Educational

Psychology
FIFTH EDITION

John W. Santrock
University of Texas at Dallas
Brief Contents

C H A P T E R 1 Educational Psychology: A Tool for Effective Teaching 1

C H A P T E R 2 Cognitive and Language Development 28

C H A P T E R 3 Social Contexts and Socioemotional Development 70

C H A P T E R 4 Individual Variations 110

C H A P T E R 5 Sociocultural Diversity 141

C H A P T E R 6 Learners Who Are Exceptional 180

C H A P T E R 7 Behavioral and Social Cognitive Approaches 216

C H A P T E R 8 The Information-Processing Approach 253

C H A P T E R 9 Complex Cognitive Processes 294

C H A P T E R 10 Social Constructivist Approaches 332

C H A P T E R 11 Learning and Cognition in the Content Areas 360

C H A P T E R 12 Planning, Instruction, and Technology 398

C H A P T E R 13 Motivation, Teaching, and Learning 436

C H A P T E R 14 Managing the Classroom 476

C H A P T E R 15 Standardized Tests and Teaching 514

C H A P T E R 16 Classroom Assessment and Grading 547

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Contents

Preface xxi

C H A P T E R 1

Educational Psychology:
A Tool for Effective Teaching 1
Exploring Educational Psychology 2
Historical Background 2
Teaching: Art and Science 4
Effective Teaching 6
Professional Knowledge and Skills 6
Commitment, Motivation, and Caring 10
SELF-ASSESSMENT 1.1: The Best and Worst Characteristics of
My Teachers 12
Research in Educational Psychology 14
Why Research Is Important 14
Research Methods 15
Program Evaluation Research, Action Research, and the Teacher-as-Researcher 19
Quantitative and Qualitative Research 21
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Classroom
Decision 24
Reach Your Learning Goals 25
Key Terms 26
Portfolio Activities 26
Study, Practice, and Succeed 27

C H A P T E R 2

Cognitive and Language Development 28

An Overview of Child Development 29
Exploring What Development Is 29
Processes and Periods 29
Developmental Issues 31
Development and Education 33
Cognitive Development 34
he Brain 35
Piaget’s heory 39
Vygotsky’s heory 50
SELF-ASSESSMENT 2.1: Applying Piaget and Vygotsky in My Classroom 54

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Language Development 58
What Is Language? 58
Biological and Environmental Inluences 59
Language Development 59
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Book Report 66
Reach Your Learning Goals 67
Key Terms 69
Portfolio Activities 69
Study, Practice, and Succeed 69

C H A P T E R 3

Social Contexts and Socioemotional

Development 70
Contemporary Theories 71
Bronfenbrenner’s Ecological heory 71
Erikson’s Life-Span Development heory 73
Social Contexts of Development 77
Families 78
Peers 82
Schools 83
Socioemotional Development 92
he Self 92
SELF-ASSESSMENT 3.1: Where Are You Now? Exploring Your Identity 96
Moral Development 97
Coping with Stress 103
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Fight 106
Reach Your Learning Goals 107
Key Terms 108
Portfolio Activities 109
Study, Practice, and Succeed 109

C H A P T E R 4

Individual Variations 110

Intelligence 111
What Is Intelligence? 111
Intelligence Tests 112
heories of Multiple Intelligences 114
SELF-ASSESSMENT 4.1: Evaluating Myself on Gardner’s Eight Types
of Intelligence 119
he Neuroscience of Intelligence 121
Controversies and Issues in Intelligence 122
Learning and Thinking Styles 129
Impulsive/Relective Styles 129
Deep/Surface Styles 129
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Personality and Temperament 132

Personality 132
Temperament 133
CONNECTING WITH THE CLASSROOM: CRACK THE CASE Workshops 137
Reach Your Learning Goals 138
Key Terms 138
Portfolio Activities 138
Study, Practice, and Succeed 139

C H A P T E R 5

Sociocultural Diversity 141

Culture and Ethnicity 142
Culture 142
Socioeconomic Status 144
Ethnicity 147
Bilingualism 150
Multicultural Education 154
Empowering Students 157
Culturally Relevant Teaching 157
Issues-Centered Education 158
Improving Relationships Among Children from Diferent Ethnic Groups 159
Gender 164
Exploring Gender Views 164
Gender Stereotyping, Similarities, and Diferences 165
Gender Controversy 168
Gender-Role Classiication 168
Gender in Context 169
SELF-ASSESSMENT 5.1: What Gender-Role Orientation Will I Present
to My Students? 170
Eliminating Gender Bias 170
CONNECTING WITH THE CLASSROOM: CRACK THE CASE: These Boys 176
Reach Your Learning Goals 177
Key Terms 179
Portfolio Activities 179
Study, Practice, and Succeed 179

C H A P T E R 6

Learners Who Are Exceptional 180

Children with Disabilities 181
Learning Disabilities 182
Attention Deicit Hyperactivity Disorder 184
Mental Retardation 189
Physical Disorders 191
Sensory Disorders 191
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Speech and Language Disorders 192

Autism Spectrum Disorders 194
Emotional and Behavioral Disorders 194
SELF-ASSESSMENT 6.1: Evaluating My Experiences with People Who Have
Various Disabilities and Disorders 196
Educational Issues Involving Children with Disabilities 199
Legal Aspects 199
Technology 202
Children Who Are Gifted 204
Characteristics 204
Nature-Nurture Issue, Developmental Changes, and Domain-Speciic
Gitedness 205
Educating Children Who Are Gited 205
CONNECTING WITH THE CLASSROOM: CRACK THE CASE: Now What? 211
Reach Your Learning Goals 212
Key Terms 214
Portfolio Activities 214
Study, Practice, and Succeed 215

C H A P T E R 7

Behavioral and Social Cognitive Approaches 216

What Is Learning? 217
What Learning Is and Is Not 217
Approaches to Learning 218
Behavioral Approach to Learning 219
Classical Conditioning 220
Operant Conditioning 222
Applied Behavior Analysis in Education 225
What Is Applied Behavior Analysis? 225
Increasing Desirable Behaviors 225
Decreasing Undesirable Behaviors 228
Evaluating Operant Conditioning and Applied Behavior Analysis 232
Social Cognitive Approaches to Learning 235
Bandura’s Social Cognitive heory 235
Observational Learning 236
SELF-ASSESSMENT 7.1: Models and Mentors in My Life and
My Students’ Lives 239
Cognitive Behavior Approaches and Self-Regulation 242
SELF-ASSESSMENT 7.2: Self-Monitoring 244
Evaluating the Social Cognitive Approaches 246
CONNECTING WITH THE CLASSROOM: CRACK THE CASE Consequences 249
Reach Your Learning Goals 250
Key Terms 252
Portfolio Activities 252
Study, Practice, and Succeed 252
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C H A P T E R 8

The Information-Processing Approach 253

The Nature of the Information-Processing Approach 254
Information, Memory, and hinking 254
Cognitive Resources: Capacity and Speed of Processing Information 255
Mechanisms of Change 256
Attention 257
What Is Attention? 257
Developmental Changes 258
Memory 263
What Is Memory? 263
Encoding 263
Storage 263
Retrieval and Forgetting 271
Expertise 277
Expertise and Learning 277
SELF-ASSESSMENT 8.1: How Effective Are My Memory and Study
Strategies? 281
Acquiring Expertise 282
Expertise and Teaching 282
Metacognition 284
Developmental Changes 285
he Good Information-Processing Model 287
Strategies and Metacognitive Regulation 287
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Test 290
Reach Your Learning Goals 291
Key Terms 293
Portfolio Activities 293
Study, Practice, and Succeed 293

C H A P T E R 9

Complex Cognitive Processes 294

Conceptual Understanding 295
What Are Concepts? 295
Promoting Concept Formation 296
Thinking 301
What Is hinking? 301
Reasoning 302
Critical hinking 303
Decision Making 306
Creative hinking 310
SELF-ASSESSMENT 9.1: How Good Am I at Thinking Creatively? 312
Problem Solving 316
Steps in Problem Solving 317
Obstacles to Solving Problems 318
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Developmental Changes 319

Problem-Based Learning and Project-Based Learning 320
SELF-ASSESSMENT 9.2: How Effective Are My Thinking and
Problem-Solving Strategies? 322
Transfer 324
What Is Transfer? 324
Types of Transfer 324
Cultural Practices and Transfer 325
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Statistics Test 329
Reach Your Learning Goals 329
Key Terms 331
Portfolio Activities 331
Study, Practice, and Succeed 331

C H A P T E R 1 0

Social Constructivist Approaches 332

Social Constructivist Approaches to Teaching 333
Social Constructivism in the Broader Constructivist Context 333
Situated Cognition 335
Teachers and Peers as Joint Contributors to Students’ Learning 336
Scafolding 336
Cognitive Apprenticeship 336
Tutoring 336
Cooperative Learning 341
Structuring Small-Group Work 346
Composing the Group 346
Team-Building Skills 347
Structuring Small-Group Interaction 349
SELF-ASSESSMENT 10.1: Evaluating My Social Constructivist Experiences 350
Social Constructivist Programs 352
Fostering a Community of Learners 352
Schools for hought 353
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Social
Constructivist Classroom 357
Reach Your Learning Goals 358
Key Terms 359
Portfolio Activities 359
Study, Practice, and Succeed 359

C H A P T E R 1 1

Learning and Cognition in the Content Areas 360

Expert Knowledge and Pedagogical Content Knowledge 361
Reading 362
A Developmental Model of Reading 363
Approaches to Reading 364
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Cognitive Approaches 365

Social Constructivist Approaches 366
Writing 370
Developmental Changes 370
Cognitive Approaches 371
Social Constructivist Approaches 372
SELF-ASSESSMENT 11.1: Evaluating My Reading and Writing Experiences 374
Mathematics 378
Developmental Changes 378
Controversy in Math Education 380
Cognitive Processes 380
Some Constructivist Principles 381
Technology and Math Instruction 381
Science 385
Science Education 385
Constructivist Teaching Strategies 387
Social Studies 388
What Is Social Studies? 388
Constructivist Approaches 391
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Constructivist
Math Curriculum 394
Reach Your Learning Goals 395
Key Terms 397
Portfolio Activities 397
Study, Practice, and Succeed 397

C H A P T E R 1 2

Planning, Instruction, and Technology 398

Planning 399
Instructional Planning 399
Time Frames and Planning 400
Teacher-Centered Lesson Planning and Instruction 403
Teacher-Centered Lesson Planning 403
Direct Instruction 405
Teacher-Centered Instructional Strategies 407
Evaluating Teacher-Centered Instruction 412
Learner-Centered Lesson Planning and Instruction 414
Learner-Centered Principles 414
Some Learner-Centered Instructional Strategies 416
Evaluating Learner-Centered Strategies 417
Technology and Education 421
he Technology Revolution and the Internet 421
Standards for Technology-Literate Students 423
Teaching, Learning, and Technology 424
SELF-ASSESSMENT 12.1: Evaluating My Technology Skills and
Attitudes 428
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Big Debate 432
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Reach Your Learning Goals 433

Key Terms 435
Portfolio Activities 435
Study, Practice, and Succeed 435

C H A P T E R 1 3

Motivation, Teaching, and Learning 436

Exploring Motivation 437
What Is Motivation? 438
Perspectives on Motivation 438
Achievement Processes 441
Extrinsic and Intrinsic Motivation 441
Attribution 447
Mastery Motivation and Mindset 448
Self-Eicacy 450
Goal Setting, Planning, and Self-Monitoring 451
Expectations 453
Values and Purpose 454
Motivation, Relationships, and Sociocultural Contexts 457
Social Motives 458
Social Relationships 458
Sociocultural Contexts 461
Exploring Achievement Difficulties 463
Students Who Are Low Achieving and Have Low Expectations for Success 463
Students Who Protect heir Self-Worth by Avoiding Failure 464
Students Who Procrastinate 465
Students Who Are Perfectionists 465
Students with High Anxiety 466
Students Who Are Uninterested or Alienated 467
SELF-ASSESSMENT 13.1: Evaluating My Motivation 469
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Reading
Incentive Program 471
Reach Your Learning Goals 472
Key Terms 475
Portfolio Activities 475
Study, Practice, and Succeed 475

C H A P T E R 1 4

Managing the Classroom 476

Why Classrooms Need to Be Managed Effectively 477
Management Issues in Elementary and Secondary School Classrooms 478
he Crowded, Complex, and Potentially Chaotic Classroom 479
Getting Of to the Right Start 480
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Emphasizing Instruction and a Positive Classroom Climate 480

Management Goals and Strategies 482
Designing the Physical Environment of the Classroom 485
Principles of Classroom Arrangement 485
Arrangement Style 486
Creating a Positive Environment for Learning 489
General Strategies 489
Creating, Teaching, and Maintaining Rules and Procedures 489
Getting Students to Cooperate 491
Classroom Management and Diversity 494
Being a Good Communicator 496
Speaking Skills 496
Listening Skills 498
Nonverbal Communication 499
SELF-ASSESSMENT 14.1: Evaluating My Communication Skills 500
Dealing with Problem Behaviors 502
Management Strategies 502
Dealing with Aggression 505
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Chatty
Student 510
Reach Your Learning Goals 511
Key Terms 513
Portfolio Activities 513
Study, Practice, and Succeed 513

C H A P T E R 1 5

Standardized Tests and Teaching 514

The Nature of Standardized Tests 515
Standardized Tests and heir Purposes 515
Criteria for Evaluating Standardized Tests 516
Aptitude and Achievement Tests 520
Comparing Aptitude and Achievement Tests 520
Types of Standardized Achievement Tests 521
High-Stakes State Standards-Based Tests 521
Standardized Tests of Teacher Candidates 528
The Teacher’s Roles 532
Preparing Students to Take Standardized Tests 532
Understanding and Interpreting Test Results 533
SELF-ASSESSMENT 15.1: Evaluating My Knowledge of and Skills in
Computing Measures of Central Tendency and Variability 536
Using Standardized Test Scores to Plan and Improve Instruction 538
Issues in Standardized Tests 541
Standardized Tests, Alternative Assessments, and High-Stakes Testing 541
Diversity and Standardized Testing 542
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Standardized
Test Pressure 543
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Reach Your Learning Goals 544

Key Terms 546
Portfolio Activities 546
Study, Practice, and Succeed 546

C H A P T E R 1 6

Classroom Assessment and Grading 547

The Classroom as an Assessment Context 548
Assessment as an Integral Part of Teaching 548
Making Assessment Compatible with Contemporary Views of Learning
and Motivation 551
Creating Clear, Appropriate Learning Targets 552
Establishing High-Quality Assessments 552
Current Trends 555
Traditional Tests 558
Selected-Response Items 558
Constructed-Response Items 560
Alternative Assessments 563
Trends in Alternative Assessment 563
Performance Assessment 564
Portfolio Assessment 569
SELF-ASSESSMENT 16.1: Planning My Classroom Assessment Practices 573
Grading and Reporting Performance 574
he Purposes of Grading 574
he Components of a Grading System 575
Reporting Students’ Progress and Grades to Parents 577
Some Issues in Grading 578
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Project 581
Reach Your Learning Goals 582
Key Terms 584
Portfolio Activities 584
Study, Practice, and Succeed 584

Glossary G-1
PRAXIS™ Practice Answer Key P
References R
Credits C
Name Index I
Subject Index I-10