PREFACE

Our Textbook’s ApproachWe have created stand-alone modules that are orga nized into clusters. Each module is about half the length of a typ-ical chapter, but provides more in-depth treatment of its topic than you would expect to fi nd in a traditional chap-ter. Our modular format also makes judicious use of text boxes, fi gures, and tables. We include features only if they support students’ learning and understanding. As you will see from examining the table of contents, our textbook includes all the major content areas traditionally covered in educational psychology courses. The modular approach allows us to:

■ include important and contemporary topics—such as emotional development, contexts of development, and the brain and development—that are often neglected in current texts; and

■ provide more focused and detailed discussions of top-ics found in many educational psychology texts. Topics such as intelligence, metacognition, and grouping prac-tices, often presented as brief sections of chapters, are given full treatment as entire modules in our text. We also provide extensive coverage of classroom manage-ment and disabilities, topics to which traditional text-books dedicate only a single chapter.

We hope that our clear, direct writing style and greater depth of coverage not only will provide students with a fi rmer grasp of the course content, but also will allow in-structors to spend more time leading students in discus-sions, debates, and applications of content and less time lecturing to supplement information in the text. But the modular approach is only part of our story. Three additional elements distinguish our textbook from the others:

1. Case studies for four developmental levels, 2. A developmental approach to presenting content for

learning, 3. Integration of diversity issues within the text whenever

they are relevant.

Our PhilosophyAs instructors of educational psychol-ogy, we strive to show our students that the concepts, principles, theories, and research we cover are not discrete bits of information they need to mem-orize to get a passing grade in a course or to pass a teaching licensure exam. Instead, we try to bring the informa-tion to life—to make it real and rele-vant to them—by presenting essential knowledge and skills that will enhance their professional development as ef-fective teachers. We came together to write this book because, as instructors, we struggled against the survey approach, the wide breadth of presentation in most edu-cational psychology texts that leads students to develop a superfi cial un-derstanding of numerous topics rather than deep, meaningful learning. We wanted a direct, more straightforward approach that links science to prac-tice, encourages active learning with case studies, and enables prospective teachers to master critical areas. In short, we wanted a book that better promotes the development of teacher expertise. In a sense, we’ve written not a textbook but a handbook for students (and beginning teachers). Our goal is to present the most recent perspectives and interpretations of the research literature on critical top-ics affecting teachers in today’s class-rooms so that our readers can learn to make informed decisions as teachers.

PREFACEPREFACE

In each of our classes, students spend time working through case studies that present real-world con-texts, allowing students to apply the concepts they are learning. Case studies can be a very effective tool to give preservice teachers experience with structured problem solving and refl ection on best practices. Ex-perience in an actual classroom is one of the best ways to practice and demonstrate teaching skills. In some teacher education programs that do not provide access to fi eld experience or that offer a very limited amount of time in K–12 classrooms, case studies make it possi-ble to apply research and theory to specifi c classroom situations in a focused, systematic way. In this book, we have developed detailed case stud-ies based on real classroom situations. Each cluster of modules begins with four case studies: early childhood, elementary school, middle school, and high school. The case studies at the beginning of a cluster are rel-evant to all the modules within that cluster. The end of each case study contains ASSESS questions, which prompt students to assess their existing knowledge about the upcoming topics in the modules. Students apply their prior knowledge to make initial interpreta-tions about or reactions to the case study. At the end of each module, REFLECT AND EVALUATE questions for each case study encourage students to check their comprehension of important concepts, apply what they learned to the case study, and think critically about the research presented in the modules. We also use REFLECT AND EVALU-ATE questions to challenge stu-dents to think beyond the case and analyze potential problems or solu-tions if the characters or situations were to change. This helps students see that there is not always a single correct answer and that theories and research are to be used as tools for making decisions rather than recipes to be followed. Together, the ASSESS and REFLECT AND EVALUATE questions provide students with an opportunity to identify assumptions, preconceptions,

and personal beliefs and to reevaluate their knowl-edge and assumptions after reading the research in the module and interpreting the cases. Offering case studies that represent all educational levels from pre-K through grade 12 allows for great fl ex-ibility in instruction. In educational psychology courses comprised of students from a variety of certifi cation areas, instructors might choose to assign only those case studies corresponding to students’ chosen cer-tifi cation area. This approach enables students to meaningfully apply the concepts they are learning to the grade levels they intend to teach. Alternatively, in-structors may wish to assign all case studies in order to emphasize developmental differences that affect teacher-student interactions, instructional approaches, behavioral and motivational techniques, and assess-ment. In educational psychology courses at universi-ties that offer separate sections for different types of certifi cation, all students in a course section might read only the cases that pertain to their certifi cation level. By reading the modules and interacting with the cases, students will see the importance of using scien-tifi c information to inform their instructional decision making.

Case Studies

Prepare:As you read the case, make

notes:

1. WHO are the central

characters in the case?

Describe them.

2. WHAT is taking place?

3. WHERE is the case taking

place? Is the environment

a factor?

4. WHEN is the case taking

place? Is the timing a

factor?

%

EARLY CH

ILDH

OO

D

MIDDLE SCH

OO

LH

IGH SCH

OO

L

ELEMEN

TARY SCHO

OLB+A

s the bell rings for the start of third period at Washington Middle School, Jack

Pantera announces to his eighth-grade class, “Today we’ll be doing a math review

for the state mastery test next week.” The room fi lls with groans and sighs. Jack

understands the students’ reaction, but he also realizes the importance of this test. Last

year Washington Middle School did not meet its annual goals for math, with only 27% of

the eighth graders in the district performing at the profi ciency level.

“Come on, everyone, we’re going to make this fun,” he explains. “I’ve assigned all of

you to four-member teams. Each of you will be given a set of problems and will fi rst work

on the problems by yourselves. When everyone on the team is done, you will compare an-

swers and work together to make sure everyone understands how to solve the problems.

The fi rst team to fi nish all the problems correctly gets a prize, and . . .”

“What is it?!” Jeremy interrupts.

“That’s a surprise,” Jack replies. “Let me fi nish. If all teams complete the problem set

correctly by the end of the period, the entire class will get a surprise.”

Jack hopes the prize will encourage students to work together and help each other.

Some students in the class are very skilled in math, and others either struggle with math

concepts or have anxiety about math.

While students are working in their teams, Jack moves around the room to monitor

their progress. As Jack approaches the fi rst team, he notices Aaron missing. Aaron had

gone to sharpen pencils and stopped to talk to Ben. “Aaron, this isn’t time for socializing.

You should be helping your team. I see you haven’t even started the problems yet,” says

Jack, a bit exasperated. Aaron appears to lack a strong work ethic, although he gets good

grades.“Team Two looks like a contender for the fi rst prize. Everyone’s working hard!” Jack

announces. He stops at the next team because he notices Sam erasing all her answers.

“Sam, what are you doing?” he asks.

“I’m no good at math. All my answers are wrong,” she replies, holding back tears.

“How do you know they’re wrong? Sam, you just need a little confi dence in your-

self,” says Jack, a bit perplexed. “You get As on all your homework assignments and

got a B– on the midterm exam. I’d say you’re doing fi ne,” Jack says, trying to be reassuring.

“That’s just it. I think I know the stuff. But when it comes time for an exam or a com-

petition like this, I go blank! I must not be smart at math,” Sam sighs.

“Math is about working hard and practicing. Just try a little harder and I’m sure it will

pay off,” says Jack.

“But Aaron doesn’t try at all and he gets As,” Sam retorts.

Knowing that he has to check on the other groups, Jack discourages Sam from com-

paring herself to other students, asks her to fi nish the problems, and suggests that they

talk further after class.

Jack overhears some arguing and heads over to Team Five to check out the distur-

bance. “Hurry up, you guys! I want to win this prize,” Jeremy shouts to Gabriel and Rachel.

“I want to be sure I understand how to do the problems myself before we all go over

them. It’s not all about the stupid prize, you know!” Rachel replies.

Middle SchoolThe Math Review

“Rachel’s right,” says Jack, looking over Jeremy’s shoulder. “Jeremy, you used all the correct proce-

dures. But you should double-check your work. You made simple computation errors on three of the prob-

lems. Slow down and concentrate on what you’re doing.”

Jack looks around at all the students and musters a serious tone. “I want to see everyone working

together.”“We’re all done,” announces Renee from Team Four, with her hand raised. Jack goes over to check the

team’s answers.

“We have a winner!” Jack announces. “The remaining teams should keep working. We have

15 minutes left, and we can still get the class prize.”

Assess:

1. In your opinion, was it a good idea for Jack to encourage his students to do math problems by making

it into a friendly competition? Why or why not?

2. In your opinion, how effective was Jack in motivating Sam? What would you have done differently?

3. What experiences have you had with state-wide or district-wide testing? How did these experiences

affect your own motivation?

262

PREFACE

Developmental ApproachOur case studies (discussed earlier) show early childhood, elementary school, middle school, and high school classrooms in order to provide a relevant learning context for teacher education students at all certifi -cation levels. We also provide examples within the modules from vari-ous developmental levels, where space permits, as opposed to the typi-cal focus on elementary school students found in other textbooks. We highlight developmental differences within modules and cases where appropriate and where backed by research.

Integrated Issues of Diversity Module 1, Today’s Diverse Classrooms, introduces the reader to what we mean by diversity—characteristics such as ethnicity, race, socioeconomic status, gender, and disabilities. Rather than treating diversity as a separate module or as boxed features within modules, we integrate diversity throughout the modules and the cases whenever appropriate. A marginal icon (at left) indicates where this coverage appears. In the cases, you will fi nd students and teachers of diverse backgrounds and ques-tions that probe students to evaluate their personal beliefs or assumptions about di-versity. In the modules, we have chosen to emphasize information as a diversity issue only if it is supported by suffi cient research or theoretically relevant. We integrate di-versity within the modules by including coverage of research fi ndings that:

■ indicate important differences among individuals of various diversity groups on psy-chological constructs such as intelligence, motivation, or language;

■ reveal differences among individuals of various groups in values, practices, or social interactions;

■ suggest differential responses to treatments, interventions, or teaching methods for individuals of varying diversity groups; and

■ highlight differential treatment of individuals from various diversity groups within the classroom.

These fi ndings are relevant because they provide essential information to help teach-ers make informed decisions that affect the success and well-being of their students.

,

50 cluster one personal development

Social Competence.

Socially competent chil-

dren and adolescents

have good interper-

sonal skills that lead

to many friendships

and popularity among

peers.

PREFACE

A modular approach offers greater fl exibility in teach-ing educational psychology. The organization of modules in our table of contents is secondary to your syllabus. We would not expect any two instructors to teach a selection of modules in the same order, nor would we expect an instructor to teach all the modules in a single course! Stand-alone modules allow you to tailor content to your particular course and student audience. In stand-ard chapter textbooks, content and concepts in later chapters often build on and make reference to content from earlier chapters. As a result, assigning portions of chapters (deleting content that is less important) or arranging syllabi in a different order than that in the textbook’s table of contents often leads to gaps in stu-dents’ understanding. With our modular textbook, in-structors can easily select only those modules relevant to their courses and can arrange the topics in any order they choose. We have created 30 modules, including Module 1, “Today’s Diverse Classrooms.” This opening module in-troduces students to educational psychology. Similar to the fi rst chapter of many educational psychology textbooks, Module 1 defi nes educational psychology and addresses the importance of research. We discuss the opportunities and challenges of teaching in today’s diverse classrooms and highlight the importance of theories and research in educational psychology for helping teachers make decisions about evi-dence-based practices. Because we chose not to treat diversity as a separate module the way chapter textbooks do, we also use Module 1 to provide a general overview of diversity so that students know what we mean by diversity as they read the modules. Module 1 also does much more. We provide a case study developed around the content of Mod-ule 1 as a way to introduce students to using cases. We walk students through an annotated version of the case study in order to provide them with strat-egies for reading and working with cases and to model these strategies for them. We’ve organized the remaining 29 modules into nine clusters that generally follow the sequence of chapters in most current texts. Development and learning theories are covered earlier, while clusters on classroom management and assessment appear to-ward the end. The organization of our text is different from typical chapter textbooks in two minor ways:

1. Motivation appears earlier. The motivation cluster, comprised of three modules, appears earlier than in most chapter textbooks. Because motivation involves many theoretical perspectives, we have chosen to present motivation after clusters on de-velopment and learning theories in order to keep together modules that rely heavily on theories. We feel it is important to cover the major theories re-lated to teaching—development, learning, cogni-tion, and motivation—before progressing to a dis-cussion of individual differences among students.

2. Individual differences appear later. Cluster 7, “Learner Differences,” includes modules on intelli-gence, giftedness and creativity, cognitive disabili-ties, and emotional, social, and behavioral disabili-ties. Presenting modules that address individual differences after clusters dealing with theoretical perspectives allows students to learn about general principles and theories applicable to most children before they encounter “exceptions to the rule.”

Again, because of our modular organization, instruc-tors are able to arrange these topics in any order or to choose only those topics relevant to their particular courses.

Organization of the Modules

6/3/08 11:23:28 A

M O D U L E

16

Self Theories

Outline

Learning Goals

Self-Effi cacy Theory

■ Self-Effi cacy and Motivation

■ Teacher Effi cacy

1. Describe outcome expectations and effi cacy expecta-

tions with respect to student and teacher effi cacy.

Self-Worth Theory

■ Self-Worth and Motivation

■ Types of Students

2. Explain how self-worth affects motivation and de-

scribe the motivation of success-oriented students,

overstrivers, and failure-avoiding and failure-

accepting students.

Self-Determination Theory

■ Self-Determination and Motivation

■ Becoming Self-Determined

3. Explain how autonomy, competence, and relatedness

can facilitate intrinsic motivation.

4. Defi ne internalization and explain how educational

contexts can facilitate internalization of behaviors.

Integrating the Self Theories

■ Self Theories Compared

■ Applications: Enhancing Intrinsic Motivation

5. Describe techniques teachers can use to enhance

students’ intrinsic motivation, and identify which self

theory supports each technique.

Summary

Key Concepts

Case Studies: Refl ect and Evaluate

PREFACE

About UsThe three of us have had varied experiences in teaching educational psychology. Our class sizes vary in size from 20 to 120 students. Students begin our courses with different levels of prior knowledge and experience. Some students do fi eldwork prior to or concurrent with the course; others do not. We even teach the course in different departments—education and psychology. Nonetheless, we have come together as authors because we share a single philosophy about teaching educational psychology. We believe in meaningful learning that allows students to better comprehend material and apply it to their lives. We feel that meaningful learning occurs within a con-text that is rich and relevant for students. We have written this book to give students a meaningful context in which to learn and apply knowledge and skills, with the hope that they will be more likely to utilize this information when they become teachers.

Lisa BohlinPurdue University

Cheryl Cisero DurwinSouthern Connecticut State University

Marla Reese-WeberIllinois State University

To see a preview of EdPsych Modules, please go to www.mhhe.com/bohlinpreview.

SUPPLEMENTS

All student and instructor supplements are available through the text’s online learning center at www.mhhe.com/bohlin1e.

EdPsych Modules is sup-ported by a highly collabora-tive program of supplements for instructors teaching and students studying Educational Psychology. As a fi rst step of the supplements authoring process, the supplements team met in New York for an all-day workshop/launch meeting. Working with the textbook authors, the team created a supplements strategy, situating each resource in rela-tion to the text’s practice-based and case-study-focused approach. Con-tinuing this collaboration, the text authors closely supported each of the supplements authors’ work, providing guidance on direction and strategy, and ensuring that every item is of the highest quality.

For Instructors■ Filmed specifi cally to support this text, Video Observations of classroom situations

and teachers provide real-life, visual representation of key content. Under the direction of Lisa Bohlin and Kristy Barnes, footage was captured from classrooms representing the full range of ages covered by the text case studies: early childhood, elementary school, middle school, and high school. Most videos are 2-5 minutes in length; all are supported by pedagogical material authored by Lisa Bohlin, Cheryl Durwin, Marla Reese-Weber, and Kristy Barnes, including introductory material to cue viewers to key content and follow-up questions to assess understanding and prompt refl ection.

■ PrepCenter for Educational Psychology is a comprehensive online media library that lets you search for individual media assets the way you want to search—by chapter, concept, or media type. This site features instructor materials, videos, and images to enhance your lectures and ultimately your students’ learning experiences. To access PrepCenter, please go to http://prepcenter.mhhe.com/prepcenter/.

■ Instructor’s Manual by Lisa Bohlin, Cheryl Durwin, and Marla Reese-Weber: Written by the textbook authors themselves, this instructor’s manual makes their collective insight and time-tested classroom activities available to both new and experienced instructors. The manual contains an innovative set of suggestions for classroom interactions and discussion, including synopses of the videos, topic starters, group

xix

Front row (left to right): Lisa Bohlin, Marla Reese-Weber, Cheryl Durwin; Back row: Jim Persinger, Steve Frye, Rachel Green, Bob Hoffman

xx

activities, discussions, additional case study questions, and case study next-day analy-ses for problem solving and critical thinking.

■ Test Bank by Jim Persinger, Emporia State University: This test bank of over 1,000 questions is organized by module and designed to test factual, conceptual, and prac-tice-based understanding. The test bank will be compatible with EZTest, McGraw-Hill’s Computerized Test Bank program.

■ PowerPoint Presentations by Steven Frye, Tennessee Tech: These slides (approxi-mately 1,000 in all) cover the key points of each module and include charts and graphs from the text. The PowerPoint presentations serve as an organizational and navigational tool integrated with examples and activities from an expert instructor. The slides can be used as is or modifi ed to meet your needs.

■ Classroom Performance System by Rachel Green, Northeastern State University:These questions, prepared specifi cally for this text, include a mix of factual and opinion items. Factual questions will let you know what concepts your students are mastering and those with which they are having diffi culty; opinion questions present possibili-ties for class participation and discussion. The system can be put into the anonymous mode to poll opinions and experiences around particularly sensitive content.

For Students■ Student Online Learning Center by Bob Hoffman, University of Central Florida: This

set of student assessment and enrichment activities includes module-by-module Multiple Choice, True/False, and Practice-for-Praxis quizzes, in which students gain practice on applied knowledge assessment like those on the Praxis II exam.

SUPPLEMENTS

xxi

ACKNOWLEDGMENTS

The quality of this book is a testament to the skills and abilities of so many people. We are tremen-dously grateful to the following individuals whose insightful comments and contributions during the book’s development and production have improved it immeasurably.

Manuscript ReviewersFrank Adams, Wayne State CollegeJ’Anne Affeld, Northern Arizona UniversityKathryn Aldrich, University of North Carolina, WilmingtonJames Allen, The College of Saint RoseSteven R. Banks, Marshall UniversityAmy Bender, University of Wisconsin, MilwaukeeCarime Bersh, Keene State CollegeLyanne Black, Indiana University of PennsylvaniaTimothy Borick, Keystone CollegeNina Buchanan, University of Hawaii–HiloDeAnna M. Burney, Florida A&M UniversityRenee Cambiano, Northeastern State UniversityLi Cao, University of West GeorgiaJerrell C. Cassady, Ball State UniversityTracy Thorndike Christ, Western Washington UniversityAllen Colebank, Fairmont State UniversityJohn V. Connor, Daytona Beach Community CollegeSharon Cordell, Roane State Community CollegeKatherine S. Cushing, California State University, ChicoGregory Cutler, Bay de Noc Community CollegeCarol Davis, Spoon River CollegePrem S. Dean, National UniversityTracy DeMars, Western Michigan UniversityGypsy Denzine, Northern Arizona UniversityCarol Ditkoff, California University of PennsylvaniaJayne Downey, Montana State University–BozemanShelley Dubkin-Lee, Oregon State UniversityRonald F. Dugan, The College of Saint RoseJane Dwyer, Rivier CollegeKellah M. Edens, University of South CarolinaTerri Edwards, Northeastern State UniversityKaren E. Eifl er, University of PortlandKenneth R. Emo, South Dakota State UniversityNeil Faulk, McNeese State UniversityDan Fasko, Bowling Green State UniversityJaclyn Finkel, Anne Arundel Community CollegeJim Flaitz, University of Louisiana at LafayetteTerri Flowerday, University of New Mexico, AlbuquerqueWilliam Geary, Community College of Rhode Island–Knight Campus (Warwick)Tammy Gebara, Capital UniversitySusan Gilmartin Foltz, Shippensburg University

xxii

ACKNOWLEDGMENTS

“ The case studies and attention to developmental progression are fabulous. The content is ordered well and the inclusion of a section on today’s ‘diverse’ classrooms is particularly appealing. This opens the door to a continued discussion of diversity issues. ”

[ Sarah Anne Polasky, Arizona State University ]

Steven Frye, Tennessee Tech UniversityRichard A. Giaquinto, St. Francis CollegeKaren Giorgetti, Youngstown State UniversityMark Grabe, University of North DakotaDonna Graham, Grand Canyon UniversityRachel Green, Northeastern State UniversityCheryl Greenberg, University of North Carolina–GreensboroCarol Greene, East Carolina UniversityConnie Greiner, Walden UniversityMarlynn M. Griffen, Georgia Southern UniversityJohn Gutowski, Middlesex County CollegeMichelle Hanson, University of Sioux FallsStephanie Lewis Hinson, West Chester UniversityEmily Hixon, Purdue University–CalumetBob Hoffman, University of Central FloridaSteven M. Hoover, St. Cloud State UniversitySachi Horback, Bucks County Community CollegeChristy A. Horn, University of Nebraska, LincolnPeggy Hsieh, University of Texas at San AntonioJudy Hughey, Kansas State UniversityRichard E. Hult, University of South CarolinaJohn H. Hummel, Valdosta State UniversityMona Ibrahim, Concordia CollegeMiranda E. Jennings, University of Massachusetts, AmherstEmilie Johnson, Lindenwood UniversityNancy Johnson, Geneva CollegeMartin H. Jones, University of MemphisPamela Kidder-Ashley, Appalachian State UniversityDavid A. Kilpatrick, SUNY CortlandKristopher J. Kimbler, Troy UniversityKimberly Kinsler, Hunter CollegeKathleen Kleissler, Kutztown UniversityCatharine C. Knight, University of AkronElaine C. Koffman, Northeastern Illinois UniversityTina Kruse, Macalester CollegeWilliam Lan, Texas Tech UniversityJennifer Lara, Anne Arundel Community CollegeSusan Leckart, Middlesex County CollegeMary Beth Leibham, University of Wisconsin–Eau ClaireJudith R. Levine, Farmingdale State University of New YorkDennis A. Lichty, Wayne State CollegeJeffrey Liew, Texas A&M UniversityFrank R. Lilly, California State University, SacramentoReinhard W. Lindner, Western Illinois UniversityKimberly S. Loomis, Kennesaw State UniversityAlfred P. Longo, Ocean County CollegeEdward Lonky, SUNY OswegoCheryl Lovett, University of Central Oklahoma

xxiii

ACKNOWLEDGMENTS

“ The treatment of diversity throughout as opposed to its inclusion in one chapter mirrors the educational practice of including students of diverse backgrounds in the mainstream. ”

[ Al Longo, Ocean County College ]

Cleborne D. Maddux, University of Nevada, RenoPamela Manners, Troy UniversitySmita Mathur, University of South Florida, LakelandJames Mbuva, National UniversityCatherine McCartney, Bemidji State UniversityMichael Meloth, East Carolina UniversityLakeisha D. Meyer, Western Kentucky UniversityElisa Michals, Sacramento State UniversityTed Miller, University of Tennessee–ChattanoogaMichelle Montgomery, Central Washington UniversityRenee Mudrey-Camino, University of AkronRon Mulson, Hudson Valley Community CollegeBob Nelson, University of Texas at DallasSharon L. Nichols, University of Texas at San AntonioNicole Nickens, University of Central MissouriRoseann O’Connor, Luzerne County Community CollegeSansanee Ohlson, Bowling Green State UniversityComfort O. Okpala, Fayetteville State UniversityScott Paris, University of Michigan, Ann ArborLeonard W. Parker, Liberty UniversityKathryn Penrod, South Dakota State UniversityJim Persinger, Emporia State UniversitySarah Anne Polasky, Arizona State UniversityCarrie Pritchard, Western Kentucky UniversitySteven Pulos, University of Northern ColoradoMary Ann Rafoth, Indiana University of PennsylvaniaIsrael Ramos, The College of Saint RoseShelley C. Randall, Bloomsburg University of PAGuynel Reid, Minnesota State University–MankatoPeter Rich, Brigham Young UniversityAaron S. Richmond, Metropolitan State College of DenverAnne N. Rinn, University of Houston, DowntownKelly A. Rodgers, University of Texas at San AntonioSusan Rogers, Columbus State Community CollegeLawrence Rogien, Boise State UniversityPaul Rooney, University of California–DavisCary Roseth, Michigan State UniversityTerri Rothman, Monmouth UniversityDarrell Rudmann, Shawnee State UniversityRuth Sandlin, California State University–San BernardinoJeff Sandoz, University of Louisiana of LafayetteTom Scheft, North Carolina Central UniversityThomas R. Scheira, Buffalo State CollegeRoberta Scholes, University of MissouriDorothy Scotten, Lesley UniversityDonna Seagle, Chattanooga State Technical Community CollegeThomas D. Sepe, Community College of Rhode Island–Knight Campus (Warwick)Linda Sidoti, The College of Saint Rose

xxiv

ACKNOWLEDGMENTS

“ I am very impressed with the approach described by the author team. I have to say that this is something I have been waiting years for. ”

[ Renee Mudrey-Camino, University of Akron ]

Joy Springer, Pepperdine UniversityPenee Stewart, Weber State UniversityJeremy Sullivan, University of Texas at San AntonioSapna V. Taggar, University of Michigan, FlintCarol Thompson, Rowan UniversityJennifer Titus, Tarleton State UniversityPatti Tolar, University of HoustonEllen Usher, University of Kentucky, LexingtonRick Van Sant, Ferris State UniversityManuel Vargas, Winston-Salem State UniversityCraig Vivian, Monmouth CollegePaul Wagner, University of Houston–Clear LakeRhea Walker, Winona State UniversityFaith Wallace, Kennesaw State UniversityChristopher Was, Kent State UniversityDeborah L. Watkins, York College of PennsylvaniaCarol L. Webb, Bridgewater CollegeNicole Webb, Grand Canyon UniversityMarie C. White, Nyack College–Manhattan CampusKeith Williams, Richard Stockton College of New JerseyBarbara Wilson, Towson UniversitySteven Wininger, Western Kentucky UniversityBarbara N. Young, Middle Tennessee State University

Supplements ReviewersFrank D. Adams, Wayne State CollegeShane Cavanaugh, Central Michigan UniversityC. Allen Colebank, Fairmont State UniversityJohn V. Connor, Daytona Beach Community CollegeJaclyn Finkel, Anne Arundel Community CollegeRichard A. Giaquinto, St. Francis CollegeJudith R. Levine, Farmingdale State CollegeAlfred P. Longo, Ocean County CollegeRenee Mudrey-Camino, University of AkronComfort O. Okpala, Fayetteville State UniversityThomas R. Scheira, Buffalo State College

Teleconference Focus GroupFrank D. Adams, Wayne State CollegeJerrell C. Cassady, Ball State UniversityGregory Cutler, Bay de Noc Community CollegeShelley Dubkin-Lee, Oregon State UniversityRichard A. Giaquinto, St. Francis CollegeMichelle Hanson, University of Sioux FallsKaren Huxtable-Jester, University of Texas at DallasNancy Knapp, University of GeorgiaCatharine C. Knight, University of Akron

xxv

ACKNOWLEDGMENTS

“ Case material: This is a real strength. These make sense, they are well written, and they address crucial questions of pedagogy that are happening in schools consistently. They are compelling and ethically charged situations. ”

[ J’Anne Affeld, Northern Arizona University ]

Tina Kruse, Macalester CollegeRenee Mudrey-Camino, University of AkronJim Persinger, Emporia State UniversityJeff Sandoz, University of Louisiana at LafayetteDorothy Scotten, Lesley UniversityCraig Vivian, Monmouth CollegeSapna Vyas, University of Michigan, Flint

Supplements Teleconference Focus GroupsFrank D. Adams, Wayne State CollegeC. Allen Colebank, Fairmont State UniversityJohn V. Connor, Daytona Beach Community CollegeShane Cavanaugh, Central Michigan UniversityJaclyn Finkel, Anne Arundel Community CollegeRichard A. Giaquinto, St. Francis CollegeKimberly Kinsler, Hunter CollegeJudith R. Levine, Farmingdale State University of New YorkAlfred P. Longo, Ocean County CollegeSmita Mathur, University of South Florida, LakelandRenee Mudrey-Camino, University of AkronComfort O. Okpala, Fayetteville State UniversityThomas R. Scheira, Buffalo State CollegeRayne A. Sperling, The Pennsylvania State UniversityJason Stephens, University of Connecticut

Case Studies Workshop ParticipantsLi Cao, University of West GeorgiaGypsy Denzine, Northern Arizona UniversityKellah M. Edens, University of South CarolinaBernie Frank, Suffolk County Community CollegeMarina Gair, Pace UniversityRichard E. Hult, University of South CarolinaRuth Sandlin, California State University, San BernardinoMarie White, Nyack College, Manhattan Campus

Design ReviewersKathleen Beauvais, Eastern Michigan UniversityDorothy Espelage, University of Illinois at Urbana–ChampaignAlfred P. Longo, Ocean County CollegeSarah Anne Polasky, Arizona State UniversityDorothy Scotten, Lesley UniversityJay Thomas, Aurora University

Educational Psychology Symposium ParticipantsEvery year McGraw-Hill conducts symposia, which are attended by instructors from across the country. These events are an opportunity for editors from McGraw-Hill to gather information about

xxvi

ACKNOWLEDGMENTS

the needs and challenges of instructors teaching the educational psychology course. They also offer a forum for the attendees to exchange ideas and experiences with colleagues they might not have other wise met. The feedback we received at our educational psychology symposium has been invaluable and has contributed to the development of EdPsych Modules.Lisa Bohlin, Purdue UniversityCarol Crumbaugh, Western Michigan UniversityCheryl Cisero Durwin, Southern Connecticut State UniversityFernando A. Hernandez, California State University at Los AngelesBrent Igo, Clemson UniversityJack Judkin, Bemidji State UniversityNancy Knapp, University of GeorgiaPatricia Lanzon, Henry Ford Community CollegeBryan Moseley, Florida International UniversityMarla Reese-Weber, Illinois State UniversityJames L. Rodriguez, California State University-FullertonJill Stamm, Arizona State UniversityJason M. Stephens, University of ConnecticutDavid J. Tarver, Angelo State University

Class Test ParticipantsJohn V. Connor, Daytona Beach Community CollegeCarol Davis, Spoon River CollegeKellah M. Edens, University of South CarolinaLynne Ekdale, Illinois State UniversityEmilie Johnson, Lindenwood UniversityNancy Johnson, Geneva CollegeTina Kruse, Macalester CollegeJennifer Lara, Anne Arundel Community CollegeSansanee Ohlson, Bowling Green State UniversityDavid Sears, Purdue UniversityRhea R. Walker, Winona State UniversityDeborah L. Watkins, York College of PennsylvaniaMarie White, Nyack College–Manhattan CampusCorinne Zimmerman, Illinois State University

Video ParticipantsBoswell Elementary SchoolPam BrooksAngie Harmon

Burnett Creek Elementary SchoolRebecca CombsJeanne DanoKaren MillerMark PearlMichelle Webb

“ This is the best writing of an ed psych text that I’ve seen in years. In addition to the writing style, I like the philosophy that aims at promoting knowledge and skills for professional development of the prospective teachers. The closing statement strikes a major point by emphasizing learning and application of the knowledge and skills in the process of becoming a teacher. This is very important to me. The purpose of an ed psych class should not only cover theory and research, but also and more importantly, develop students’ competency to apply them in practice. ”

[ Li Cao, University of West Georgia ]

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ACKNOWLEDGMENTS

Cumberland Elementary SchoolKim BowersEmily Pool

Harrison High SchoolTanya Van Hyfte

Hershey Elementary School/East Tipp Middle SchoolDr. Melanie Davis, school psychologist

Key Learning Community (K–12)Beverly HoeltkeDr. Christine KunkleRenee Motz

Klondike Elementary SchoolRich BrownElizabeth DunlapCarol GoodrichJessica HarrisApril LyonsScott PetersMary RaubMary RuleyJoyce SheetsAngie ShondellKim SteinerMarie Wellman Tammy Younts

Klondike Middle SchoolShelly BuckBeth BussChristine Cannon Amy CraigKaren Hail Sue NailNeil Radtke

West Lafayette Junior/Senior High SchoolLarry Allen Dave CollinsSteve Florence John LevyJoel MunozJane SchottGracie Shukle

“ Case studies were realistic, especially the So Yoon. This is a good example to discuss diversity and the implications, if any, to students’ success and challenges. ”

[ DeAnna M. Burney, Florida A&M University ]

“ I especially appreciate the authors for putting all these terms and theories into practice. Textbooks often neglect to help students make the connection between what they read/learn and how they should perform in classrooms. I must commend the authors’ efforts in preparing the highlevel thinking questions at the end of each case study. Most case studies I have seen ask low-level thinking questions where answers are most obvious, which makes the activity somewhat futile. These questions that the authors prepared are very meaningful and appropriate. ”

[ Peggy Hsieh, University of Texas at San Antonio ]