Clutster 1: Learning, Teaching, and Educational Psychology Module 1 - Learning and Teaching Module 2 - Research and Theory in Educational Psychology Part I Students Clutster 2: Cognitive Development Module 3 - Development: Some General Principles Module 4 - Piagetian and Information Processing Theories Module 5 - Vygotsky's Sociocultural Perspective Module 6 - Implications of Piaget's and Vygotsky's Theories for Teachers Cluster 3: The Self, Social, and Moral Development Module 7 - Physical Growth as a Context for Personal/Social Development Module 8 - The Social Context of Development Module 9 - The Self Module10 - Understanding Others and Moral Development Cluster 4: Learner Differences and Learning Needs Module 11 - Intelligence and Thinking Styles Module 12 - Inclusion: Teaching Every Student Module 13 - Students Who Are Gifted and Talented Cluster 5: Language Development, Language Diversity, and Immigrant Education Module 14 - Language Development and Emergent Literacy Module 15 - Language Development Module 16 - Students Who Are Immigrants and English Language Learners Cluster 6: Culture and Diversity Module 17 - Social and Economic Diversity Module 18 - Ethnicity, Race, and Gender Module 19 - Diversity and Teaching: Multicultural Education Part II Learning and Motivation Cluster 7: Behavioral Views of Learning Module 20 - Behavioral Explanations of Learning Module 21 - Possibilities and Cautions in Applying Behavioral Theories Cluster 8: Cognitive Views of Learning Module 22 - The Basics of the Cognitive Science Perspective Module 23 - Working Memory and Cognitive Load Module 24 - Long Term Memory Cluster 9: Complex Cognitive Processes Module 25 - Metacognition and Learning Strategies Module 26 - Problem Solving and Creativity Module 27 - Ciritcal Thinking, Argumentation, and Transfer Cluster 10: The Learning Sciences and Constructivism Module 28 - The Learning Sciences and Constructivism Module 29 - Constructivist Teaching and Learning Module 30 - Learning Outside the Classroom Cluster 11: Social Cognitive Views of Learning and Motivation Module 31 - Social Cognitive Theory and Applications Module 32 - Self-Regulated Learning and Teaching Cluster 12: Motivation in Learning and Teaching Module 33 - Motivation Basics Module 34 - Needs, Goals, and Beliefs Module 35 - Interests, Curiosity, and Emotions Module 36 - Motivation to Learn in School Part III Teaching and Assessing Cluster 13: Creating Learning Environments Module 37 - Positive Learning Environments Module 38 - Encouraging Engagement and Preventing Problems Cluster 14: Teaching Every Student Module 39 - Planning for Effective Teaching Module 40 - Teaching Approaches Module 41 - Differentiated Instruction and Adaptive Teaching Cluster 15: Classroom Assessment, Grading, and Standardized Testing Module 42 - Basics of Assessment Module 43 - Classroom Assessment, Testing, and Grading Module 44 - Standardized Testing

"I polled my students . . . and the vast majority actually liked the textbook (which is rare). They find it easy to read, interesting and engaging. . . . This textbook's major strengths are its cognitive perspective, its readability, and the fact that it puts into practice some of the information-processing strategies that it teaches as effective ways to process information, for example, by presenting information in easy to manage "chunks," by using repetition of themes, and by writing in an engaging manner using examples that are relevant and meaningful to future teachers." -Elizabeth Pemberton, University of Delaware "The breadth of this text is more comprehensive than many other Educational Psychology textbooks I have considered. As such, it is an invaluable source of information for future teachers, but also contains the information I deem to be valuable for my students in my course. The reading level is accessible to my students. I have rejected other texts due to the demanding reading level. I have rejected some other texts because they omitted information that I felt was absolutely essential. . . . So, all in all, I would have to say that this text, while not perfect, best meets my needs . . ., and with the flexibility the modular structure offers, I would suspect that it would meet the needs of just about any other instructor as well." -Kathleen Kleissler, Kutztown University "[T]he text is written in a . . . conversational style that invites students to actively explore complex questions about teaching and learning. It is well organized [and] supported with visual aids and various learning tools, such as guidelines, reflection activities, and cases presenting opposing viewpoints. Most importantly, the text is informed and well supported by contemporary scholarship in the field of educational psychology." -Alina Reznitskaya, Montclair State University