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Psychology Applied to Teaching, 14th Edition

Jack Snowman, Rick McCown

  • Copyright 2015
  • {{checkPublicationMessage('Published', '2014-02-24T00:00:00+0000')}}
Starting At £45.00 See pricing and ISBN options
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Psychology Applied to Teaching 14th Edition by Jack Snowman/Rick McCown
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Overview

This text has received wide acclaim for its applied, practical, and student-oriented approach to educational psychology, which demonstrates how complex psychological theories apply to the everyday experiences of in-service teachers. Coverage of educational psychology is framed so that the aspiring and developing teachers who read it can see themselves as engaged learners: professionals who continuously seek, find, and test better ways to help their students succeed. PSYCHOLOGY APPLIED TO TEACHING, 14th Edition, combines fresh concepts and contemporary research with long-standing theory and applications to create a textbook that addresses the needs of today's teachers and students. This edition also features integration of InTASC Standards, new Learning Objectives correlated with chapter headings and summaries, new Guides to Reading and Studying, new first-person accounts (Improving Practice through Inquiry: One Teacher's Story), and more.

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Meet the Authors

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Jack Snowman

Jack Snowman is Professor Emeritus of Educational Psychology at Southern Illinois University. He earned his Ph.D. in educational psychology at Indiana University in 1975. His research is in the area of cognitive and learning strategies. His recent publications include "Learning Tactics and Strategies" in COGNITIVE CLASSROOM LEARNING (Academic Press, 1986) and "Explorations in Mnemonic Training" in IMAGERY AND RELATED MNEMONIC PROCESSING (Springer-Verlag, 1987).

Rick McCown

Rick McCown is Professor in the School of Education at Duquesne University, PA. He earned his Ph.D. at Indiana University in 1980. He is active in the Educational Psychology community, including leading presentations at the American Educational Research Association conference. A colleague of Jack Snowman for 25 years, Dr. McCown shares Snowman's views about the role of educational psychology in teacher education. He is an accomplished writer, with published papers (one of which was co-authored with Snowman), journal articles, and book chapters.

What's New

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  • The new edition is completely updated to reflect recent research and new developments in social, emotional, and cognitive development; learning processes; motivation; classroom assessment and management; standardized testing; bilingual education; inclusion of students with disabilities; and the use of technology to support student learning and achievement.
  • New integrated coverage of Interstate Teacher Assessment and Support Consortium (InTASC) Standards includes a list of standards to be addressed at the beginning of each chapter, icons highlighting the coverage throughout the text, and a Standards Correlation Grid on the inside front and back covers to help students make connections between what they learn in the text and the professional standards.
  • New Learning Objectives at the beginning of each chapter correlate with main chapter heading-guiding students' reading and showing them what they need to learn, process, and understand in the chapter. Learning Objectives are integrated into the end-of-chapter summary, reinforcing students' knowledge and skills with respect to chapter material.
  • A new Guide to Reading and Studying at the beginning of each chapter enhances learning by summarizing key points that students will learn about in the chapter. These points also appear in the page margins next to the relevant text discussions, highlighting their importance. The complete guides are available as Digital Downloads at the book's website, Education CourseMate. Students can download the guides, often customize them, and use them to review key concepts.
  • A new feature, Improving Practice through Inquiry: One Teacher's Story, is a first-person account from a current or former teacher that describes how that individual solved an instructional problem related to some part of the chapter's content.

Features

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  • Based on research on designs for teaching and learning, the book frames effective teaching as being the result of a systematic and continual inquiry process of collecting and analyzing data about one's instructional efforts. Chapter 1 introduces a four-part model called “teaching as inquiry” to help students better understand how that process works. The book also addresses how teacher inquiry is supported through formative assessment practices.
  • Suggestions for Teaching provide concrete teaching examples that highlight the application of psychological research in the classroom. This real-world connection helps pre-service teachers understand the value of their Educational Psychology course in their development as an educator. For ease of reference, these sections are printed on a colored background and tabbed.
  • TeachSource Video Case boxes integrate the text with video cases, bringing key topics to life and simulating classroom observation by referring students to relevant cases that they can view online at Education CourseMate. Critical-thinking questions, artifacts, and bonus footage help students reflect on the videos.
  • Take a Stand! provides students with brief models of how to articulate a compelling position on an educational issue. The feature is extended with additional resources and pedagogy at Education CourseMate.
  • Pause and Reflect sections prompt students to stop and think about a concept, make connections between concepts, and relate theory and actual classroom practice. These features also encourage students to relate their own experiences to what they are reading.
  • Based on research on designs for teaching and learning, the book frames effective teaching as being the result of a systematic and continual inquiry process of collecting and analyzing data about one's instructional efforts. Chapter 1 introduces a four-part model called “teaching as inquiry” to help students better understand how that process works. The book also addresses how teacher inquiry is supported through formative assessment practices.
  • Suggestions for Teaching provide concrete teaching examples that highlight the application of psychological research in the classroom. This real-world connection helps pre-service teachers understand the value of their Educational Psychology course in their development as an educator. For ease of reference, these sections are printed on a colored background and tabbed.
  • TeachSource Video Case boxes integrate the text with video cases, bringing key topics to life and simulating classroom observation by referring students to relevant cases that they can view online at Education CourseMate. Critical-thinking questions, artifacts, and bonus footage help students reflect on the videos.
  • Take a Stand! provides students with brief models of how to articulate a compelling position on an educational issue. The feature is extended with additional resources and pedagogy at Education CourseMate.
  • Pause and Reflect sections prompt students to stop and think about a concept, make connections between concepts, and relate theory and actual classroom practice. These features also encourage students to relate their own experiences to what they are reading.
  • Chapter 16, “Becoming a Better Teacher by Becoming a Reflective Teacher,” features a guide for setting up and using a Reflective Journal.
  • Revealing Assumptions and Challenging Assumptions are chapter-opening and chapter-ending vignettes that encourage aspiring teachers to confront and reflect on problematic assumptions about teaching and learning-and to understand how and why the assumptions could be an obstacle to effective teaching.
  • To help teachers understand and cope with the wide range of student diversity they will almost certainly face, the book includes extensive treatment of this issue in Chapter 4, “Understanding Student Differences,” and Chapter 5, “Addressing Cultural and Socioeconomic Diversity.” Chapter 6, “Accommodating Student Variability,” shows how principles of universal design for learning (UDL) are being employed via technology. Teaching ideas specific to diversity (e.g., emerging work on critical constructivism in Chapter 10) appear in other chapters as well.
  • Each chapter contains at least one section on how technology can be used to address the chapter's themes. Current design research appears across chapters, including a major project on a multi-user virtual environment (MUVE) called Quest Atlantis.

Table of Contents

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1. Applying Psychology to Teaching.
Part I: DEVELOPMENTAL CHARACTERISTICS AND THEORIES.
2. Theories of Psychosocial and Cognitive Development.
3. Age-Level Characteristics.
Part II: STUDENT DIFFERENCES AND DIVERSITY.
4. Understanding Student Differences.
5. Addressing Cultural and Socioeconomic Diversity.
6. Accommodating Student Variability.
Part III: LEARNING AND THINKING.
7. Behavioral Learning Theory: Operant Conditioning.
8. Information-Processing Theory.
9. Social Cognitive Theory.
10. Constructivist Learning Theory, Problem Solving, and Transfer.
Part IV: CREATING A POSITIVE ENVIRONMENT FOR LEARNING AND TEACHING.
11. Motivation and Perceptions of Self.
12. Classroom Management.
13. Approaches to Instruction.
Part V: ASSESSING STUDENTS' CAPABILITIES.
14. Assessment of Classroom Learning.
15. Understanding Standardized Assessment.
16. Becoming a Better Teacher by Becoming a Reflective Teacher.

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Each MindTap product offers the full, mobile-ready textbook combined with superior and proven learning tools at one affordable price. Students who purchase digital access can add a print option at any time when a print option is available for their course.

This Cengage solution can be seamlessly integrated into most Learning Management Systems (Blackboard, Brightspace by D2L, Canvas, Moodle, and more) but does require a different ISBN for access codes. Please work with your Cengage Learning Consultant to ensure the proper course set up and ordering information. For additional information, please visit the LMS Integration site.

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  • ISBN-10: 1305476719
  • ISBN-13: 9781305476714
  • RETAIL £45.00
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  • ISBN-10: 0357690451
  • ISBN-13: 9780357690451
  • RETAIL £53.00

  • ISBN-10: 1285734556
  • ISBN-13: 9781285734552
  • RETAIL £70.99
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Supplements

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Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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International MindTap Education Instant Access for Snowman/Mccown's Psychology Applied to Teachingfor Snowman/Mccown's Psychology Applied to Teaching

ISBN: 9781305476714
International MindTap Education for Snowman/Mccown's Psychology Applied to Teaching is the digital learning solution that helps instructors engage and transform today's students into critical thinkers. Through paths of dynamic assignments and applications that you can personalize, real-time course analytics, and an accessible reader, MindTap helps you turn cookie cutter into cutting edge, apathy into engagement, and memorizers into higher-level thinkers. As an instructor using MindTap you have at your fingertips the right content and unique set of tools curated specifically for your course, all in an interface designed to improve workflow and save time when planning lessons and course structure. The control to build and personalize your course is all yours’, focusing on the most relevant material while also lowering costs for your students. Stay connected and informed in your course through real time student tracking that provides the opportunity to adjust the course as needed based on analytics of interactivity in the course. All online text media materials accessible through this access code are available in EMEA, Latin America, Asia, and India only.