Kay Margetts, Anita Woolfolk Hoy and Ellen L. Usher
6th Edition
Australian version
Building on the success and reputation of previous editions and the conviction that theory and practice cannot be separated, the sixth edition of Educational Psychology includes emerging trends and developments in the field along with new and updated references to the work of Australian and international researchers.
This edition addresses universal issues faced by teachers almost anywhere in the world, and the materials and information presented here offers unique and crucial knowledge to any who dare to teach and to all who love to learn.
There is an emphasis on the educational implications and applications of research on human development, neuroscience, cognitive science, learning, motivation, teaching, assessment, technology and virtual learning environments, and the diversity in today's classrooms—showing how information and ideas drawn from educational psychology research can be applied to everyday teaching contexts and issues.
1. Teachers, teaching and educational psychology
2. Culture and community
3. Physical and cognitive development
4. Personal, emotional, social and moral development
5. Learner differences and learner needs
6. Behavioural views of learning
7. Cognitive views of learning
8. Complex cognitive processes
9. Social cognitive and constructivist views of learning
10. Motivation in learning and teaching
11. Creating learning environments
12. Teaching for learning
13. Standardised testing
14. Assessment and reporting
References
Index
This product includes the following instructor resources:
Key features throughout the book help with locating relevant topics and focusing learners' attention as they engage with each chapter.
Teachers' casebook/What would you do? at the start of each chapter prompts PSTs to think about the scenarios they're reading and come up with ideas about how to solve the problem described. Responses can be compared with those of experienced teachers in Teachers’ casebook/What would they do? at the end of the chapter.
Check yourself are self-check features that appear at the end of each section and help PSTs review and apply knowledge about topics that have been covered in that section. Answers are provided in the Summary section at the end of each chapter.
What would you say? segments pose questions that teachers might be asked during job interviews, and provide opportunities for applying knowledge and understanding to practical situations. Reading the sections that follow these questions will help PSTs come up with informed responses.
Guidelines provide teaching tips and practical suggestions based on theory and research. They illustrate implications and applications of theory and research, and facilitate learning and engagement.
Point/Counterpoint sections are included in most chapters, and present two contrasting perspectives on an important question or controversy related to research or practice in education.
Stories of learning/Tributes to teaching provide examples of how teachers have made a difference in the lives of students.
stop/think/write activities appear regularly and provide opportunities for linking personal experiences with key topics.
Reaching every student provides ideas for assessing, teaching, and motivating students. Some of these stories describe teaching strategies to reach students with learning problems; others present creative ways to teach complex concepts.
Teachers’ casebook/What would they do? presents responses from experienced teachers to the Teachers’ casebook/What would you do? scenario at the start of the chapter. Their ideas show educational psychology at work in a range of everyday situations.
Associate Professor Kay Margetts is an Honorary Principal Fellow in the Melbourne Graduate School of Education at the University of Melbourne. An educator with more than 50 years’ experience, Kay was an early years teacher for many years before entering academia. She has coordinated and taught in Bachelor and Master of Early Childhood, Primary, and International Baccalaureate teacher education courses, specialising in human development, curriculum and pedagogy, and professional practice. She has written and produced children’s television programs, and is the recipient of a number of awards for excellence in tertiary teaching. Kay has published widely and her research interests have a particular focus on children’s transition, social, behavioural and academic adjustment, and progress in primary school, teachers’ views about learning, and early years curricula. She continues to undertake research, supervise higher-degree research students, and consult with education providers locally and internationally.
Anita Woolfolk Hoy is Professor Emerita at The Ohio State University. Her research focuses on motivation and cognition, specifically, students’ and teachers’ sense of efficacy and teachers’ beliefs about education. For many years Anita was the editor of Theory Into Practice, a journal that brings the best ideas from research to practising educators. She is a Fellow of both the American Psychological Association and the American Educational Research Association, and has served as President of Division 15 (Educational Psychology) of APA and Vice-President for Division K (Teaching & Teacher Education) of AERA. Anita also has collaborated with Nancy Perry, University of British Columbia, to write the 2nd edition of Child Development (Pearson, 2015), and with her husband, Wayne Hoy, to complete the 5th edition of Instructional Leadership: A Research-Based Guide to Learning in Schools (Pearson, 2020).
Ellen L. Usher, a lifelong Francophile, earned her Bachelor’s degree in foreign language education and began her professional career teaching French to elementary school students in Atlanta public schools. Inspired by her own favourite former teachers, Ellen transitioned to teaching fifth and sixth grades while pursuing a Master’s degree in middle grades education from Oglethorpe University. After earning her PhD in educational studies from Emory University, Ellen began her career in higher education at the University of Kentucky in 2007, where she is director of the P20 Motivation and Learning Lab—an intergenerational, interdisciplinary team of researchers engaged in projects that explore human motivation in a variety of teaching and learning contexts. Ellen is a Fellow of the American Psychological Association and past Chair of the Motivation in Education Special Interest Group of the American Educational Research Association.
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Educational Psychology
ISBN-13: 9780655704683
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For learners who require a print version of their learning resource, this text is available in high-quality, full-colour, paperback format.
At the time of publication, the print version covers the same topics and content as the Pearson eText version.
Paperback
Educational Psychology
ISBN-13: 9780655704690
