Educational Psychology: Theory and Practice - Softcover

Slavin, Robert E.

3.5

371 ratings by Goodreads

9780205292707: Educational Psychology: Theory and Practice

Softcover

ISBN 10: 0205292704 ISBN 13: 9780205292707

Publisher: Allyn & Bacon, 2000

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Designed for Educational Psychology courses or Psychology of Learning courses at both undergraduate and graduate levels in departments of education and psychology. The sixth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their own classrooms byintroducing the concept of intentionality. An Intentional Teacher, according to Slavin, is one who constantly reflects on his or her practices and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become Intentional Teachers, the author offers a set of questions to guide them and models best practices through classroom examples. Firmly rooted in research, up-to-date theory, and classroom-tested applications, EducationalPsychology prepares teachers as no other text does. It teaches them to think about how students develop and learn, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding. *The Intentional Teacher, a new feature in each chapter, helps preservice teachers internalize a set of questions to aid them in planning, teaching, and revising their practice in intentional ways. Each chapters proposed answers to these questions are illustrated with examples at all grade levels and in all subject areas. Thoroughly updated citations, more than one third of which are from 1995 or later, ensure that the text is grounded in the most current thinking. *Updated coverage of theory and research includes: new and greater coverage of the impact of educational research on educational practice (Ch. 1); school and community factors that affect the achievement levels of children from low-income groups (Ch. 4); research in techniques for increasing generalization of learned behavior (Ch. 5); automaticity in the information processing model (Ch. 6); teaching problem-solving strategies (Ch. 8); use of the Internet and World Wide Web to individualize instruction (Ch. 9); and recent laws, such as IDEA 97, that affect the education of students with disabilities (Ch. 12). * An emphasis on intentional teaching helps preservice teachers internalize a set of questions that aid them in planning, teaching, and revising their practice. Each chapter considers answers to the following questions from a new vantage point grounded in chapter content: * "What am I trying to accomplish?" helps teachers keep teaching goals in mind. * "What are my students relevant experiences and needs?" assists teachers in keeping their students needs in sight. * "What approaches and materials are available to help me challenge every student?" reminds teachers to vary their methods and aim to challenge students. * "How will I know whether and when to change my strategy or modify my instruction?" reminds teachers to be flexible in order to reach their goals. * "What information will I accept as evidence that my students and I are experiencing success?" helps teachers reflect on their practice. * Chapter opening vignettes present classroom applications of key concepts to make content come alive and bridge theory and practice. * A "Self-Check" feature after each major heading helps students ensure that they have met the objective of the section. * A "Self-Assessment" feature provided at the end of each chapter, as well as in the Instructors Resource Manual and Student Study Guide, helps students assess their mastery of chapter content. * "Answer Feedback" to "Self-Check" and "Self-Assessment" questions is provided in the Instructors Resource Manual and Student Study Guide. * More than 40 "Theory into Practice" sections provide proven strategies for implementing effective practices in the classroom, from cooperative learning to grading, from interpreting standardized tests to writing IEPs, from applying Vygotskian principles to implementing multicultural education. * A "Case to Consider" in each chapter poses questions that encourage students to reflect on issues affecting classroom practice and to apply chapter concepts in proposing problem-solving strategies. * "Teachers on Teaching" in each chapter features essays by two practicing teachers who address the same chapter-related topic in depth. * Student annotations provide glossary definitions and cross-references. * Photo captions in the form of questions call for interpretations of chapter concepts.

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From the Back Cover:

Slavin, Educational Psychology: Theory and Practice, 9e (ISBN: 0205592007)

The Ninth 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: the accountability movement, benchmark assessments, data-driven reform, the effects of No Child Left Behind, the Achievement Gap--why it isn't closing and how we can help, emerging applications of technology, and the latest research on the neuroscientific underpinnings of psychological development.
A MyEducationLab site specifically devoted to this edition of the text provides video and other types of interactive material tied strongly to key course content that serve as the basis of homework exercises. All online resources are supported by online assessments (results can be printed or automatically transmitted to the professor) and called out in the margins of the text.
EdPsychOnline, accessible on MyEducationLab, provides students with the opportunity to create their own blogs devoted to their learning in the course. It also provides links to valuable applications, resources, and articles found on the World Wide Web that serve as activity-based writing prompts so they can write blog posts and read and comment on the blog posts of their classmates.
Thoroughly updated citations ensure that the text is grounded in the most current research. More than one third of all citations are from 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

“This is a highly refined piece of writing.”

Rick Van Sant, Ferris 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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