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Educational Psychology in Context
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Educational Psychology in Context
Readings for Future Teachers



August 2005 | 328 pages | SAGE Publications, Inc
Educational Psychology in Context: Readings for Future Teachers takes an exciting new approach to educational psychology by addressing the questions that real teachers in real schools ask about real students. This book's purpose is to provide a stimulating alternative to traditional texts by helping teachers develop a strong theoretical and research-based understanding of how their students learn and develop. Unlike other texts, this book of major readings is an anthology of primary-source readings selected for students entering the teaching profession and for teachers interested in examining learning and development. Bruce A. Marlowe and Alan S. Canestrari feature the original research and writing of the leading psychologists, cognitive scientists, and educators whose published work forms the very foundation of the field of educational psychology.  

Key Features:
  • Distinctive Approach: Features original research from classic primary source documents by well-known psychologists and educators, as well as the work of contemporary researchers that extends our understanding of child development and learning
  • Thematic Organization: The published research is organized thematically by teaching issues, lending itself to classroom dialogue, debate, and discussion
  • Real-World Experiences: Each reading is prefaced by a "Letter From the Field" written by practicing classroom teachers, creating a link between research and teachers' classroom issues
  • Rich Pedagogy: Challenging questions help teachers develop a strong theoretical and research-based understanding of how their students learn and develop
  • Self-Assessment: Classic experiments encourage teachers to read and think critically and to develop their own research-based teaching philosophy  
The book is appropriate for courses in Educational Psychology, specifically Introduction to Educational Psychology, Learning Theory, Child/Adolescent Development, and Psychology of Learning at the undergraduate and graduate levels.    

 
Acknowledgments
Bruce A. Marlowe and Alan S. Canestrari
Introduction: Theory into Practice
 
Part I: Real Classrooms
Madeline Hunter and Doug Russell
1. Planning for Effective Instruction: Lesson Design
Elliot Aronson and Diane Bridgeman
2. Jigsaw Groups and the Desegregated Classroom: In Pursuit of Common Goals
Robert J. Marzano and Jana S. Marzano
3. The Key to Classroom Management
Richard P. Traina
4. What Makes a Good Teacher?
 
Part II: How Does Learning Occur?
B.F. Skinner
5. The Science of Learning and the Art of Teaching
Albert Bandura, Dorothea Ross, and Sheila A. Ross
6. Transmission of Aggression Through Imitation of Aggressive Models
Daniel T. Willingham
7. Students Remember … What They Think About
Darlene L. Witte-Townsend and Anne E. Hill
8. Toward a Pedagogy of Depth in Everyday Classrooms: Exploring Relational Consciousness Among Teachers and Young Children
 
Part III: What Role Does Maturation Play in Learning
Jean Piaget
9. The Stages of Intellectual Development of the Child
Erik H. Erikson
10. Eight Ages of Man
Lawrence Kohlberg and R. Kramer
11. Continuities and Discontinuities in Childhood and Adult Moral Development
Carol Gilligan
12. Images of Relationship
 
Part IV: How Should Student Diversity Affect Teaching Practice?
Donaldo Macedo
13. English Only: The Tongue-Tying of America
John O’Neil
14. Can Inclusion Work? A Conversation with Jim Kauffman and Mara Sapon-Shevin
Kathy Checkley
15. The First Seven … and the Eighth: A Conversation With Howard Gardner
Edward P. Torrance
16. Insights About Creativity: Questioned, Rejected, Ridiculed, Ignored
 
Part V: What Factors Influence Student Motivation?
Alfie Kohn
17. Five Reasons to Stop Saying "Good Job!"
Carol S. Dweck
18. Caution: Praise Can Be Dangerous
Abraham H. Maslow
19. A Theory of Human Motivation
Martin E. P. Seligman, Stephen F. Maier, and James H. Geer
20. Alleviation of Learned Helplessness in the Dog
 
Part VI: What Do Good Assessments Look Like?
Alfie Kohn
21. Standardized Testing and Its Victims
Grant Wiggins
22. Teaching to the (Authentic) Test
John D. Krumboltz and Christine J. Yeh
23. Competitive Grading Sabotages Good Teaching
Stephen Kramer
24. Letter to a State Test Scorer (From a Science Teacher Who Knows His 5th Graders Well)
 
Index
 
About the Editors

"Great way to open dialogue in class and to help students see the theory in a real world way."

April Mattix
University of Pittsburgh

More focused at teachers than psychologists

Dr Sarah Rose
Psychology & Mental Health, Staffordshire University
April 20, 2015

Application of theories into practice. Collection of seminal articles.

Dr Mete Akcaoglu
Learning Sciences and Human Development, West Virginia University
August 26, 2013
Key features
  • Distinctive approach that features both classic primary source readings by well-known psychologists, educators and the work of contemporary scientists that have extended our understanding of child development and learning.
  • Each reading is preceded by real "letters from the field" written by practicing classroom teachers and practicum students.  These letters end with challenging questions that provide a platform for discussion and debate as students get ready to tackle the concepts presented in the subsequent reading.
  • Helps pre-service teachers develop a strong theoretical and research-based understanding of how their students will learn and develop. 
  • Text allows classic experiments to speak for themselves and encourages readers to draw their own conclusions.  
  • Thematic organization lends itself to Socratic dialogue, debate, and discussion.

For instructors

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