I do wish the text was available in a format other than just a PDF. I have found it beneficial to provide the OER texts directly within the LMS, as opposed to linking out to another source.
The focus was often not on cultural diversity, and I think this could be improved. I think this is a strong basic educational psychology text. The writing is clear and easy to read. If I was using this text, I would supplement it with a few topics that are either a bit dated or not covered in the text. But overall, I think it is a strong option for an intro to ed psych OER.
In terms of covering all areas, this text provides a comprehensive introduction to the field of teaching.
It is organized effectively—it takes the readers through a journey of the joys, challenges, nuances, and realities associated with the It is organized effectively—it takes the readers through a journey of the joys, challenges, nuances, and realities associated with the teaching profession.
The additional materials at the end of the text Preparing for licensure, Deciding for your self about the research, and Reflective practitioner provide resources that students in education preparation programs can refer back to as they progress in their respective programs. Although, the text could benefit from presenting other major licensure exam bodies other than Praxis.
The text does not include an index or glossary in the traditional sense, however, at the end of each chapter key terms and a works cited is provided. From my perspective, the content of this text is accurate, error-free, and is unbiased. The text is written in broad terms that allow longevity in its relevance.
The text is accessible to students entering a teacher education program. The text is consistent in its terminology and framework. One example of this, is once a concept s presented within the text, a visual chart or graph of the same information is provided for additional clarity. Moreover, I can expect a list of key terms and works cited at the end of every chapter. The modularity of the text makes chapters easy to read and therefore makes the content accessible.
Although there are some key terms I would like to see bolded versus italicized, the bullet points and section headers will make it easy for me to section off, focus on, or assign certain elements of the chapter to my students. The topics are presented in a logical, clear fashion.
Although, I would say this is true for teacher educators—some of the students in our programs may be completing their field experiences or student teaching in school districts that emphasize or even romanticize standardized testing—and this dominates their concerns and questions. Therefore, I would ask those considering the text to reflect on to what extent or where in the curriculum an honest discussion about the value that is mis placed on standardized testing should take place.
The navigation is appropriate and accessible from the Table of Contents. It would be helpful to include a navigation link at the end of chapter that takes the reader back to the Table of Contents instead of having to manually scroll back up. The use of pictures and charts are appropriate and helpful for the readers; however, they appear as simple or basic—not as vivid as in a traditional textbook.
I appreciate how inclusive and authentic this text was in discussing the different types of learners.
While the text offers a clear table of contents, no evidence of an index was observed. The reader can clearly locate topics that are relevant to teaching by using the table of contents, however finding specific theorists may be more challenging The text appears to cover all relevant topics necessary to preservice or in-service teachers.
The content covered in this text appears to be accurate and aligns with recent peer-reviewed research in the field of educational psychology. The text clearly cites relevant research to support concepts covered.
Each section concludes with references that direct the reader to recent research in the field. This research-based approach appears to be unbiased and consistent with commonly accepted views in the field of educational psychology. In this context, the content is relevant and applicable in a way that will allow it to remain relevant for years to come while providing a realistic way for teachers to utilize the theories and research findings.
As research continues to unfold in the field of educational psychology, necessary updates may include small adjustments and manageable changes. Written with a focus on practitioners, the text is clear and understandable. The text calls upon a mild level of background knowledge e.
In my experiences, most undergraduate teacher preparation students come to the classroom with basic understandings of these topics. The clarity of the text is sufficient for this level of learners. Terms and conceptual frameworks appear consistent throughout the breadth of the text. The terminology is highlighted with bold print making them easy to identify for the reader. No conflicting terminology or definitions were found during this review of the text. The layout of the text provides clear sections identified with headers and subheadings.
It could easily be read in chunks rather than front-to-back without disrupting comprehension of the text. Similar to other textbooks I have explored in the field of educational psychology, the topics in the text are presented in a logical fashion that lays the groundwork for how individuals learn, educational diversity, development, and commences with topics surrounding the assessment of learning.
The flow of text and tables is consistent and clear throughout the text. Distracting content is minimized by excluding sidebars and unnecessary graphics. The organization of the text fosters cognitive processing of the information with little distraction from supplemental information. A clear format for the licensure preparation section allows readers to access important test preparation information as needed. These take the form of sample questions from Praxis II exams, which will assist the reader in practice testing to prepare for the licensure exams.
The text is free from distracting content such as sidebars, photographs, or text boxes that may detract from comprehension of the material. Links from the table of contents direct the reader to specific sections in the text.
The tables provide clear explanations of terms and theories. This text embraces multicultural education and is free from offensive or insensitive material. The omission of photographs alleviates the need to include a diverse array of examples to represent all cultures. The text discusses research relevant to diverse groups of learners and provides culturally relevant concepts to support multicultural education in schools.
The examples provided throughout the text are inclusive of race, ethnicities and students from a variety of socio-economic backgrounds. Specifically, this text focuses on subject matter that will support educators as they provide educational experiences for all types of learners. Reviewed by Nautu Leilani, Asst. This resource is very comprehensive. It actually covers the content for several of our courses at our institution introduction to teaching, principles of learning and teaching, educational psychology, classroom management, and instructional Comprehensiveness rating: 5 see less.
With a resource like this and being so comprehensive we could definitely remove the barrier of cost for our students. I was not able to find any errors and did not find biases. We already have professors in our department using this resource and I have not heard from them that there has been any issues in these areas either. They discuss the topics very well. The only suggestion I would have is that they add to each section actual strategies to help teachers with applicability. I believe that in using this text in our classes, we will be more equipped to add further comment on this section.
The problem when we do this is that the students choose to do none of it. The smaller chunks that the author provided makes this a resource that helps us address this concern. We could definitely use this resource as an introduction to all these topics and then jump off from there.
Since the chunks of reading are small the students will likely read it and get the foundation we need them to have to go deeper. I think also the very narrow margins makes it feel like there is too much to read on a page. At the expense of having more pages to read for each chunk I would probably make the margins at least a little bigger. I would have liked the authors to go deeper in other areas of culturally responsive teaching like they did with the english language learner sections. They should be commended.
This was a lot of work on their part - and then to be willing to share it liberally is noteworthy. My suggestions were meant to only add to the wonderful work they have done. Thank you again. The book covers most of what one might expect in an conventional educational psychology text for teacher education. However, I am surprised that self-regulated learning is not included in the book. This notion has been an important area of study This notion has been an important area of study for educational psychologists for about 4 decades now.
Self-regulated learning is often discussed in the section on "higher order thinking. I would like to see these concepts discussed in an educational psychology text. I would also like to see some text on embodied cognition, which is a perspective of memory that is contrasted with the information processing perspective, which also happens to not be discussed. Although the information processing theory is philosophically and conceptually limited, it can be helpful for thinking about teaching. There are also sociocultural theories, beyond Vygotsky, that can be helpful for getting a broad and diverse representation of the field.
Educational psychology is never unbiased. The one major error in this book is that this bias is not acknowledged. However, I am hesitant to call that an error of the authors and the text an error of the field. I did not find any errors in representing the elements of the field that are typically taught to teachers.
However, what is typically taught to teachers relating to educational psychology misses a great deal of complexities--including those biases that underpin theories, perspectives, methods, ways of reasoning, and models.
The authors are accurate in explaining the theories and concepts that are taught in an educational psychology text. The text is written in a way that can support adding contemporary ideas. For example, grit and growth mindset are getting a good deal of attention among educational psychologists, psychologists, administrators, and policy makers.
These notions can easily be integrated in the chapter on motivation. These notions are also problematic. I would suggest integrating not just explanations of these ideas but their philosophical and ideological complexities. 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. 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. Internet Archive's 25th Anniversary Logo. Search icon An illustration of a magnifying glass. User icon An illustration of a person's head and chest. Sign up Log in. Web icon An illustration of a computer application window Wayback Machine Texts icon An illustration of an open book.
In this area Educational Psychology has the subject matter which deals with the knowledge and principles of Psychology which facilitates the selection of the desirable learning resources for the learner. Educational Psychology is a continuously growing discipline adding new dimensions to its field of study. Check your progress: 1 Discuss the scope of educational Psychology. The theory of behaviorism as propagated by Watson was in fact based on the finding of the Russian psychologist Ivan Pavlov , the propagator of the theory of Classical Conditioning.
Behaviorism tried to project human beings as little more than rather complex machines which respond in a particular fashion to a particular kind of stimulus. The behaviour of an individual may thus be supported to be controlled by environmental forces, and not by hereditary inducements or innate differences. The doctrine of behaviorism propounded by Watson and his disciples, thus, ushered a new era in the field of Psychology by making it somewhat materialistic, hedonistic, and objective like most of the physical and natural Science subjected to criticism and has been modified and refined by contemporary Psychology.
It studies the objective, observable environmental influences on behavior and treating people with overt problems observable behavioral problems.
Criticism Watson advocated Science of Psychology that included only overt behavior and made attempt to study mental processes. It gives lot of importance to environment and neglects biological factors in behavior.
Behaviorism tried to project human beings as little more than rather complex machines. Contribution to Education Behaviorism revolutionized all the programs and methods related to Education. Behaviorism advocates the use of reinforcement and rewards in the place of punishment and unpleasant behavior as inducement for the acquisition of desirable behavior and for giving up the undesirable behavior. It highlighted the role of motivation and environment in shaping and modifying the behavior of children.
Behaviorism gave rise to new ideas and innovations in the field of learning and instruction like programmed learning involving teaching individualized self instructional programmes involving teaching machines and Computer Assisted Instruction CAI. More specifically, psychodynamic therapies assume that mental disorders occur because something has gone seriously wrong in the balance between these inner forces, several forms of therapy are based on these assumptions, but the most famous is psychoanalysis, the approach developed by Freud.
Freud claimed that the mind is made up of three parts: the conscious, the preconscious and the unconscious. It is the unconscious mind, which determines most of our behavior.
He also showed that personality is made up of three parts — the id, the ego and the super ego. It is the super ego that places constraints on behavior, and uses the feelings of pride and guilt to achieve compliance.
Psychosexual Stages of Development: Freud held the view that every transition in all the stages from infancy to adult results in specific modes of need-gratification.
One has to be constantly changing and modifying the ways of satisfying desires otherwise stagnation on regression may occur. According to Freud, psychological development takes place in a series of fixed psychosexual stages.
The stages are: Oral months Anal months Phallic years Latent 6 years — puberty Genital puberty onwards Freud gave the following important concepts : Repression: is a process of pushing the unwelcome thoughts to the deeper region of the unconscious.
The repressed thoughts form a cluster to become complexes and erupt upon the surface. According to psychodynamic theory, this emotional release is linked to a need to release unconscious conflicts. Libido: Freud uses the term Libido to represent the energy of instincts. Sublimation: It is a process of channeling aggressive impulses toward socially acceptable and culturally valued activities.
Electra complex: refers to the attraction of daughter to father. Oedipus complex: refers to the attraction of son to mother. Freud also analyzed dreams to interpret the thought processes of individuals. According to him dream is a kind of wish-fulfillment to gratify those desires that cannot be done in real life. Psychodynamic approach is based on the belief that childhood experiences greatly influence the development of later personality traits and psychological problems.
It focuses on conflicts between what people believe to be acceptable behavior and their unacceptable motives sex and aggression. These motives are what lead to behavior and are hidden in the unconscious, outside of our awareness.
This is because psychoanalysis is widely seen as unscientific. This is not the only thing. Man is also a social being and can make sacrifices and live for others. Freud reduces human behavior to the function of a single unitary motive, i. The complex human behavior cannot be interpreted in such a generalized unitary fashion.
According to Freud, unconscious mind is responsible for giving birth to many conflicts, tensions and mental illness. This cannot be always true. The unconscious can play constructive role in life in terms of creation, sacrifice and striving for the higher ideals. However, this is not true as later life experiences in adulthood also play vital role in shaping the personality. Contribution to Education Freud gave an impetus to the movement of early childhood education, incorporating the giving of maximum freedom to children for expression of their biological urges and minimum interference in the course of their natural growth and development.
The discovery of the unconscious and its importance in determining behavior has helped in determining the causes of behavioral deviations.
In education, this has helped in understanding the children, and the taking of all possible precautionary measures for preventing their becoming mal- adjusted personalities.
Check your progress: 1 Explain how psychoanalytic approach can be used in explaining the abnormal behaviour of an individual. By using phenomenology, inter-subjectivity and first-person categories, the humanistic approach sought to glimpse the whole person—not just the fragmented parts of the personality or cognitive functioning.
Some of the founders of this school of thought were American psychologists Abraham Maslow, who formulated a hierarchy of human needs, and Carl Rogers, who created and developed client- centered therapy; and German-American psychiatrist Fritz Perls, who co-founded Gestalt therapy. This branch of psychology is focused on the study of human behavior in the workplace, and is responsible for looking after the interests of both employees and institutions or organizations, as well as enhancing the performance and productivity of employees through innovative strategies, motivations and incentives, with the aim of promoting personal development and professional growth of each employee.
The objective of the psychologists specialized in this branch is to know how an individual affects the rest and the organization in general, and how this affects the behavior of each one of the individuals. Social psychology could be defined as the study of the interaction of human beings, especially in groups and social situations, and highlights the influence of social situations on human behavior.
Gordon Allport. Social Psychology is also defined as the science that studies social phenomena and tries to discover the laws that govern coexistence. It investigates social organizations and tries to establish the patterns of behavior of individuals in groups, the roles they play and all the situations that influence their behavior. If you want to learn more about this exciting branch of Psychology here are our selections of free books and materials. Having a psychologist to help from your field can mean in many cases the difference between reaching a goal or staying on the road.
Sports psychology studies how, why and under what conditions athletes, coaches and spectators behave the way they do as well as investigating the mutual influence between physical activity and participation in sport and psychophysical well-being, health and personal development.
There is no country in the world where some kind of sport is not practiced. Thousands of articles have been written about the benefits of practicing sport, whether amateur or professional, and how this regular practice is related to both physical and mental health. This branch of psychology focuses on the evolution of the physical, motor, cognitive, perceptive, affective and social aspects.
Childhood is the most important stage of life, since it is the period in which the child develops his first attachments and social bonds, his personality, his self-esteem, his resources… in short, childhood is the stage where the child forms an idea about himself, the world and the future, an idea that will remain stable during the adult stage and will be the basis of his psychological well-being.
One aspect of psychic development is the emergence, variation and improvement of psychic processes and qualities of children: perception, attention, imagination, memory, thought, language, feelings and primary forms of behavior direction.
Clinical psychology is a sub-discipline within psychology that studies all the elements involved in mental disorders and, more generally, mental health. Thus, clinical psychology carries out all the tasks of evaluation, diagnosis, prevention and therapeutic intervention in people with some kind of mental disorder or disadaptive behavior, with the purpose of restoring psychological balance and eliminating all suffering. The clinical psychologist is a figure in full evolution. Psychology has been changing, growing and dividing into specialties.
For this reason, it is sometimes complex to differentiate the increasingly branches of psychology. Clinical psychology is one of the specialties of psychology and is characterized by its focus on the mental health and psychological well-being of people. Clinical psychology can be practiced in different contexts, however, the main areas remain clinical centers, mental health services and general hospitals.
Moreover, clinical psychology is a profession that is continuously evolving, expanding its functions and areas of work.
So, here ends our selection of free books about Psychology. We hope you liked it and that you already have your next book! Remember that «Sharing is Caring». Although not everyone becomes a psychologist , it is true that for many this discipline has become an important topic With our books about psychology in PDF format you will be able to learn from the most basic concepts, to the most challenging ones. Books about Psychology.
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