Study Guide for Educational Psychology (with MyLabSchool) [Paperback]

Anita E. Woolfolk (Author), Beth Popiel (Author)

Book Description

ISBN-10: 0205498523 | ISBN-13: 978-0205498529 | Publication Date: June 24, 2006 | Edition: 10th

This text in educational psychology is based on real-life teaching experiences. It features an extensive pedagogy which includes guidelines and point/counterpoint.

--This text refers to an out of print or unavailable edition of this title.

Editorial Reviews

From the Back Cover

Key Benefit: This market leader continues to offer the best blend of current theory, research, and practice in a highly up-to-date new edition. Key Topics: This clear, well-organized book has been revised to reflect the growing interest in constructivism and student-centered learning. It includes over 150 new references. The author explains concepts and theories with examples and analogies, then explores the implications for practice. Market: Designed for novice educational psychologists or those interested in exploring this side of the field. --This text refers to an out of print or unavailable edition of this title.

Product Details

• Paperback: 240 pages
• Publisher: Prentice Hall; 10th edition (June 24, 2006)
• Language: English
• ISBN-10: 0205498523
• ISBN-13: 978-0205498529
• Product Dimensions: 10.7 x 8.4 x 0.2 inches
• Shipping Weight: 1 pounds
• Average Customer Review: 3.7 out of 5 stars  See all reviews (14 customer reviews)
• Amazon Best Sellers Rank: #1,017,136 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

21 of 23 people found the following review helpful:

5.0 out of 5 stars Solid fundamentals for Educational Psychology, December 5, 1999

By 

S. Blackburn "William H. Blackburn" (St. Louis, Missouri) - See all my reviews
(REAL NAME)   

This review is from: Educational Psychology (Paperback)

I am director of secondary school student teachers at Lindenwood University in St. Charles, Missouri. I teach courses in Educational Psychology, Teaching and Classroom Management, and Middle School Philosophy. While I use this text in my Educational Psychology class, it has been very helpful in providing information about student development in all of my courses. The book contains a CD-rom with practice tests and useful handouts. I highly recommend it.

19 of 22 people found the following review helpful:

4.0 out of 5 stars Great help for soon-to-be educators!, January 16, 1999

By A Customer

This review is from: Educational Psychology (Paperback)

This was the textbook for my Educational Psychology class, as I am a college student studying to become a teacher. The book was extremely helpful in understanding the mind of the child and its implications in education. Not only does it describe the psychological background, but it includes a section in every chapter of nothing but specific tips on how to apply those principles in the classroom; this section was extremely helpful for me when it came time to do hands-on work in the classroom. Other great sections include essays written by real teachers to solve potential classroom problems, and "point/counterpoint", which examines two contrasting perspectives on some important issue in educational psychology. This textbook covers the topics of human development, individual variations in learning, different theories of learning (behavioral, cognitive, etc.), motivation, effective teaching strategies and environments, and assessing student learning. A very comprehensive book--I constantly refer to it even now when I have issues in the classroom on which I'd like to brush up my knowledge.

8 of 10 people found the following review helpful:

2.0 out of 5 stars Not bad for some, but bias is evident, September 23, 2003

By 

Mark J. Van Ryzin "bigdumbyank" (Minneapolis, MN United States) - See all my reviews
(REAL NAME)   

This review is from: Educational Psychology (with Interactive Companion CD-ROM & Becoming a Professional Website Access Card) (8th Edition) (Paperback)

Not a bad overview of educational psychology, with plenty of resources for existing teachers to use in their instruction. As such, the title of this book would more properly be "Educational Psychology for Teachers". For psychologists and educational psychologists, it is rather inadequate, missing many of the new ideas in educational psychology that have not yet reached the "mainstream" of teaching, where Woolfolk resides. Most distressingly, her adherence to traditional ideas in education is annoyingly pervasive and interferes with the reader's process of inquiry and the formation of their own conclusions. As an educator herself, Woolfolk should know better that this.