Read this book. PDF .. "Educational Psychology” by Seifert and Sutton covers a wide variety of topics providing examples from everyday classroom situations. This book is licensed under a Creative Commons Attribution License Kelvin Seifert is professor of educational psychology at the University of Manitoba. However, for the purposes of this book, educational psychology is de- educational psychologists' interest in classroom learning has increased dramatically. A.
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ments, including the objects, artifacts, tools, books, and the communities of which come of research in educational psychology is the development of theories. PDF | This book 'Educational Psychology' aims at developing the understanding of basic concepts and principles of human development. Wiley also publishes its books in a variety of electronic formats. Some content Educational psychology / edited by William M. Reynolds, Gloria E. Miller — v. 8.
As another example, researchers have recently debunked the learning styles framework. I think it is worth talking about "learning styles" but offer different perspectives related to this way of reading and naming students. I am not suggesting that authors shape their texts in response to every educational fad that emerges, but I think authors should try to capture as best they could the critical nuances with the ideas they present to teachers.
One of the major shortcomings of this book is the contemporary relevance but I rated this high because the structure of the book lends itself well to integrating new content. The book is consistent. And although consistency is generally a positive quality of a book, I would like to see competing and contradictory text. For example, developmental frameworks can be useful for teaching but they can also be implicated in a number of problematic student evaluations and educational interventions.
It is useful and valuable to capture the inconsistencies with thinking about learning, development, and teaching. With that said, the authors are consistent within their frame of reference.
They present educational psychology ideas that are intended to improve teaching and learning. The authors do a fine job at partitioning the text and labeling sections with appropriate headings. Although topics and concepts across chapters are related, each chapter can stand on its own and does not have to be assigned in chronological order.
The text is not overly self-referential. In fact, I argue that it lacks self-reference. There are many ideas that need to be considered together and hyperlinks can help students make those connections. For example, the chapter on complex thinking should be considered in the context of development. I would like to see links between chapters.
This book conforms to the general organization of educational psychology texts. Early in the book the authors introduce readers to theories of learning and then move into development. Following are two chapters on learner differences. One is related to cognitive differences such as learning styles and intelligence.
The other is related to special learning needs. The middle chapters center on big topic, including classroom management, motivation, and complex thinking. Like many other books, the last chapters are dedicated to application by focusing explicitly on pedagogy and assessment. Although chapters are dedicated to pedagogy toward the end of the book, the authors integrate suggestions throughout for applying ideas to the classroom.
The organization and flow makes sense. I might consider, however, having the "complex thinking" chapter follow learning and development. The book is organized and written in such a way to support assignment chapters out of the listed order. I think that is more important than having the book chapters conform to how I might organize topic.
Instructors will likely have different ideas about topic organization and this book allows for that possibility. The images, charts, and tables are clear. There was nothing that distracted me as a reader. I did experience any problems with navigation. One very minor interface issue was that the tables were a little drab.
Reviewing the tables felt like I was reviewing a quickly constructed table on a Word file. Perhaps shading title boxes or different rows or columns, for example, might make for targeted attention and aesthetic pleasure. I do not believe the authors say anything explicitly offensive or insensitive. There are some examples and discussion of cultural groups and variation.
Some educational psychology textbooks have a chapter dedicated to cultural differences in learning and development. This book does not have such a chapter, but rather has evidence of cultural relevance sprinkled modestly throughout.
The issue of culture has not quite been handled well in general within educational psychology texts. This limitation is characteristic of the field in general and not specific to the text. I would like to see some hyperlinks in the text. There are many ideas that are related to each other but are in different chapters. If hyperlinks are not possible to refer students to other chapters, perhaps not just refer students to outside sources at the end of the chapter, but also point them to different chapters within the book.
This textbook is a solid educational psychology book. Aside from missing discussion of some contemporary ideas, concepts, and critical perspectives, the authors provide a good overview of the field. I recommend using this book for a course but supplementing some of the material. I suggest certainly bringing in readings on grit, growth mindset, self-regulated learning, and embodied cognition.
I also suggest bringing in text about critical educational psychology, which can support the reflections on the ways ideology, history, culture, and politics operate in and through educational psychology. This book provides an overall comprehensive look at educational psychology, but I think it could be updated.
If I use this text, I would supplement this text with current sources on: The stories seem a little simplistic, but they do provide a welcoming beginning to each chapter. Some of the openers such as journals kept by author Kelvin Seifert would not relate well to U. This could be related to students as they imagine their future teaching role, and the contribution they will make to kids, and to greater society. In the U. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start.
Great teaching is about so much more than education; it is a daily fight for social justice. The authors comment that this is for cost reduction purposes, however, since the text is offered digitally it could add a needed dimension to the text. Chapters 1, 2 and 3 The first chapter would be a good place to lay the ground work for education as a vehicle for social justice.
I actually thought the first chapter was a little short. There was good coverage of the learning process, although I would add information about learning and the brain. The Student development chapter was appropriate for a course on educational psychology, but may present too much information for more introductory courses.
They do cover this, but the writing is less clear for me in this section. Same on Maslow- I would have liked a simpler hierarchy of needs chart. Chapters 4, 5 and 6 The student diversity section was not comprehensive. The content on learning styles, and multiple intelligences was fine.
There was some information on Talented and Gifted, but it was not linked to learning disabilities. I would have folded in Chapter 5 into Chapter 4, instead of making it a separate chapter on Students with Special Educational Needs.
The separate chapter on Students with Special Educational Needs offered pretty good detail for an overview class. The ADHD section was good. I would recommend more content on dyslexia. The segment addressing behavioral issues could be linked to societal and SES issues. I appreciated the inclusion of hearing loss and vision impairment, because I have not seen that in many texts.
I would have introduced the concept of differentiated learning in this section, and then revisited it in the later section. The Gender roles section of chapter 4 is incomplete and dated, more information is needed on different sexual orientations. I would have liked to see deeper content related to the bilingual and second language learners. The initial chapter mentions language diversity, but too briefly. There is no mention of the need of greater diversity in the teaching force itself.
Authors could use research from Linda Darling-Hammond to write about this topic. In Chapter 4, the Student Diversity section. I would have liked discussion of why language learners need models …..
The part on cultural identity development was good. This could be addressed by adding journal articles on this topic into supplementary coursework. Content related to low SES and the role poverty plays in the psychological profile of students is missing. The Student Motivation chapter would be appealing to students.
I think this could be inserted into any time frame of the class. I would have liked to see more about making learning relevant and placed in the real world context in this chapter. Chapter 7 and 8 I would re-title this section, to use words such a Creating a Positive and Productive Learning Environment, and fold in the student motivation section and the classroom communication section.
This chapter could be shorter, and written in a way that made inquiry with the reader to make it more relevant. That would leave more room to fold in the other chapters. The segment on focusing on future solutions rather than past mistakes is excellent. I would have liked to see the use of the word pedagogy in this section. That would leave more room for additional information about communication and conflict and also cross cultural communication, which are areas where students need help.
I would also shorten the section on classroom communication, and build in more inquiry for student readers in this section. Chapter 9, 10, 11 and 12 Facilitation Complex Thinking and Planning instruction and Assessment could be combined. I would like to see the concepts of diagnostic, formative and summative assessment included, and then linked to current examples.
I am glad you included Marzano.
I would revisit the concept of differentiated instruction with the information presented on response to intervention. I would move the multicultural education and anti-bias education section out of this chapter, and in to the earlier section on student diversity. Information on alternative approaches to learning, like online learning and service learning is good. The assessment section was thoughtfully written, and would challenge students to consider how they are making assessment decisions.
Getting students to consider the validity and reliability of assessment is critical, and revisiting the concept of bias as related to assessment is important. I would reduce the content related to teacher made assessments, and perhaps have the students evaluate existing assessments.
Overall, information was accurate. Some sections that are dated presented slightly inaccurate information. For example, the authors give data about the Hispanic population in the U. The U. The licensing chapter is also dated and therefore inaccurate.
The authors bring a unique perspective to educational psychology because they are from outside the U. I appreciate their candor in acknowledging that most major textbooks in this area cover similar content, but are quite expensive when printed and published via conventional manner.
However, there are some content issues that jeopardize the relevance and longevity of the book. I would like to see the concept of educational neuroscience addressed in the early sections on cognitive development. The Student Development Chapter 3 would need to be re-worked for greater relevance for U. I would have liked to see development issues tied to social factors.
The authors did some of this when they discussed health issues, but for the most part social links are missing. To improve relevance, I would like to see information on how poverty affects the brain and learning. I would also like to see a section devoted to the importance of having a diverse teaching workforce.
The section on technology use in schools is quite dated and unrealistic. Discussion of single-computer classrooms is outdated. Although they must exist, I have never observed such a classroom in at least 10 years. There needs to be more emphasis on using technology in a myriad of ways, from harnessing the power of smart phones, tablets, and internet resource gathering was not fully covered.
Chapter 10 references online learning, but it could have been made more relevant by explaining this book as an example.
The final section on licensing requirements was outdated. Perhaps because licensing is done on a state-by-state basis, this section should encourage instructors to use their own state resources in this area. The citations seem dated, not much past The publication date is Relevant current publications and issues should be brought in.
Due to the consistent writing style and predictable format, the book was clear and easy to follow. Additional charts or graphs could reinforce points made in the book, and thus might improve clarity for visual learners.
Chapter summaries clearly reinforce main points for students to grasp. Lists of key points and terminology also added clarity, such as the listing at the end of Chapter 3. Overall consistency was good. Writing style was straightforward and standardized throughout the text, which made reading easier. The links to additional articles were consistently presented, and therefore would be easy to reference.
The text is designed in a modular framework, and authors note that chapters can be taught in any order. Some of the repetition crosses over modules, which helps with clarity. The text flowed in a logical manner, and as a reader I would recommend teaching from it from the structure already presented.
In terms of organization, I would move the Action Research table to a different section, not right up front. The first three chapters fit together nicely as a unit. In this early section, I would also like to see more on changes in the brain that occur from learning new information.
Chapters 4 and 5 meshed well. As I already noted, I suggest linking the learning section with the motivation section. I would organize the material in Chapter 6 to fold into the later Chapters 7 or 8. The final chapters regarding instructional planning, assessment and facilitation of complex thinking could be reorganized.
Each chapter finished with a summary, which could help students organize their thinking. I would change the layout of the summary into bullet points, to make it more readable. Key vocabulary was also highlighted, so that students could focus on the language specifics of the education field.
The online resources, with examples of assignments, are beneficial. Simple assignments, such as creating a chart summarizing human development, would be easy for students to follow and reinforce their reading. There was a large array of resources and articles, which would allow instructors to supplement and make the chapters more relevant.
I would like to see more reflection pieces, like journals on certain topics. The autobiography assignments were too vague. I would also like to see some video pieces attached as additional resources. In the communication section towards the end of the book, it would have been great to observe examples of communication styles in the classroom, or include interviews with teachers. Video clips demonstrating children in varying stages of development would also be useful. But these additional elements would provide variety to the course.
Greater relevance could be achieved by updating resources used and broadening topics to include current issues in the United States. Some opening stories did not mesh well with current student experience. For example, the Chapter 4 opening story would not be relate-able to the students in my class.
As noted earlier, more emphasis on the importance of a bicultural and bilingual teaching workforce was not mentioned, and this perspective is critical. Ramalingam Panch. Book Review Ramalingam, Panch. Ltd, P.
This is a welcome addition to the recent venture of publishing indigenous textbooks by different publishing houses. Keeping in mind the cultural specifications in the area of human psychological responses, indigenous textbooks like this one are truly a timely addition.
The present edition is characterized by the incorporation of the Indian context, along with up to date western information. The book is suitable for undergraduate and postgraduate students, and is in with the syllabi of different Universities.
The book is divided into 21 chapters arranged in a coherent order. Indeed, it gives a perspective to Educational Psychology by placing it within the discipline of Psychology as such. The first chapter illustrates the nature and history of Psychology in general, with special notes on Indian Psychology.
The meaning, nature, scope and methods of Educational Psychology are presented in Chapter 2. A special feature of this chapter is that it contains information on the integral education, and Indian models of education. These two introductory chapters are followed by other chapters illustrating the biological and psychological elements of human growth and development, and individual differences.
This serves as a solid basis of the chapters to follow: Subsequently, the applied aspects of Educational Psychology are taken up: School Psychology has been given significance by devoting an entire chapter on it, and this chapter brilliantly combines western and Indian contexts.
The book attains a special relevance for Postgraduate and research students by incorporating chapters on research proposal writing, publication guidelines, funding related information and statistics.
The book would be useful for students of Psychology and Education at all levels, as well as for people from othe r disc ipli nes interested in Psychology and Educational Psychology.
One must also commend its lucid language and the student-friendly approach as the exercises and review questions have been carefully arranged at the end of every chapter. I am highly appreciative of its palpable concern with the Indian heritage, representing a new trend in writing textbooks.
On the critical side, my slight discomfort also pertains to the presentation of this Indian context. Given that meticulous empirical research with the Indian models of mind and education in particular may be missing, the book had the scope for pointing out research suggestions incorporating the rich Indian heritage; but it has stopped at simply delineating the models without elaborating their significance in research or without suggesting how to integrate these perspectives with the Western ones.