Synopsis
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-0137034350: Educational Psychology: Theory and Practice
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From the Back Cover
Slavin, Educational Psychology: Theory and Practice, 10e
The Tenth Edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards.
This 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. An “intentional teacher,” 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.
New to this edition:
- Readers will encounter new material on important and emerging topics in the field, including: 21st Century Skills (Chapter 1 and new features throughout), language and literacy development in the elementary years (Chapter 2), new research on bilingual education (Chapter 4), emerging research in neuroscience (Chapter 6), expanded coverage on study strategies (Chapter 6), the latest research on cooperative learning (Chapter 8), new research on tutoring and small group remediation for struggling readers (Chapter 9), more on differentiated instruction (Chapter 9), new coverage of technology applications (Chapter 9), new sections on bullying and classroom management (Chapter 11), expanded coverage of response to intervention (Chapter 12), IEP’s (Chapter 12), expanded coverage on autism spectrum disorder (Chapter 12), additional coverage on value-added assessments (Chapter 14), and new information on testing accommodations for English learners (Chapter 14).The tenth edition also includes a new appendix that correlates the content of each chapter to corresponding topics within the Praxis Principles of Learning and Teaching Tests.
- A MyEducationLab site specifically devoted to this edition of the text provides video, case studies, and other interactive media that serve as the basis of assignments. All online resources are supported by assessments and are highlighted at the end of each chapter.
- Thoroughly updated citations ensure that the text is grounded in the most current research. The text has 656 new and updated references. 55% of all references are 2000 or later.
Here’s what your colleagues are saying about this book:
“This text has the best coverage of introduction to research of any educational psychology books I have used...It is an exemplary book packed with information including research, theory, and application. The author has done a marvelous job.”
Dr. Theresa Sullivan Stewart, University of IL, Springfield
“I have been a ‘Slavin fan’ for years. My undergraduates’ student evaluations concerning this book have been consistently positive.”
Dr. Susan Frusher, Northeastern State University
About the Author
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.
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