Santrock et al. approach educational psychology from the learner's perspective. Throughout three editions, professors and students note that Educational Psychology successfully includes many practical applications to the theoretical perspectives outlined, so that beginning teachers understand the connection between theory and practice. Its supplements and links to practical aspects motivate students, while its teaching stories inspire teachers on how to structure their classrooms to bring out the best from each child.
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John W. Santrock received his Ph.D. from the University of Minnesota in 1973. He taught at the University of Charleston and the University of Georgia before joining the Program in Psychology and Human Development at the University of Texas at Dallas, where he currently teaches a number of undergraduate courses and was given the University’s Effective Teaching Award in 2006. John has been a member of the editorial boards of Child Development and Developmental Psychology. His research on father custody is widely cited and is used in expert witness testimony to promote flexibility and alternative considerations in custody disputes. John also has authored these exceptional McGraw-Hill texts: Psychology (7th edition), Children (10th edition), Adolescence(12th edition), Topical Life-Span Development (4th edition), and Educational Psychology (4th edition).
Vera E. Woloshyn, PhD, is a Professor in the Faculty of Education and Director of the Reading Clinic at Brock University. Dr. Woloshyn teaches pre-service and graduate-level courses in educational psychology, cognition, reading, and research methodology. Her primary research interests include the development and implementation of effective learning and teaching strategies for children and adults. Dr. Woloshyn has been the recipient of several national grants and has written and edited several books and peer-reviewed articles addressing effective literacy instruction and teaching methods. She has sat on the executive boards of a number of professional associations including the Learning Disabilities Association. Dr. Woloshyn is appreciative of the many opportunities she has to work collaboratively with teachers, and as the mother of two school-aged children, is especially versed in school life.
Tiffany L. Gallagher is a member of the Department of Pre-service Education of the Faculty of Education at Brock University. Recently, she completed her doctoral studies on the effects of tutoring students with learning difficulties and the associated experiences of their literacy tutors. Professionally, Tiffany was a teacher and administrator in private practice supplemental education for over a decade. In this capacity, she administered achievement and aptitude tests and interpreted the results for academic programming. Currently, she teaches courses in educational psychology and assessment and evaluation. She has also co-authored the text Educational Psychology (first and second Canadian editions). Tiffany's current research interests include literacy assessment, reading and writing strategy instruction, teachers with learning disabilities, and the role of the in-school resource teacher.
Tony Di Petta received his PhD from the Ontario Institute of Education at the University of Toronto. He is a career educator with more than 20 years of experience in secondary schools, community colleges, and as a training consultant for industry and the military. He has worked as coordinator of training for the Education Network of Ontario and as an online moderator for the NODE network for distance education. Currently, he is an associate professor at the Faculty of Education at Brock University and Director of the Centre for Continuing Teacher Education. His research interests include online teaching and learning, creating humanistic virtual environments for professional development, and the impact of technology on society and culture. He can be reached through email at firstname.lastname@example.org.
Zopito A. Marini - Zopito A. Marini, Ph.D., a developmental and educational psychologist, is a Full Professor of Child and Youth Studies and a current holder of a Brock University Chancellor's Chair for Teaching Excellence. Dr. Marini did his graduate work at the University of Toronto with the late Robbie Case, and since 1985 has been at Brock where he was the founding Chair of the Department. His research interests focus on the area generally known as sociocognitive development. Dr. Marini does research, writes and lectures on issues related to family and school conflicts, bullying and victimization, and the development of self-regulation. Using a biopsychosocial perspective, he has investigated the cognitive mechanisms and social processes underlying the development of a range of sociocognitive abilities in typical and atypical children and youths. Projects currently underway in his lab examine psychosocial factors involved in bullying and victimization with a view of developing effective prevention strategies. Dr. Marini is also an accomplished and dedicated teacher, whose commitment to the development of innovative and effective pedagogy has received numerous accolades from his students and has won many awards, including: The Faculty of Social Sciences Award for Excellence in Teaching, The Brock University Award for Distinguished Teaching, and the OCUFA (Ontario Confederation of Faculty Associations) Teaching Award. Recently, Dr. Marini has received a Brock Chancellor's Chair for Teaching Excellence to continue his investigation of the relations between civility in the classroom and learning outcomes.
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Book Description McGraw-Hill Humanities Social, 2006. Paperback. Book Condition: New. 3. Bookseller Inventory # DADAX0073342327