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Educational Psychology in Context Readings for Future Teachers

ISBN-10: 1412913888
ISBN-13: 9781412913881
Edition: 2006
List price: $84.00 Buy it from $9.69 Rent it from $17.17
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Description: Educational Psychology in Context: Readings for Future Teachers takes an exciting new approach to educational psychology by addressing the questions real teachers in real schools ask about real students. Its purpose is to provide a stimulating  More...

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Book details

List price: $84.00
Copyright year: 2006
Publisher: SAGE Publications, Incorporated
Publication date: 8/19/2005
Binding: Paperback
Pages: 328
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 1.254
Language: English

Educational Psychology in Context: Readings for Future Teachers takes an exciting new approach to educational psychology by addressing the questions real teachers in real schools ask about real students. Its 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 in educational psychology is an anthology of primary-source readings selected with an eye toward students about to enter the teaching profession and for teachers interested in carefully 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.

Alan Canestrari Alan S. Canestrari, Ed.D, Boston University, a veteran social studies practitioner and Professor of Education at Roger Williams University, is co-editor (with Bruce Marlowe) of Educational Foundations: An Anthology of Critical Readings (Sage) and Educational Psychology in Context: Readings for Future Teachers (Sage). Educational Foundations was awarded the 2005 American Educational Studies Association Critics Choice Award. Canestrari had a long career in public schools and universities as a history teacher, department chair, adjunct professor at Rhode Island College, and mentor in the Brown University Masters of Teaching Program. He was the RI Social Studies Teacher of the Year in 1992.

Bruce A. Marlowe Bruce A. Marlowe earned his Ph.D. in Educational Psychology from The Catholic University of America in Washington, D.C. where he also completed two years of postdoctoral training in neuropsychological assessment. He is the co-author (with Marilyn Page) of Creating and Sustaining the Constructivist Classroom (Corwin Press) and of a 6- part video series entitled, Creating the Constructivist Classroom (The Video of Journal Education). He is also the co-editor (with Alan Canestrari) of Educational Psychology in Context: Readings for Future Teachers . He has taught at the elementary, secondary and University levels and is currently Professor of Educational Psychology and Special Education at Roger Williams University.

Acknowledgments
Introduction: Theory into Practice
Real Classrooms
Planning for Effective Instruction: Lesson Design
Jigsaw Groups and the Desegregated Classroom: In Pursuit of Common Goals
The Key to Classroom Management
What Makes a Good Teacher?
How Does Learning Occur?
The Science of Learning and the Art of Teaching
Transmission of Aggression Through Imitation of Aggressive Models
Students Remember What They Think About
Toward a Pedagogy of Depth in Everyday Classrooms: Exploring Relational Consciousness Among Teachers and Young Children
What Role Does Maturation Play in Learning
The Stages of Intellectual Development of the Child
Eight Ages of Man
Continuities and Discontinuities in Childhood and Adult Moral Development
Images of Relationship
How Should Student Diversity Affect Teaching Practice?
English Only: The Tongue-Tying of America
Can Inclusion Work? A Conversation with Jim Kauffman and Mara Sapon-Shevin
The First Seven and the Eighth: A Conversation With Howard Gardner
Insights About Creativity: Questioned, Rejected, Ridiculed, Ignored
What Factors Influence Student Motivation?
Five Reasons to Stop Saying "Good Job!"
Caution: Praise Can Be Dangerous
A Theory of Human Motivation
Alleviation of Learned Helplessness in the Dog
What Do Good Assessments Look Like?
Standardized Testing and Its Victims
Teaching to the (Authentic) Test
Competitive Grading Sabotages Good Teaching
Letter to a State Test Scorer (From a Science Teacher Who Knows His 5th Graders Well)
Index
About the Editors

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