Educational Psychology: Reflection for Action, 2nd Edition
By Angela M. O’Donnell, Johnmarshall Reeve, Jeffrey K. Smith
Educational Psychology helps pre-service teachers understand their future students better, and helps them understand all aspects of the teaching-learning situation. The pursuit of these two purposes leads to the ultimate goal of this course – namely, to help pre-service teachers become increasingly able to promote student learning, development, and potential when it becomes their turn to step into the classroom and take full-time responsibility for their own classes.
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Read, Study, and Practice
Students learn course concepts using the complete online eTextbook, flashcards, crossword puzzles, practice questions, videos, and animations. Organized by learning objective, students can filter for relevant learning resources based on what they need to study most and print any section of the eTextbook.
Assignments
Students who fully engage in WileyPLUS assignments do better in the course by more than a letter grade. Auto-graded assignments give students immediate feedback based on flexible assignment settings determined by the instructor, while the notification center allows students to set their own email notification policies to stay on track.
Instructors can select from extensive and reliable question banks to create and deploy reading, practice, homework, pre-post lectures, and assessment assignments. This course includes essay, label drag-and-drop, multiple choice, text entry, and true-/false question types.
ORION Adaptive Practice (when available)
Every student has a different starting point, and adaptive practice provides endless opportunities for practice to effectively prepare for class or quizzes and exams. Active retrieval of information with practice questions is proven to improve retention of information better than re-reading or reviewing the material, and students who use adaptive practice to prepare for exams do significantly better than those who do not. Students begin with a quick, chapter-level diagnostic to determine their initial level of understanding, and they can use the dashboard and quick reports to see what topics they know and don’t know.
Gradebook
Students know where they stand on WileyPLUS assignments, and they can track progress by learning objective.
Instructors have insights into student performance at the granular question attempt and can track trends by individual student, assignment, or learning objective. Flexible policies allow instructors to change points, set assignment weighing policies, extend individual due dates, or drop the lowest grade.
Angela M. O’Donnell research explores the significance of peers in the learning process. She says that most people really learn what they want to know from asking other people. The ability to recognize and effectively use peers is especially important to those who feel they have few resources..
Chapter 1. Introducing Educational Psychology and Reflective Teaching
Chapter 2. Teachers and Teaching
Chapter 3. Cognitive Development
Chapter 4. Social Development
Chapter 5. Behavioral Learning Theory
Chapter 6. Managing Learning in Classrooms
Chapter 7. Cognitive Learning Theory
Chapter 8. Social Learning Theory, Complex Cognition, and Social Constructivism
Chapter 9. Learning from Peers
Chapter 10. Motivation and Engagement
Chapter 11. Motivation to Learn
Chapter 12. Individual Differences and Special Needs
Chapter 13. Issues in Diversity
Chapter 14. Assessment for Learning
Chapter 15. Standardized and Standards-Based Assessments
A. Looking at the Praxis II™ Principles of Learning and Teaching Assessment and the INTASC Principles
Glossary
References
Name Index