Educational Psychology : Theory and Practice

From renowned educational psychologist, Robert Slavin, the Tenth Edition of this popular text translates theory into practices that teachers can use in their classrooms with deeper inquiry into the concept of intentionality and a thorough integration of standards. This edition highlights current issues and emerging trends in the field of educational psychology. #xA0; The tenth#xA0;edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply.#xA0; An #x1C;intentional teacher,#x1D; according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students.To help readers become #x1C;intentional teachers,#x1D; the author offers a set of questions to guide them and models best practices through classroom examples.

Robert Slavin is director of the Center for Research and Reform in Education, Johns Hopkins University, director of the Institute for Effective Education at the University of York (England), and chairman of the Success for All Foundation. He received his Ph.D. in Social Relations from Johns Hopkins in 1975, and since that time he has authored more than 200 articles and book chapters on such topics as cooperative learning, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or -coauthor of 20 books, including Cooperative Learning, School and Classroom Organization, Effective Programs for Students at Risk, Preventing Early School Failure, Show Me the Evidence: Proven and Promising Programs for America’s Schools, Two Million Children: Success for All, Effective Programs for Latino Students, and Educational Research in the Age of Accountability. In 1985 Dr. Slavin received the Raymond Cattell Early Career Award for Programmatic Research from the American Educational Research Association. In 1988 he received the Palmer O. Johnson Award for the best article in an AERA journal. In 1994 he received the Charles A. Dana Award, in 1998 he received the James Bryant Conant Award from the Education Commission of the States, and in 2000 he received the Distinguished Services Award from the Council of Chief State School Officers. He again received the Palmer O. Johnson award for the best article in an AERA journal in 2008, and received the AERA Review of Research award in 2009.

Chapter 1 - Educational Psychology: A Foundation for Teaching

Chapter 2 - Cognitive, Language, and Literacy Development

Chapter 3 - Social, Moral, and Emotional Development

Chapter 4 - Student Diversity

Chapter 5 - Behavioral Theories of Learning

Chapter 6 - Information Processing and Cognitive Theories of Learning

Chapter 7 - The Effective Lesson

Chapter 8 - Student-Centered and Constructivist Approaches to Instruction

Chapter 9 - Grouping, Differentiation, and Technology

Chapter 10 - Motivating Students to Learn

Chapter 11 - Effective Learning Environments

Chapter 12 - Learners with Exceptionalities

Chapter 13 - Assessing Student Learning

Chapter 14 - Standardized Tests and Accountability