For introductory courses in educational psychology.   Anita Wookfolk’s best-selling Educational Psychology has been reformatted--its chapters “chunked” into clusters and modules according to the principle of Distributed Learning--to give instructors greater course flexibility and to help students master the material even more easily.  It provides state of the art information, delivered in multiple media and modalities, for students with a variety of learning styles.   Derived from Anita Woolfolk's market-leading Educational Psychology, Eleventh Edition, the most thorough, accessible, and authoritative text on the market, the Active Learning Edition breaks the material into manageable “modules.” To provide customers with an alternative version to the longer chapters of the standard 11th Edition, that version's 15 chapters now appear as 40 brief modules, which are easy to cover in shorter academic terms and will make learning easier for students. In addition to presenting comprehensive, expert coverage of all topics teachers need to understand about how students learn and all the classroom applications for which the author is justly renowned, the modules are grouped into clusters that allow for deeper context and background for each topic. Further, each module is a self-contained learning unit, with learning objectives and both in-text and online review activities that provide immediate reinforcement of key concepts and build students' confidence in their grasp of the material. And adding to its interactivity are 14 end-of-cluster “Active Learning Connections” features filled with activities that direct students to new and emerging technologies that connect them with one another and other Educational Psychology students through wikis, blogs, and many other useful technology resources and Web sites.

Table of Contents:
Preface   Cluster 1 Learning, Teaching, and Educational Psychology   Module 1. Learning and Teaching      Module 2. Research and Theory in Educational Psychology        Reflecting on Cluster 1: Learning, Teaching, and Educational Psychology              Cluster 2 Cognitive Development and Language   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     Reflecting on Cluster 2   Family and Community Partnerships: Supporting Language and Promoting Literacy      Guidelines             Teaching the Preoperational Child               Teaching the Concrete-Operational Child                Helping Students to Use Formal Operations                                    Applying Vygotsky’s Ideas in Teaching         Cluster 3 The Self, Social, and Moral Development              Module 7. Bronfenbrenner: The Social Context for Development     Module 8. The Self   Module 9. Understanding Others and Moral Development   Reflecting on Cluster 3   Family and Community Partnerships: Connecting with Families    Guidelines              Cluster 4 Learner Differences and Learning Needs        Module 10. Intelligence and Thinking Styles   Module 11. Inclusion: Teaching Every Child    Module 12. Students Who Are Gifted and Talented   Reflecting on Cluster 4   Family and Community Partnerships: Productive Conferences                  Guidelines             Interpreting IQ Scores                      Disciplining Students with Emotional Problems                   Teaching Students with Intellectual Disabilities        Cluster 5 Culture and Diversity   Module 13. Social and Economic Diversity   Module 14. Ethnicity, Race, and Language   Module 15. Multicultural Education: Creating Culturally Compatible Classrooms    Reflecting on Cluster 5   Family and Community Partnerships: Building Learning Communities     Guidelines       Avoiding Gender Bias in Teaching               Culturally Relevant Teaching         Cluster 6 Behavioral Views of Learning      Module 16. Behavioral Explanations of Learning       Module 17. Applications of Behavioral Learning     Module 18. Challenges and Problems in Behavioral Learning   Reflecting on Cluster 6   Family and Community Partnerships: Student Self-Management  Guidelines             Applying Classical Conditioning                               Using Praise Appropriately                           Encouraging Positive Behaviors                   Using Punishment          Cluster 7 Cognitive Views of Learning                 Module 19. Basics of the Cognitive Perspective   Module 20. Long Term Memory   Reflecting on Cluster 7   Family and Community Partnerships: Organizing Learning                        Guidelines             Gaining and Maintaining Attention              Helping Students Understand and Remember           Cluster 8 Complex Cognitive Processes                 Module 21. Metacognitive and Learning Strategies   Module 22. Problem Solving and Creativity   Module 23. Critical Thinking and Transfer   Reflecting on Cluster 8   Family and Community Partnerships: Promoting Transfer Guidelines             Becoming an Expert Student                         Problem Solving                     Encouraging Creativity            Cluster 9 The Learning Sciences, Constructivism, and Constructivist Teaching                     Module 24. The Learning Sciences and Constructivism       Module 25. Constructivist Perspectives in the Classroom   Module 26. Learning Beyond the Classroom   Reflecting on Cluster 9   Family and Community Partnerships: Communicating about Innovations Guidelines             Using Cooperative Learning             Using Service Learning                     Using Computers                   Supporting the Development of Media Literacy   Cluster 10 Social Cognitive Views of Learning and Motivation   Module 27. Social Cognitive Theory and Applications   Module 28. Self-Regulated Learning and Teaching   Reflecting on Cluster 10   Family and Community Partnerships: Supporting Self-Regulation at Home and in School Guidelines             Using Observational Learning             Encouraging Self-Efficacy              Encouraging Emotional Self-Regulation   Cluster 11 Motivation in Learning and Teaching   Module 29. Motivation Basics   Module 30. Needs, Goals, and Beliefs   Module 31.  Interests, Curiosity, and Emotions Overview   Module 32. Motivation to Learn in School: On TARGET   Reflecting on Cluster 11   Family and Community Partnerships: Motivation to Learn Guidelines             Supporting Self-Determination and Autonomy             Encouraging Self-Worth             Building on Students’ Interests and Curiosity Coping with Anxiety   Cluster 12 Creating Learning Environments   Module 33. Positive Learning Environments   Module 34. Encouraging Engagement and Preventing Problems   Reflecting on Cluster 12   Family and Community Partnerships: Classroom Management Guidelines             Establishing Class Routines              Designing Learning Spaces             Keeping Students Engaged             Imposing Penalties             Handling Potentially Explosive Situations   Cluster 13 Teaching Every Student   Module 35. Planning for Effective Teaching   Module 36. Teaching Approaches   Module 37. Differentiated Instruction   Reflecting on Cluster 13   Family and Community Partnerships: Homework Guidelines             Using Instructional Objectives             Advance Organizers and Expository Teaching             Teaching Effectively             Productive Group Discussions             Using Flexible Grouping             Avoiding the Negative Effects of Teacher Expectations   Cluster 14 Classroom Assessment, Grading, and Standardized Testing Teachers’ Casebook: What Would You Do?   Module 38. Basics of Assessment   Module 39. Classroom Assessment, Testing, and Grading   Module 40. Standardized Testing   Reflecting on Cluster 14   Family and Community Partnerships: Conferences and Explaining Test Results Guidelines Glossary References Name Index Subject Index