Chapter 1 Teaching and Educational Psychology Part I Development and Diversity Chapter 2 Cognitive and Linguistic Development Chapter 3 Personal and Social Development Chapter 4 Group Differences Chapter 5 Individual Differences and Special Educational Needs Part II Learning and Motivation Chapter 6 Learning, Cognition, and Memory Chapter 7 Complex Cognitive Processes Chapter 8 Learning and Cognition in Context Chapter 9 Behaviorist Views of Learning Chapter 10 Social Cognitive Views of Learning Chapter 11 Motivation and Affect Part III Classroom Strategies Chapter 12 Instructional Strategies Chapter 13 Creating a Productive Learning Environment Chapter 14 Classroom Assessment Strategies Chapter 15 Summarizing Students’ Achievements and Abilities Appendices  Appendix A: Describing Associations with Correlation Coefficients A-1 Appendix B: Determining Reliability and Predictive Validity B-1 Appendix C: Matching Book and MyEducationLab Content to the Praxis® Principles of Learning and Teaching Tests C-1

This title is a Pearson Global Edition. The Editorial team at Pearson has worked closely with educators around the world to include content which is especially relevant to students outside the United States. Focuses on core concepts and principles. Rather than superficially explore every aspect of educational psychology, this book zeroes in on fundamental concepts and principles that have broad applicability to classroom practice. Core principles are clearly identified in sections labeled “Basic Principles” or “Basic Assumptions” and then often summarized in Principles/Assumptions tables. Each table includes educational implications and concrete examples.Helps learners see and understand their own learning. A central goal of this book has always been to help readers discover more about themselves as thinkers and learners. To do this, Experiencing Firsthand exercises are included throughout the book. All of these exercises are designed to help readers observe principles of educational psychology in themselves. See the following pages for some examples.Helps learners see and understand children’s and adolescents’ learning and behavior. Each chapter begins with a Case Study that situates chapter content in a real-life scenario. The text also makes frequent use of videos examples and of real artifacts from children’s journals and school assignments to illustrate concepts and principles in action.Uniquely focuses on children’s development in every chapter. For example, most chapters include one or more Developmental Trends tables that summarize age-typical characteristics at four grade levels (K-2, 3-5, 6-8, and 9-12). These tables also present concrete examples of characteristics and offer developmentally appropriate classroom strategies for each developmental level.Always applies core concepts to classroom practice. Throughout this text, psychological concepts and principles are consistently applied to classroom practice. The authors also provide Into the Classroom and Creating a Productive Classroom Environment boxes that suggest and illustrate strategies related to particular areas of concern for teachers. Suggested teaching and learning strategies are also embedded throughout the text, in tables, and in the margins with apple icons.Helps pre-service teachers prepare for licensure tests. All chapters end with Practice for Your Licensure Exam exercises. These exercises provide students with opportunities use the content they’ve learned in a particular chapter to answer multiple-choice and constructed response questions similar to those that appear on teacher licensure tests. Key content changes include: Expanded coverage of diversity throughout the text, including a new discussion of distinctions between ethnic and racial groups, expanded discussions of students who speak languages other than English at home, new coverage of the increasing expectations for students to use technology at home and the challenges such expectations impose on children in low-income families, an expanded discussion of possible strategies for assisting homeless students, and expanded coverage of culturally-relevant practice in teaching math. See Chapters 4 and 8 for examples, but there are others throughout the book.Expanded discussions of technology, its use as a learning tool and its impact on the lives of children and adolescents. For some of the new coverage see the new section “Metacognitive Strategies in the Digital Age” in Chapter 7 and, in Chapter 12, the new discussion of My Science Tutor as an example of an instructional website

Key content changes include: Expanded coverage of diversity throughout the text, including a new discussion of distinctions between ethnic and racial groups, expanded discussions of students who speak languages other than English at home, new coverage of the increasing expectations for students to use technology at home and the challenges such expectations impose on children in low-income families, an expanded discussion of possible strategies for assisting homeless students, and expanded coverage of culturally-relevant practice in teaching math. See Chapters 4 and 8 for examples, but there are others throughout the book.Expanded discussions of technology, its use as a learning tool and its impact on the lives of children and adolescents. For some of the new coverage see the new section “Metacognitive Strategies in the Digital Age” in Chapter 7 and, in Chapter 12, the new discussion of My Science Tutor as an example of an instructional website in which learners interact with a virtual tutor via spoken language.More in depth discussions of standards including the Common Core, Next Generation Science Standards, and content area learning standards in general in chapters devoted to instruction (Chapter 12) and classroom assessment (Chapter 14).Expanded discussion of Bronfenbrenner’s bioecological systems theory. See Chapters 2 and 8.New coverage of mindsets in Chapter 11.Expanded coverage of backward design in Chapters 12 and 14. Significant revision of the Social Cognitive Views of Learning chapter--Chapter 10, including an expanded discussion of teacher efficacy and the addition of coverage of proximal goals, with discussion of the benefits of setting proximal goals, within the contexts of self-efficacy and self-regulation.