EdPsych Modules
- Cheryl Cisero Durwin - Southern Connecticut State University, USA
- Marla Reese-Weber - Illinois State University, USA
Now with SAGE Publications, EdPsych Modules offers readers the tools needed to become better teachers by adapting instruction based on student’s individual needs. Each unit in the book is comprised of several modules—succinct, stand-alone topics that allow instructors to customize their courses based specific teacher education programs within their universities. The units begin with a set of case studies written for Early Childhood, Elementary, Middle and Secondary classrooms, giving students direct insight into the dynamics influencing the students they actually plan to teach. “Assess” questions at the end of each case study and “Reflect and Evaluate” questions at the end of each module tie the module’s content back to the case studies, encouraging students to apply what they’ve learned to real-world scenarios. Diversity coverage is interwoven throughout and highlighted in each module, emphasizing how psychological factors adapt and change as race, gender, disability, and socioeconomic influences come into play.
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| Acknowledgments |
| Educational Psychology: A Resource for Teachers |
| Educational Psychology: The Science |
| Educational Psychology: Classroom Practices |
| Summary |
| Key Concepts |
| Case Study: Reflect and Evaluate |
| Bronfenbrenner’s Bioecological Theory |
| Family Context |
| Peer Context |
| Broader Contexts |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Erikson’s Psychosocial Theory |
| Aspects of Identity |
| Understanding the Self |
| Social Competence |
| Applications: Fostering Social Competence |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Cognitive-Developmental Moral Reasoning |
| Prosocial Behavior |
| Aggressive Behavior |
| Applications: Advancing Moral Development |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Influence of Neuroscience on Education |
| Neuroscience 101 |
| Brain Mechanisms During Learning |
| Applications: How Neuroscience Informs Best Practices |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Constructivist Theories of Cognitive Development |
| Issues in Cognitive Development: Piaget and Vygotsky |
| Applications: Constructivist Principles for Effective Teaching |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Understanding Language Acquisition |
| Development of Language Skills |
| Applications: Encouraging Language Development in the Classroom |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Assumptions of Behavioral Learning Theories |
| Classical Conditioning |
| Operant Conditioning |
| Applications: Applied Behavior Analysis |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Assumptions of Social Cognitive Theory |
| Observational Learning |
| Personal Factors in Learning |
| Applications: Improving Students’ Self-Efficacy and Self-Regulation |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Assumptions of the Information Processing Approach |
| Perception and Attention |
| Memory |
| Applications: Teaching Effective Processing |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| What Is Metacognition and Why Is It Important? |
| Special Cases of Metacognition |
| Factors Affecting the Development and Use of Metacognition |
| Applications: Learning Strategies |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| What Is Transfer and Why Is It Important? |
| Do We Readily Transfer What We Learn? |
| Applications: How to Facilitate Transfer |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| What Is Higher Order Thinking and Why Is It Important? |
| Critical Thinking |
| Applications: Fostering Critical Thinking |
| Problem Solving |
| Applications: Fostering Problem-Solving Strategies |
| Creativity |
| Applications: Fostering Creativity |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| A Developmental View of Motivation |
| Rewarding Students for Learning |
| Applications: Using Rewards Effectively |
| Praising Students for Learning |
| Applications: Using Praise Effectively |
| When the Reward Is the Activity Itself |
| Applications: Creating an Intrinsically Motivating Learning Environment |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Cognitive Theories of Motivation |
| Developmental and Cultural Differences in Motivation |
| Serious Motivational Problems |
| Applications: Enhancing Students’ Motivation |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Self-Efficacy Theory |
| Self-Worth Theory |
| Self-Determination Theory |
| Integrating the Self Theories |
| Applications: Fostering Self-Efficacy, Self-Worth, and Self-Determination |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Importance of Classroom Management |
| Time Management |
| Relationship Building |
| Applications: Addressing Discipline Problems |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Meeting the Needs of Diverse Learners |
| Teaching Methods Based on Behaviorism |
| Teaching Methods Based on Cognitive Learning Theory |
| Teaching Methods Based on Constructivism |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Grouping by Ability |
| Cooperative Learning |
| Applications: Best Practices |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Intelligence and Giftedness: More Than “Being Smart” |
| Assessing Intelligence and Giftedness |
| Biological, Social, and Cultural Issues |
| Applications: Intelligence and Giftedness in the Classroom |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Cognitive Disabilities in Today’s Classrooms |
| Intellectual Disabilities |
| Applications: Guidelines for Teachers in the General Education Classroom |
| Specific Learning Disabilities |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Emotional, Social, and Behavioral Disorders in Today’s Classrooms |
| Characteristics of Disorders |
| Applications: Interventions |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| What is Assessment? |
| Planning Assessments |
| Evaluating Student Performance |
| Communicating Assessment Information |
| Applications: Implementing Valid and Meaningful Assessments |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Characteristics of High-Quality Classroom Tests |
| Test Preparation |
| Applications: Improving Your Test |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
| Types of Standardized Tests |
| Understanding Test Scores |
| Characteristics of Good Tests |
| Applications: Accommodating Students at Risk |
| Summary |
| Key Concepts |
| Case Studies: Reflect and Evaluate |
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This third edition continues on with a great tradition of a text that is engaging, exciting and enthusiastic. Students love the ancillaries and it seems to have something for everyone. Many of my students indicate that the book is readable, and they love the module format. I like it personally as the authors do a great job of introducing students to the field of Ed Psych and making it relevant and realistic. In this day and age of focusing on student learning and test scores, this book is great for helping teachers understand the complexity of instruction , learning and assessment and evaluation.
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