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This edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. The eighth edition of this popular text 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 practice 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. Firmly rooted in research, up-to-date theory, and classroom-tested applications, 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 a new focus on reflection, new cases, sections on brain research, programs for language minority students, technology, No Child Left Behind, and after school and summer school programs. It contains new critiques of assessment and accountability strategies and a substantially updated treatment of programming for students with special needs.
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“Slavin writes in such a way that concepts are very clear and examples illustrating the concepts are engaging and relevant.”
Karen Huxtable-Jester, University of Texas at Dallas
“For the teacher candidate, who is often encountering this material for the first time, the tables, organization, and formatting of the chapters make this text eminently accessible.”
Richard Battaglia, California Lutheran University
“The major strength of this text is its relevance to effective teaching. Slavin touches on various approaches and types of teaching and the consistent message of intentional teaching is evident.”
Joshua S. Smith, University at Albany
This edition continues to have in-depth, practical coverage with a focus on the intentional teacher. It presents up-to-the-minute research that a reflective, intentional teacher can apply. The eighth edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms and focuses on the concept of intentionality. An “intentional teacher,” according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become “intentional teachers,” the author models best practices through classroom examples and offers questions to guide the reader.
New to This Edition:
Please visit the companion web site for this book at www.ablongman.com/slavin8e to find practice quizzes, web links, activities and more!
Package this text with MyLabSchool—a powerful set of online tools that bring the classroom to life!
See the inside cover and visit www.mylabschool.com for more information!About the Author:
Robert Slavin is director of the Center for Research and Reform in Education, Johns Hopkins University, director of the Institute for Effective Education at the University of York (England), and chairman of the Success for All Foundation. He received his Ph.D. in Social Relations from Johns Hopkins in 1975, and since that time he has authored more than 200 articles and book chapters on such topics as cooperative learning, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or -coauthor of 20 books, including Cooperative Learning, School and Classroom Organization, Effective Programs for Students at Risk, Preventing Early School Failure, Show Me the Evidence: Proven and Promising Programs for America’s Schools, Two Million Children: Success for All, Effective Programs for Latino Students, and Educational Research in the Age of Accountability. In 1985 Dr. Slavin received the Raymond Cattell Early Career Award for Programmatic Research from the American Educational Research Association. In 1988 he received the Palmer O. Johnson Award for the best article in an AERA journal. In 1994 he received the Charles A. Dana Award, in 1998 he received the James Bryant Conant Award from the Education Commission of the States, and in 2000 he received the Distinguished Services Award from the Council of Chief State School Officers. He again received the Palmer O. Johnson award for the best article in an AERA journal in 2008, and received the AERA Review of Research award in 2009.
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Book Description Condition: new. Seller Inventory # think0205470998
Book Description Allyn & Bacon, 2006. Paperback. Condition: New. 8. Seller Inventory # DADAX0205470998
Book Description Condition: New. New. Seller Inventory # M-0205470998
Book Description Allyn & Bacon, 2006. Condition: New. book. Seller Inventory # M0205470998