1. Introduction to Educational Psychology    2.   Learning, Cognition, and Memory 3.   Learning in Context    4.   Complex Cognitive Processes 5.   Cognitive Development   6.   Motivation and Affect    7.   Personal, Social, and Moral Development   8.   Instructional Strategies 9.   Assessment Strategies 10. Strategies for Creating an Effective Classroom Environment

By focusing squarely on the big ideas of educational psychology, Jeanne Ormrod has produced a 10-chapter book that can truly be covered and understood in a term. The book is structured around fundamental ideas in educational psychology that teachers must understand if they are to be effective educators. This structure can be easily seen in the book’s table of contents, where the reader will find core ideas as headings. You will see, for example, headings like “Cognitive processes influence what is learned” and “Learners create (rather than receive) knowledge” in Chapter 2.Each chapter now begins with three to six Mega-Ideas–overarching, unifying principles that subsume the chapter’s big ideas and can serve as advance organizers for readers.10 Chapters cover learning, development, motivation, management, instruction, and assessment.Theoretical Perspectives tables provide readers with focused information on the psychological theories and theorists who have had a significant influence on educational practice. Helps readers develop a concrete understanding of how educational psychology applies to themselves and to real children and classrooms. See for Yourself exercises help readers discover more about themselves as thinkers and learners and also help them come to a deeper and more personal understanding of educational psychology’s core ideas.Numerous margin questions encourage readers to reflect on what they’re reading. Their purpose is often to encourage readers to connect what they’re reading to their past experiences or to their current beliefs about a topic.Examples of work created by actual students and teachers. Throughout the book, classroom artifacts from teachers and students help readers connect concepts, principles, and strategies to students’ behavior and classroom practice.Video examples from elementary, middle, and secondary school classrooms. The book includes many video examples of elementary, middle, and secondary school classrooms in action, as well as one-on-one interviews with children and adolescents.Classroom Strategies boxes, examples, and bulleted strategies in the text narrative offer concrete suggestions for how teachers should apply particular concepts and principles. Integrates a discussion of developmental and cultural differences in every chapter. Cultural Considerations features describe the cultural differences students may have in specific areas, such as behavior, reasoning, and motivation. Topics in these boxes include cultural diversity in worldviews, epistemological beliefs, views and manifestations of intelligence, achieving a sense of self-worth, views about appropriate emotions, frequency of cognitive dissonance, and so on.Developmental Trends tables highlight developmental differences that teachers are apt to see in grades K-2, 3-5, 6-8, and 9-12. These tables also include concrete examples that illustrate one or more age-typical characteristics, educational implications, and suggested developmentally appropriate strategies.

Each chapter now begins with three to six Mega-Ideas–overarching, unifying principles that subsume the chapter’s Big Ideas and can serve as advance organizers for readers.Numerous margin questions encourage readers to reflect on what they’re reading. Their purpose is often to encourage readers to connect what they’re reading to their past experiences or current beliefs about a topicThe Developmental Trends tables in Chapters 2 through 10 now have a new “Example” column that illustrates one or more of the age-typical characteristics for each of four grade levels: K—2, 3—5, 6—8, and 9—12.New video examples have been added to the Book-Specific Resources in MyEducationLab, with references to them in the margins at appropriate places throughout the book. Added or enhanced discussions of many topics in every chapter, including: Chapter 1: Greater emphasis on the importance of evidence-based practice; expanded discussion of qualitative research; new section on “Developing as a Teacher”; discussion of action research.Chapter 2: Updated discussion of the brain, including glial cells (especially astrocytes) and recent findings regarding their probable role in thinking and learning.Chapter 3: Expanded discussion of accommodating cultural differences, including a discussion of culturally responsive teaching; new Classroom Strategies boxes on “Using Feedback to Improve Learning and Behavior” and “Addressing Students’ Stereotypes and Prejudices.”Chapter 4: Change from the term epistemological beliefs to epistemic beliefs, consistent with current writings in the field; importance of critical thinking when seeking information on Internet websites.Chapter 5: Ecological systems theory as an additional perspective in the Theoretical Perspectives table; discussion of the variability in width of individual children’s zones of proximal development (ZPDs); addition of Cattell’s fluid and crystallized intelligences and the Cattell—Horn—Carroll theory of cognitive abilities; introduction of intellectual disability as a preferred term for mental retardation (consistent with current practices in special education) and introduction of a third criterion for diagnosis (early appearance of developmental delays); new discussion of inquiry learning.Chapter 6: Expanded discussions of internalized motivation, cultural diversity in motivation, and interrelationships between motivation and emotions (e.g., via self-conscious emotions).Chapter 7: Expanded discussion of personality, including the Big Five personality traits and cultural differences in personality; expanded discussion of aggression and bullying (e.g., cyberbullying, effects of bullying on bystanders, whole-school antibullying programs).Chapter 8: New section on creating a class website; expanded discussions of technology in planning and instruction (e.g., the Internet as a possible source of lesson plans, teacher use of remote desktop features as a means of guiding and monitoring students’ computer use, expanded discussion of simulation software programs, discussion of cross-school technology-based collaborative activities).Chapter 9: Addition of class websites as a possible medium for communicating with parents.Chapter 10: Expanded discussion of portfolios (including a new Classroom Strategies box); accommodations for English language learners.Appendix: Addition of NCE scores to the discussion of standard scores.