This revision continues a tradition started in the early 1970’s as the only work of its kind on the market. The text provides all the tools for educational practice in a carefully constructed theoretical tool box. Nearly all current educational psychology texts fail in this regard, as so many are either litanies of research studies more or less pedantically recited, or superficially attractive bits and pieces of educational practice surrounded by eclecticism. This text is written in a lively, readable style and with appropriate humor in places. Also, with the special features of in-depth human interest biographies, carefully developed contemporary issues, theory into practice chapter exercises, and a glossary of key terms for each chapter, the work is never boring. Even more important is the developmental framework itself. For an introductory student, the work provides a comprehensive, often chapter length, analysis of the major developmental theorists such as Piaget, Vygotsky, Erikson, Kohlberg with clear connections to practice. Also, the more traditional theories such as Gestalt, Skinner, Bruner, Rogers, and information processing, can be integrated within a developmental framework. The traditional behavioral science theories are incorporated into a meaningfiul basis for teaching and learning. New sections include cognitive learning theory, multicultural influences on learning and development, inclusion of exceptional children, and language development.

About the Authors

Richard C. Sprinthall completed his doctorate in psychology at Boston University. At American International College in Springfield, Massachusetts he currently serves as professor and director of graduate studies. He has received an Outstanding Teacher Award for classroom teaching.

Norman A. Sprinthall completed his doctorate in counseling psychology at Harvard where he became program head in counseling. He was Chair of the counseling psychology program at the University of Minnesota, followed by a similar position at North Carolina State University. He is now professor emeritus and continues to serve as author and educational advisor to universities, schools, and nonprofit foundations both here and in Europe and received an Outstanding Teacher Award for his classroom teaching.

Sharon Oja completed her doctorate in developmental education at the University of Minnesota. As a professor at the University of New Hampshire, she teaches courses in educational psychology and is director of field experiences in teacher education. She is coauthor of Collaborative Action Research: A Developmental Approach.

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