Download PDF Educational Psychology: Developing Learners with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package (9th
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Educational Psychology: Developing Learners with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package (9th
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T his package includes the loose-leaf version and MyEducationLab® with Enhanced Pearson eText.
Helps readers understand their own learning and apply the core concepts and principles of educational psychology to themselves as learners and in classrooms as teachers. Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. The text's unique approach helps students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. The text moves seamlessly between theory and applications, features the most extensive and integrated coverage of diversity, contexts of learning, and neuropsychology and brain development. It also includes innumerable concrete examples and artifacts to help readers connect educational psychology to real children and classrooms.
Personalize learning with MyEducationLab ®
MyEducationLab is an online homework, tutorial, and assessment program designed to work with the text to engage students and improve results. Within its structured environment, students see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and ensure they master key learning outcomes.
0134027264 / 9780134027265 Educational Psychology: Developing Learners with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package
Package consists of:
- 0134022432 / 9780134022437 Educational Psychology: Developing Learners, Loose-Leaf Version
- 0134442245 / 9780134442242 MyEducationLab with Pearson eText -- Access Card -- for Educational Psychology: Developing Learners
- Sales Rank: #175994 in Books
- Published on: 2016-01-16
- Original language: English
- Number of items: 1
- Dimensions: 10.70" h x 1.00" w x 8.40" l, .0 pounds
- Binding: Loose Leaf
- 744 pages
Review
From reviews of the text:
[W]hen I ask students if I should continue to use this textbook in the future, the answer always is a unanimous ‘yes.’ . . . The students find this book to be very engaging and relevant. . . . No textbook is perfect, but this one is the best I have used to date. . . . The problem [with my previous text] was most of my students did not read it. . . . I decided to go ahead with Ormrod . . ., because my colleagues used it. I discovered that my students love the book. Most say they read all of the assigned chapters. . . . [With my previous text] only 1 to 3 of [a class of] 35 or so students ever claimed to have read all of the assigned chapters. Most said they read ‘some of the assigned chapters.’”
–Darlene DeMarie, University of South Florida
“I changed [to this text] because [of the recommendation of] another professor who . . . uses Ormrod’s Educational Psychology and really likes it. She likes teaching the course with a greater emphasis on how theory and research looks in classroom application and instructional design. She shared her extra copy of Educational Psychology with me; I liked it and redesigned my course sections. I like the result from the changes; students are more engaged and course grades are higher. Students relate well to the text. . . . What I like about this text is that the [theory and research] is there, but in a supporting role. It supports all of the aspects directly related to the classroom domain, such as instruction, relationships, management, assessment, and motivation. It is presented in such an easy-to-understand style with abundant reader supports and scaffolds that students can and will engage with the text and the course.”
–Beverly K. McIntyre, University of North Carolina at Charlotte
From the Back Cover
From reviews of the text:
[W]hen I ask students if I should continue to use this textbook in the future, the answer always is a unanimous ‘yes.’ . . . The students find this book to be very engaging and relevant. . . . No textbook is perfect, but this one is the best I have used to date. . . . The problem [with my previous text] was most of my students did not read it. . . . I decided to go ahead with Ormrod . . ., because my colleagues used it. I discovered that my students love the book. Most say they read all of the assigned chapters. . . . [With my previous text] only 1 to 3 of [a class of] 35 or so students ever claimed to have read all of the assigned chapters. Most said they read ‘some of the assigned chapters.’”
–Darlene DeMarie, University of South Florida
“I changed [to this text] because [of the recommendation of] another professor who . . . uses Ormrod’s Educational Psychology and really likes it. She likes teaching the course with a greater emphasis on how theory and research looks in classroom application and instructional design. She shared her extra copy of Educational Psychology with me; I liked it and redesigned my course sections. I like the result from the changes; students are more engaged and course grades are higher. Students relate well to the text. . . . What I like about this text is that the [theory and research] is there, but in a supporting role. It supports all of the aspects directly related to the classroom domain, such as instruction, relationships, management, assessment, and motivation. It is presented in such an easy-to-understand style with abundant reader supports and scaffolds that students can and will engage with the text and the course.”
–Beverly K. McIntyre, University of North Carolina at Charlotte
About the Author
Jeanne Ellis Ormrod is the author of several widely used textbooks, including Educational Psychology: Developing Learners; Essentials of Educational Psychology; Human Learning; Child Development and Education (with Teresa McDevitt); and Practical Research (with Paul Leedy). After many years of teaching and conducting research at the University of Northern Colorado, she now lives in New Hampshire.
Eric M. Anderman is Professor of Educational Psychology and Chair of the Department of Educational Studies at The Ohio State University. His research focuses on academic motivation. He has co-authored and co-edited several books, including The International Guide to Student Achievement (with John Hattie); Classroom Motivation (with Lynley H. Anderman); and the third and current edition of The Handbook of Educational Psychology (with Lyn Corno).
Lynley H. Anderman is Professor of Educational Psychology at The Ohio State University. A former classroom teacher, she conducts research on student motivation and interpersonal relationships in classroom contexts. A fellow of Division 15 of the American Psychological Association and former journal editor, she has co-authored the textbook Classroom Motivation and co-edited Psychology of Classroom Learning: An Encyclopedia with Eric Anderman.
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