Educational Psychology: Windows on Classrooms

Educational Psychology: Windows on Classrooms, Ninth Edition , helps future teachers apply the theory and research of educational psychology to increase student learning and development.

The most applied book in the field

• Case studies taken from actual classroom practice practicee are integrated throughout each chapter illustrating the classroom application of abstract concepts
• The new Ed Psych and You feature directly applies the content of each chapter to the lives of readers
• The new Ed Psych and Teaching feature provides readers with specific suggestions for applying the content of each chapter in their teaching.
• Classroom Connections features offer suggestions and illustrations for applying content to specific learning and teaching situations at different grade levels.

Clearly identifying and reinforcing key ideas in every chapter

• A guided learning system matches learning objectives to the chapter outline. Check Your Understanding questions at the end of every section promote active learning of the objectives and provide formative feedback. The chapter summary is organized around the learning objectives to reinforce key ideas.

Preparing teachers to teach all students

• Expanded content reflecting issues of student diversity has been added, including the implications of student diversity for understanding topics such as development, learning, motivation, and the assessment of English Learners.
• The Exploring Diversity feature illustrates how teachers can capitalize on student diversity to increase learning for all students.
• The Developmentally Appropriate Practice feature helps teachers accommodate developmental differences in students and provides suggestions for how to adapt chapter content to different developmental levels.

Including the latest development in theory and research

• Three new themes have been integrated throughout the book: self-regulation; technology, learning and development; and student learning and development.
• Two new chapters have been added: Principles of Cognitive Learning Theory and the Construction of Knowledge and Classroom Management: Developing Self-Regulated Learners

Paul Eggen

Paul has worked in higher education for nearly 40 years. He is a consultant for public schools and colleges in his university service area and has provided support to teachers in 12 different states. Paul has also worked with teachers in international schools in 23 different countries in Africa, South Asia, the Middle East, Central America, South America, and Europe. He has published several articles in national journals, is the co-author or co-editor of six other books, and presents regularly at national and international conferences.

Paul is strongly committed to public education. His wife is a middle school teacher in a public school, and his two children are graduates of public schools and state universities.

Don Kauchak

Don has taught and worked in schools and in higher education in nine different states for over 40 years. He has published in a number of scholarly journals, including the Journal of Educational Research, Journal of Experimental Education, Journal of Research in Science Teaching, Teaching and Teacher Education, Phi Delta Kappan, and Educational