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This title is also available packaged with the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133385698.
In lucid and jargon-free prose, the text explains and illustrates educational psychology's practical relevance for teachers and learners. The new edition continues to emphasize the applications of research on child development, on learning and cognition, on motivation, and on instruction and assessment. At the same time the text has long been counted on for its state of the art presentation of the field of educational psychology, and this edition continues that tradition with new and expanded coverage of import topics like the brain and neuroscience, the impact of technology on the lives and learning of students, and student diversity. The Enhanced Pearson eText features embedded video.
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From reviews of the book:
“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information. . . .”
—Elizabeth Pemberton, University of Delaware
“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well-organized, supported with visual aids, and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”
—Alina Reznitskaya, Montclair State University
- Sales Rank: #75489 in Books
- Brand: Pearson
- Published on: 2013-01-21
- Ingredients: Example Ingredients
- Original language: English
- Number of items: 1
- Dimensions: 10.70" h x 1.20" w x 8.40" l, 3.15 pounds
- Binding: Paperback
- 768 pages
- Used Book in Good Condition
Review
“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information, for example, by presenting information in easy to manage “chunks,” by using repetition of themes, and by writing in an engaging manner using examples that are relevant and meaningful to future teachers.”
—Elizabeth Pemberton, University of Delaware
“The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered. As such, it is an invaluable source of information for future teachers, but also contains the information I deem to be valuable for my students in my course. The reading level is accessible to my students. I have rejected other texts due to the demanding reading level. I have rejected some other texts because they omitted information that I felt was absolutely essential. . . . So, all in all, I would have to say that this text, while not perfect, best meets my needs . . ., and with the flexibility the modular structure offers, I would suspect that it would meet the needs of just about any other instructor as well.”
—Kathleen Kleissler, Kutztown University
“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well organized [and] supported with visual aids and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”
—Alina Reznitskaya, Montclair State University
From the Back Cover
From reviews of Educational Psychology: Active Learning Approach
“I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook’s major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information, for example, by presenting information in easy to manage “chunks,” by using repetition of themes, and by writing in an engaging manner using examples that are relevant and meaningful to future teachers.”
—Elizabeth Pemberton, University of Delaware
“The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered. As such, it is an invaluable source of information for future teachers, but also contains the information I deem to be valuable for my students in my course. The reading level is accessible to my students. I have rejected other texts due to the demanding reading level. I have rejected some other texts because they omitted information that I felt was absolutely essential. . . . So, all in all, I would have to say that this text, while not perfect, best meets my needs . . ., and with the flexibility the modular structure offers, I would suspect that it would meet the needs of just about any other instructor as well.”
—Kathleen Kleissler, Kutztown University
“[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well organized [and] supported with visual aids and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology.”
—Alina Reznitskaya, Montclair State University
About the Author
Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child development at TCU and her father was an early worker in the computer industry. She is a Texas Longhorn—all her degrees are from the University of Texas, Austin, the last one a Ph.D. After graduating, she was a psychologist working with children in elementary and secondary schools in 15 counties of central Texas. She began her career in higher education as a professor of educational psychology at Rutgers University, and then moved to The Ohio State University in 1994. Anita’s research focuses on motivation and cognition, specifically students’ and teachers’ sense of efficacy and teachers’ beliefs about education. She is the editor of Theory Into Practice, a journal that brings the best ideas from research to practicing educators. With students and colleagues, she has published over 80 books, book chapters, and research articles. Anita has served as Vice-President for Division K (Teaching & Teacher Education) of the American Educational Research Association and President of Division 15 (Educational Psychology) of the American Psychological Association. Just before completing this 12th edition of Educational Psychology, she collaborated with Nancy Perry, University of British Columbia, to write the first edition of Child Development (Pearson, 2012), a book for all those who work with and love children. Her next project is the 4th edition of Instructional Leadership: A Research-Based Guide to Learning in School (Pearson), written with her husband, Wayne K. Hoy, the Novice Fawcett Chair of Educational Administration at The Ohio State University.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Save your money, don't buy.
By C Camp
But an old version terrible book with very little substance. It reads as a "cliff notes" book. Over priced waste.
0 of 0 people found the following review helpful.
Three Stars
By Bill
Good textbook.
0 of 0 people found the following review helpful.
justifiably a first choice in ed psych texts
By Scott N. Stone
Educational psychology is a field in which there has been an explosion of research (and of theories) in the past 30 years, and a matching proliferation of educational fads and products that are being marketed to school systems every day as the fix for one problem or another. Dr. Woolfolk Hoy brings order to this cacophony, highlighting the theories that seem to do the best job of explaining how students (and teachers) think and behave, and emphasizing what has actually worked in classrooms. Probably the author, in light of her prodigious experience and deserved authority, could be even more selective in what work she chooses to mention, but sorting through the stacks of journal articles is a huge endeavor, and I give Dr. W-H full marks for her conscientiousness and fairness. She does not run with the fads, but gives her critical evaluation of the research on both sides.
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