Educational Psychology: Effective Teaching, Effective Learning arms students with the current, practical knowledge they need to become effective teachers. The applied focus, unique case study approach, and real life context of the text give your students the important skills they need to become tomorrow’s teachers for diverse classrooms and students. Effective teaching requires more than straightforward teaching methods---teachers need to know their students well and able to adapt their teaching style to a particular classroom and individual students. The result: effective learning. Educational Psychology: Effective Teaching, Effective Learning provides more actual tools for future teachers than any other educational psychology text. It arms students with current, practical knowledge, gives them excellent coverage of traditional and emerging topics in educational psychology, offers a balanced theoretical orientation—cognitive, social, and behavioral—and consistently uses classroom examples to illustrate how these theories “work.” The text provides excellent coverage of both traditional and emerging topics in educational psychology from a multi-author team with complementary areas of expertise allowing for more overall depth and breadth. In the third edition a new unique case study approach links text concepts and strategies to the actual practice of teaching. Each section of the text begins with a case that is carried throughout the section’s four chapters. To help students problem-solve in the classroom, each chapter contains Case Notes and ends with ideas for improving the case situation (Case Reflections). Following each section is a feature called Teacher’s Case Conference which offers informed discussion by real teachers. The third edition greatly increases coverage of constructivism in chapters 2, 7, and 8. The number of chapters has been reduced from 15 to 13 and an appendix on research methods has been added. The strong applied focus of the text now uses five new themes for effective teaching running throughout the book: communication, motivation, assessment, learning, and time. A new feature, TIPS (Teaching Interaction Principles and Strategies), provides over 100 brief summaries of key teaching principles throughout the text.
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Stephen N. Elliott received his doctorate at Arizona State University in 1980 and is currently a Professor of Educational Psychology and a Senior Research Associate in the Wisconsin Center for Education Research at the University of Wisconsin, Madison. He is a faculty member in the School Psychology Program and teaches courses in Professional Issues and Practices, Educational Psychology, and Research Methods and Technical Writing. He currently co-directs two federal grants concerning the effectiveness and the use of testing accommodations and performance assessments with students with disabilities. He is a productive scholar authoring over 85 journal articles, 14 books and 2 widely used behavior rating scales. His work has focused on the assessment of children’s social skills and related problem behaviors and the development of alternative assessment methods for evaluating academic performance. He also has a program of research focusing on the design and evaluation of school-based interventions.
Thomas R. Kratochwill, received his Ph.D. from the University of Wisconsin, Madison in Educational Psychology. He is currently Professor in the Department of Educational Psychology, School Psychology Program and Director , Educational and Psychological Training Center at the University of Wisconsin, Madison. He has been an active researcher and contributor to the scientific psychological literature in a number of areas. He is the author of over 100 journal articles, book chapters, and monographs. He has written or edited 23 books and he has made over 100 presentations at professional meetings.
Joan Littlefield Cook received her doctorate in developmental psychology from Peabody College of Vanderbilt University. Her research focuses on understanding differences between more-successful versus less-successful problem solvers, helping children improve problem-solving skills, and using technology to foster problem-solving skills. Dr. Littlefield Cook has taught elementary school and also has taught educational psychology, child development, cognition and classroom learning, problem solving, and measurement and evaluation to college students.
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