Educational Psychology with MyLab Education with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package, 13th Edition

Personalize learning with MyEducationLab^®

MyEducationLab is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.

• Classroom videos engage students and bring the text to life. As students read through their eText they encounter embedded videos that illustrate or expand on key chapter concepts using real classroom footage. In this way, abstract or difficult-to-understand concepts are brought to life. Embedded videos include examples of elementary, middle, and secondary school classrooms in action as well as one-on-one interviews with children and adolescents.(See pages 77, 292, and 301 for examples.)
• Assessments guide student learning. Throughout their eText students are presented with opportunities to check their understanding of key concepts through multiple-choice assessments. Students receive immediate feedback to guide their learning and ensure they master the key learning outcomes. Results are organized and reported to the gradebook by learning outcome, enabling students and instructors to focus on the concepts that require the most attention. (See pages 292, 304, 312, and 319 for examples.)
• Application Exercises engage students with dynamic learning experiences. Interactive Application Exercises and Assessments involving the analysis of dynamic videos, case studies, and artifacts help students apply and internalize their learning. Engaging in these learning experiences helps students practice and strengthen skills that prepare them for classroom observation and teaching. Application exercises include:
• Scaffolded video analysis exercises in the Practice What You’ve Learned features challenge readers to apply chapter content to reflect upon teaching and learning in real classrooms. (See pages 26, 322, and 439 for examples.)
• Prepare for teacher certification tests. Connect and Extend to Licensure assessments, modeled after questions found on teacher licensure tests, help readers prepare for their certification exams. (See pages 294, 316, and 536 for examples.)
• Hear more from the author about research and classroom practices. In her AnitaTalks podcasts, Dr. Woolfolk discusses how chapters of this text relate to the profession of teaching. (See pages 39, 189, and 491 for examples.)

 Key content changes include:

• NEW: Incorporate current teaching research and models of teaching excellence. Charlotte Danielson’s Framework for Teaching, TeachingWorks from the University of Michigan, and the Gates Foundation Measure of Effective Teaching are introduced in Chapter 1 (see page 10); throughout the book, readers will find new sections on the Common Core and Understanding by Design (Chapter 14; see page 534), and sections on what teachers think about high-stakes testing, value-added assessment, and PARCC tests (Chapter 15; see page 603).
• NEW: Learn the latest information on trending topics–the brain and neuroscience. Chapter 2 presents new information on the brain, synaptic plasticity (see p. 35), executive functioning (see p. 53), and implications of neuroscientific research for teaching (see p. 40).
• UPDATED: Cover the impact of technology and virtual learning environments. Expanded coverage in Chapter 10 includes material on inquiry learning and teaching in a digital world (see p. 397), an example of a virtual learning environment (see p. 398), the use of games in teaching, and the initiative to teach computational thinking and coding (see p. 401).
• UPDATED: Focus on diversity in today’s classrooms. Throughout the text, readers will find new material on individual and group differences, including sections on cultural differences in play and physical development among students with disabilities (Chapter 2; see p. 39); emergent literacy and language diversity (Chapter 5; see p. 177); coverage of homeless students, highly mobile students, and students living in poverty (Chapter 6; see p. 215); and opportunity gaps and stereotype threat (Chapter 6; see p. 227).