Unlike other child and adolescent development textbooks, Child and Adolescent Development for Educators by Judith Meece is written specifically for teacher education majors and for professionals in the field of education. It focuses entirely on the development of school-age children and youth, and provides deep coverage of those topics of most immediate concern to teachers such as cognitive development, social and emotional development, language development, literacy, individual differences in development, and children with special needs. Few texts provide this depth of coverage. The author is an expert in teacher education, having taught child and adolescent development to education majors for over fourteen years. Child and Adolescent Development for Educators also helps students to see how developmental research can be applied in educational settings. Each chapter discusses the implication of research for teaching, and the text includes pedagogical features focusing on teaching applications. It is the only development textbook that emphasizes applications to educational settings in this way. For the revision new material has been added throughout the text, including a completely new chapter on peers and families and the expansion of the content on personal, social and moral development into two chapters. By the end of the text, students will have a clear understanding of the important role of schools and teachers in children’s lives.
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CHAPTER ON PEERS AND FAMILIES: A new Chapter 9 on Peers and Families discusses peer relations, changes in peer groups, issues for educators, conceptions of the family, family influences on development, and fostering family involvement in education.
TWO CHAPTERS ON PERSONAL, SOCIAL, AND MORAL DEVELOPMENT: Chapter 6 from the first edition has been expanded into two chapters - Chapter 7: Self-Concept, Identity and Motivation; and Chapter 8: Peers and Moral Development.
ADDED COVERAGE: Each chapter has at least two to three new sections of material. Specific new chapter content includes new research on brain development, early puberty in girls, play, social cognition, computers and learning, ethnic differences in achievement, language minority students, development precursors of learning disabilities, quality preschool programs, and teacher-student relations.
ADDED RESEARCH: The solid research base of the text remains, and is strengthen by 30-40 new references in each chapter. The Focus on Research feature provides an in depth look at specific research, and connects it to the classroom.
UPDATED: The text has been completely updated and revised on the basis of extensive reviews from users of the first edition and other professors who teach development to future teachers. Coverage has been expanded to ensure students receive all the information they need.
IMPROVED DESIGN: The design and interior of the text has been completely redone to make it more attractive to students. The second edition now is four-color with an extensive photo program. Each chapter also includes new, helpful graphs and illustrations.
ADDED FEATURES: Focus on Teaching features stories about teaching from real classroom teachers and Focus on Development provides clear charts or illustrations mapping stages of development.
SUPPLEMENTS: The revised text has a superior supplements package, including an Instructor's Manual, Test Bank, 'Understanding Children: Interview and Observation Guide for Educators' by Denise Daniels, Florence Beaumont and Carol Doolin, a 'Making the Grade' Student CD-ROM free with every copy of the text, and an Online Learning Center Web site including an online, interactive student study guide and PowerPoint slides.
COMPING GUIDELINE: Look for child and/or adolescent development courses for education majors given by either the School of Education or by the Psychology Department. Judith Meece is well-knownwn. The 2/e is four-color with a large photo and art proram and now is comparable in high quality production values and supplements to traditional development textbooks.
BOOK'S POSITION: Unlike other child and adolescent development textbooks, the Meece text is written specifically for teacher education majors and for professionals in the field of education. It is the only development textbook that emphasizes applications to educational settings. It focuses entirely on the development of school-age children and youth and provides deep coverage of those topics of most immediate concern to teachers.
FOR EDUCATION MAJORS: The Meece text is written specifically for education majors. It emphasizes the age groups most teachers will teach. It provides a solid theoretical foundation in developmental theory and 'deep' coverage of topics important to educators, such as cognitive and literacy development.
RESEARCH APPLIED TO TEACHING: The text emphasizes how developmental research can be applied to school settings and the important role of schools in children's development, a focus not found in traditional development texts.
FOR EDUCATION PROFESSIONALS: The text is written for undergraduate and master's level pre-service or practicing teachers, as well as for professionals in education-related fields (e.g., school counselors, school social workers, school psychologists, and school administrators).
COGNITIVE PSYCHOLOGY FOCUS: Separate chapters are devoted to constructivist theories (Chapter 3) and information processing theories (Chapter 4) of cognitive development.
SOCIAL CONTEXT FOCUS: The importance of the social and cultural context on development is emphasized throughout in addition to being focused on in Chapters 7 and 8.
STRONG PEDAGOGY: Each chapter begins with a short classroom vignette relating to the content to follow. Marginal notes and bolded key terms highlight important ideas throughout the chapter. Comprehensive and clear chapter summaries, and page-referenced key terms at the end of each chapter help students ensure they understand the content covered. Finally, Activities located at the end of each chapter provide excellent assignments or points for classroom discussion and interaction.
Judith L. Meece is currently the Eugene and Saralyn Oberdorfer Associate Professor of Education at the University of North Carolina-Chapel Hill, where she teaches in the School of Education. Her book draws on over 15 years experience in teaching courses on child and adolescent development to preservice teachers and graduate students. Before coming to Chapel Hill, she taught at Purdue University and completed a post-doctoral fellowship at the Learning Research and Development Center of the University of Pittsburgh. She received her Ph.D. in Educational Psychology from the University of Michigan in 1981, where she was a fellow in the former Bush Program in Child Development and Social Policy. Professor Meece’s research focuses on academic motivation, gender differences in mathematics and science achievement, and teachers’ beliefs about children’s development. She is co-author of Students’ Perceptions in the Classroom (1992). She is currently serving as chairperson of the American Educational Research Association’s Special Interest Group on Motivation and education. She is also currently working on an oral history of Appalachian teachers, which will examine the role of education and teaching in southern women’s lives.
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