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Educational Psychology: Developing Learners (10th Edition)



Educational Psychology: Developing Learners (10th Edition) PDF

Author: Jeanne Ellis Ormrod, Eric M. Anderman

Publisher: ‎ Pearson

Genres:

Publish Date: January 18, 2019

ISBN-10: 0135206472

Pages: 848

File Type: PDF

Language: English

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Book Preface

New to This Edition

Many features that have made previous editions of the book so popular with instructors and students remain in this edition, including a conversational writing style, Expe-riencing Firsthand features, organizational tables and dia-grams, a focus within each chapter on both developmental issues and diversity, and an ongoing emphasis on class-room applications. Yet there are also significant changes. First, we went through the entire book and really tried to make sure that all of our explanations are clear and con-versational in nature; thus we eliminated some highly spe-cific details (e.g., research findings) that were not relevant for practicing teachers. As always, all 15 chapters have been updated to reflect recent advances in research, theory, and classroom practices. In this edition, we also made a con-certed effort to discuss technology throughout the book; we focus both on how teachers can use new technologies to enhance instruction, and on how technology has changed the lives of the students in our classrooms. We have contin-ued to enhance the eText and MyLab Education to provide even more interactivity than in the previous edition. Thus in each chapter, readers can regularly apply what they’re learning to actual and hypothetical classroom scenarios and problems. Interactive features include Self-Check Quizzes, Application Exercises, and case study analyses in the Licensure Exam activities; all of these features ask readers to respond to either open-ended or multiple-choice questions, and then give readers immediate feedback about their responses. Such features, along with many hot-linked Video Examples and Video Explanations—the lat-ter of which target concepts and principles that students in educational psychology classes sometimes struggle to understand and apply—make the tenth edition of the book a truly multimedia learning experience. In this edition of Educational Psychology: Developing Learners, Jeanne Ormrod revised chapters 1, 6, 7, 8, and 9; Eric and Lynley Anderman revised chapters 2, 3, 4, 5, 10, 11, 12, 13, 14, and 15.

More specific additions and changes to this edition include the following:

• Chapter 1: Reorganized major sections of the chapter; added a new beginning section “Reflecting on What You Already Know About Learning and Instruction”; added an additional recommendation regarding self-regulation in the “Studying and Learning Effectively” section.

• Chapter 2: Added a new introductory scenario focus-ing on differences in conceptual understanding in young children; added new research on the effects of the quality of preschool experiences and exposure to diversity on cognitive development; incorporated new research suggesting that children develop some cogni-tive strategies earlier than researchers had previously thought; increased discussion of the role of technology in cognitive development; expanded discussion of bi-lingual education.

• Chapter 3: Expanded discussion of the relevance of Erikson’s theory of identity development for educators; added new information regarding technology and its role in peer relationships; updated three of the visual examples (classroom artifacts); added information about the benefits of autonomy-supportive parenting.

• Chapter 4: Incorporated new content, including a discus-sion of intersectionality at the beginning of the chapter, and integrated this concept throughout the chapter; added definition and examples of cultural competence; added discussion on cultural biases in textbooks; in-creased coverage of immigration; expanded discussion of implications of between and within group variability.

• Chapter 5: Added information about Multi-Tiered Sys-tems of Support; updated sections on PBIS and SPBIS; added a new section on “Medication and ADHD”; reduced discussion of Catell and Catell-Horn; added discussion and description of universal design; added perspectives on improving learning environments for students with hearing loss.

• Chapter 6: Shortened descriptions of theoretical per-spectives in Table 6.1; added a new section, “Using Tech-nology to Promote Meaningful Learning”; added a new Application Exercise that illustrates the use of technol-ogy in a high school nutrition class; added a new Expe-riencing Firsthand exercise that evokes the Stroop effect as an example of automaticity; added a new recommen-dation regarding the importance of explicitly discourag-ing late-night studying sessions (“pulling all-nighters”).

• Chapter 7: Added a new bulleted paragraph regard-ing the importance of self-regulation skills in strategic learning; added a new bulleted section on the use of computer-based simulations to promote transfer; integrated the previous edition’s sections on problem solving and creativity into a single section “Problem Solving and Creativity,” incorporated a section on sim-ulations and games (previously  in Chapter 12), with major updates to the content; expanded the section “Critical Thinking” to include (a) argument analysis as a key term, (b) reasons why people often don’t engage in critical thinking, (c) prevalence of “fake news” in popu-lar media, and (d) assessment of critical thinking skills.

• Chapter 8: Expanded discussion of communities of learners to include the concept of knowledge building; ex-panded the section “Cultures as Contexts” to include the idea that cultures change over time, especially as they come into contact with other cultures; divided the pre-vious edition’s single section “Society and Technology as Contexts” into two sections; incorporated a new ex-ample illustrating collaboration with a local community agency; significantly revised and reorganized the discus-sion of technology, with a new section on online learning; added a new Application Exercise 8.3 regarding the use of technology to foster communication with and learn-ing from students in diverse geographical locations.

• Chapter 9: Reduced discussion of the nature of early behaviorist views; added information on the use of clickers; integrated strategies for encouraging produc-tive behaviors and discouraging undesirable behaviors into a single section; included a new section “Thinking Carefully About the Consequences You Either Intention-ally or Unintentionally Impose”; expanded discussion of schoolwide positive behavioral interventions and supports (building on what was presented earlier in Chapter 5).

• Chapter 10: Added a new scenario comparing students at two different developmental levels; added discus-sion of using technology to model skills that involve motor reproduction; added strategies teachers can use to enhance self-efficacy in their students; added two new Experiencing Firsthand exercises; included a new section on “Self-Regulation in Online Learning Environments.”

• Chapter  11: Updated section on work-avoidance goals; added a new section on “Short-Term Motiva-tion Interventions”; added a new table (11.2) describing implementation and results of short-term motivation interventions; provided additional discussion of the importance of expectancies and values as determinants of student motivation and of future academic and career choices.

• Chapter 12: Updated information on using websites; added a new section on helping students learn how to learn; removed specific suggestions for aligning instruc-tional practices with the Common Core State Standards; updated examples to include use of current technology (e.g., use of Google Earth in geography lessons; cautious use of YouTube videos).

• Chapter 13: Added a new section on bullying and cy-berbullying; added a new section on “recognizing mi-croaggressions”; added discussion on the importance of creating a sense of belonging, as well as some cautions to consider; expanded discussion of parental involvement, including some of the fiscal and job-related constraints that preclude some parents from being as involved as they might want.

• Chapter  14: Added a table on how to provide effec-tive feedback; included a new Experiencing Firsthand exercise illustrating the concept of reliability of meas-urement; updated the section on the use of digital tech-nologies for assessment to reflect current information, technology, and terminology.

• Chapter 15: Added a discussion of implications of the Every Student Succeeds Act; added a discussion regard-ing cautions to think about when considering the role of effort in students’ grades; related information on norm-referenced testing to the discussion of student motiva-tion from Chapter 11.

 


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