Educational Psychology : An Integrated Approach to Classroom Decisions

McClure, John, Fetsco, Thomas

ISBN 10: 0321080882 / ISBN 13: 9780321080882

Editore: Pearson Education, Limited, 2004

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Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

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Dati bibliografici

• Titolo: Educational Psychology : An Integrated Approach to Classroom Decisions
• Editore: Pearson Education, Limited
• Data di pubblicazione: 2004
• Lingua: Inglese
• ISBN 10: 0321080882
• ISBN 13: 9780321080882
• Rilegatura: Brossura
• Condizione: Good
• Peso: 2,381 libbre

Descrizione articolo

Riassunto

The first truly interactive and integrated Educational Psychology book!

Educational Psychology: An Integrated Approach to Classroom Decisions is conceived and designed with the idea that learning is the core focus of Educational Psychology and that it can be fostered through active engagement with theory and applications. Written with the express purpose of developing a meaningful understanding of the role of educational psychology theory in classroom teaching, Fetsco and McClure provide clear connections between theories of learning and motivation and a variety of important classroom decisions. Coverage of learning theories is addressed at the beginning of the text and built upon throughout. Through the use of a carefully designed pedagogical system, the authors involve readers in the analysis and decision-making teachers undergo on a day-to-day basis. The result is a book described by reviewers as “practical and relevant to classroom teaching” and one that reflects how reviewers structure their own classes “in an attempt to translate theory into practice.”

Dalla quarta di copertina

“I applaud the vision the authors had in synthesizing this information in a way that makes the reader more confident in their application of these theories and principles to their own classrooms. The authors have wonderfully succeeded in their attempt to integrate this material, in a manner quite different from other texts I've read or reviewed.”

Jim Persinger, Emporia State University

“Any textbook that overemphasizes theory, neglects the real-world; any textbook that overemphasizes practice, neglects the underlying foundation of theory. This book strikes a careful balance between theory and practice by explicitly linking the two.”

Gregory Cutler, Bay de Noc Community College

“By far, this is the best educational psychology text I have read because it integrates and applies major learning theories to many of the daily issues future teachers will face.”

Krista Robertson, Rhode Island College

“I see this textbook as well written, informative, clearly and logically organized, and a very useful component for a course in Educational Psychology. I like it!”

Raymond E. Webster, East Carolina University

“The authors have done an excellent job in producing an easy-to-follow format and style.”

Paula Holmes Miller, Crichton College

“The authors' writing style and presentation level are clear and easy to read, along with tables, figures, concept maps, and other visual aids.”

Yuliang Liu, Ph.D, Southern Illinois University

“The text is well written and some very difficult topics such as Attribution Theory and Constructivism (to name just two) are easy to understand, when compared to similar books. I think this is some of the clearest writing I have read in a long time.”

Michael P. Verdi, California State University San Bernadino

“I really enjoyed reading this text, and I found its comprehensive nature to be a strength.”

Linda W. Morse, Mississippi State University

“The authors' writing style is clear, simple, and direct. It speaks directly to the reader . . . the examples are concrete and related to education.”

John Isch, Martin Luther College