chapters, and a two other books besides this book: Motivating Students by Design: Practical Strategies for Professors, and The Unintended Consequences Of High-Stakes Testing. Tab Content 6Author Website:Countries AvailableAll regions |
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