Educational Psychology: Theory and Practice, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package (11th Edition)

Language: English

Pages: 540

ISBN: 0133830853

Format: PDF / Kindle (mobi) / ePub

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This package includes the Enhanced Pearson eText and the loose-leaf version

Educational Psychology: Theory and Practice gives tomorrow’s teachers the intellectual grounding and practical strategies they need to be effective instructors.  Complete, up-to-date information is presented in readable, practical ways and illustrated with engaging examples, case studies, and embedded videos and interactive activities.  The text makes the connection between theory and practice explicit, helping students to transfer what they learn to their own teaching. The Enhanced Pearson eText features engaging examples, case studies, and embedded videos and interactive activities.

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0133830853 / 9780133830859 Educational Psychology: Theory and Practice, Loose-Leaf Version with Enhanced Pearson eText -- Access Card Package

Package consists of:

• 0133436527 / 9780133436525 Educational Psychology: Theory and Practice, Loose-Leaf Version
• 0133824616 / 9780133824612 Educational Psychology: Theory and Practice, Pearson eText -- Access Card

From reviews of the text:

"The strength of this text is that it takes a tremendous amount of information about human growth and development and constructivist/student-centered teaching and condenses it down into a readable textbook complete with added resources and study skill strategies... a phenomenal task." 

                -- Jane Thielemann-Downs, University of Houston Downtown

"[This text] is an amazing work that provides real-world scenarios, key terminology, and descriptions that are easily read and explained. This author was able to interface policies and theories into the practice and help the learner to realize the relevance and the integrity of the profession of Education as whole.  The quotes and explanations are on target and the use of Connection and Pointers are great ... the rich discussion on hard-to discuss topics were marvelous." 

                -- Shirlyn Garrett-Wilson, Chicago State University

eventually will you givi up on Your behavior when confi-ontedby the locked door is a classic &tinction pattern. Behavior intensifies when the reinforcer is first %ithdrawn, then rapidly weakens until the behavior disappears. $ill, the behavior may return after much time has passed. For &le, you could try the door again a year later to see whether fiiisstill locked. If it is, you will probably leave it alone for a longer *&he, but probably not forever. &j. A dinosaurgoes through extinction.

Order'Wrientaciple Orientation. What is right is f& tion. Right is doing one's duty, showing defined by decision of conscience respect for authority, and maintaining according to self-chosen ethical $i~2& the given social order for its own sake. principles. These principles are ,+&@@ abstract and ethical (such as the.h+%ry:; Golden Rule), not specific moral @:! .dj:;Y'c:;;; $i,$;?;-?? .ygi,-,i:b ,gvT +wk$~,i+.q+4: prescriptions (such as the Ten z2iaztp-~z . commandments). $%&$i! $i$i .c,p',>v

.' ..I.. . I otional Development d's social life evolves in relatively predictable ways (see Cummings et al,, le et al., 2003). The social network grows from an intimate relationship or other guar&ans to incl~tdeother family members, nonrelated adults, peers. Social interactions extend fkom home to neighborhood and from preschool ments to formal school. Erik Erikson's theory of personal uggests that during the preschool years, children must resolve f initiative versus guilt. The child's

stereotyping if the boys were hunters and the girls were coolts?What about Marl; He uses a wheelchair. Should I make him a hunter?" John sighs and looks into his coffee. "I laow what you're tallung about. I just let my luds sign up for each part in the pageant. The boys signed up as hunters, the girls as coolts, the Indians as Indians. Maybe it's too late for us to do anything about stereotyping when the luds have already bought into their roles. Where I went to school, everyone was white, and no

European Americans. These students have often learned from an early age to rely on their communities, friends, and family and have always also helped and been helped by others. Not surprisingly, students who are most oriented toward cooperation with others learn best in cooperation with otl~ers, whereas those who prefer to compete learn best in competition with others (Ibgan, Zahn, Widaman, Schwartzwald, & Tyrrell, 1985). Because of the mismatch between the cooperative orientation of many

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