Educational Psychology: Theory and Practice, Seventh Edition

Book Description
This popular book 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. 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. Educational Psychology 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. This edition includes new sections on brain research, expanded coverage of Title I, programs for language minority students, and comprehensive school reform. It contains new critiques of assessment and accountability strategies, and a substantially updated treatment of programming for students with special needs. A new feature, "Technology Cases," presents practical uses of technology related to the contents of the chapters. A self-check feature, appearing throughout the chapters, links chapter contents to INTASC standards, and self assessments at the end of each chapter are linked to the content and format of PRAXIS. Designed for anyone interested in educational psychology or in the psychology of learning.

From the Back Cover
This popular book 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. 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. Educational Psychology 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. This edition includes new sections on brain research, expanded coverage of Title I, programs for language minority students, and comprehensive school reform. It contains new critiques of assessment and accountability strategies, and a substantially updated treatment of programming for students with special needs. A new feature, "Technology Cases," presents practical uses of technology related to the contents of the chapters. A self-check feature, appearing throughout the chapters, links chapter contents to INTASC standards, and self assessments at the end of each chapter are linked to the content and format of PRAXIS. Designed for anyone interested in educational psychology or in the psychology of learning.


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This popular book 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. 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. Educational Psychology 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. This edition includes new sections on brain research, expanded coverage of Title I, programs for language minority students, and comprehensive school reform. It contains new critiques of assessment and accountability strategies, and a substantially updated treatment of programming for students with special needs. A new feature, "Technology Cases," presents practical uses of technology related to the contents of the chapters. A self-check feature, appearing throughout the chapters, links chapter contents to INTASC standards, and self assessments at the end of each chapter are linked to the content and format of PRAXIS. Designed for anyone interested in educational psychology or in the psychology of learning.


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