Educational psychology books in english free download

You will get complete notes on educational psychology starting from concept to conclusion. Educational Psychology- What is Educational Psychology? Educational Psychology is defined as the study of human behavior in educational situations. Educational psychology is a branch of psychology concerned with the scientific study of human behavior.

Educational psychology consists of two words 'Education' and 'Psychology'. Educational is a process of learning whereas psychology is the study of human behavior. This article points out to explicate the meaning of psychology, educational psychology introduction, nature, scope and utility method growth and development, principle, etc. The importance of educational psychology in B. Without this, the courses cannot be so effective to the students.

Crow and Crow define educational psychology as "Educational Psychology describes and explains the learning experiences of an individual from birth to old age.

Educational psychology plays an important role in the learning process. According to Skinner, ''Educational psychology is that branch of psychology which deals with teaching and learning. How to prepare for B. The word psychology has been derived from two Greek words 'Psyche' and 'Logos' which means soul and science respectively.

Thus the meaning of psychology is the science of the soul. But as the concept and nature of souls were not defined in a definite term such a definition was given up. Next psychology was defined as the science of mind and later on, it became a scientific study of human behavior.

Education is a deliberate and organized activity through which the physical, intellectual, aesthetic, moral and spiritual potentialities of the human child are developed.

Education is used for the purpose of teaching people in society. It helps to develop desirable habits, skills, and attitudes that make an individual a good citizen. Educational psychology is a branch of psychology that deals with the application of psychological findings in the field of education. In other words, it deals with human behavior in educational situations.

Definition of Educational Psychology by different authors. Crow and Crow- ''Educational psychology describes and explains the learning experiences on an individual from birth through old age. Advanced Educational Psychology - 7Th Ed. Advanced Educational Psychology. During the course of teaching educational psychology to graduate and postgraduate students, the authors felt the need for a suitable textbook on this subject which may cover the syllabi of Indian Universities and maintain a balanced outlook.

The books wri. This cutting-edge text summarizes and explains the research that all educators, researchers, and policymakers need to know. Essentials of Educational Psychology, 3rd Edition. Its subject matter is authentic, has allencompassing coverage and is deeply insightful.

The text has been supplemented with charts, diagrams, figures and tables to make the subject interesting. 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. The authors comment that this is for cost reduction purposes, however, since the text is offered digitally it could add a needed dimension to the text. Chapters 1, 2 and 3 The first chapter would be a good place to lay the ground work for education as a vehicle for social justice.

I actually thought the first chapter was a little short. There was good coverage of the learning process, although I would add information about learning and the brain. The Student development chapter was appropriate for a course on educational psychology, but may present too much information for more introductory courses. They do cover this, but the writing is less clear for me in this section.

Same on Maslow- I would have liked a simpler hierarchy of needs chart. Chapters 4, 5 and 6 The student diversity section was not comprehensive. The content on learning styles, and multiple intelligences was fine. There was some information on Talented and Gifted, but it was not linked to learning disabilities. I would have folded in Chapter 5 into Chapter 4, instead of making it a separate chapter on Students with Special Educational Needs.

The separate chapter on Students with Special Educational Needs offered pretty good detail for an overview class. The ADHD section was good. I would recommend more content on dyslexia. The segment addressing behavioral issues could be linked to societal and SES issues. I appreciated the inclusion of hearing loss and vision impairment, because I have not seen that in many texts.

I would have introduced the concept of differentiated learning in this section, and then revisited it in the later section. The Gender roles section of chapter 4 is incomplete and dated, more information is needed on different sexual orientations. I would have liked to see deeper content related to the bilingual and second language learners. The initial chapter mentions language diversity, but too briefly. There is no mention of the need of greater diversity in the teaching force itself. Authors could use research from Linda Darling-Hammond to write about this topic.

In Chapter 4, the Student Diversity section. I would have liked discussion of why language learners need models ….. The part on cultural identity development was good.

This could be addressed by adding journal articles on this topic into supplementary coursework. Content related to low SES and the role poverty plays in the psychological profile of students is missing. The Student Motivation chapter would be appealing to students. I think this could be inserted into any time frame of the class. I would have liked to see more about making learning relevant and placed in the real world context in this chapter. Chapter 7 and 8 I would re-title this section, to use words such a Creating a Positive and Productive Learning Environment, and fold in the student motivation section and the classroom communication section.

This chapter could be shorter, and written in a way that made inquiry with the reader to make it more relevant. That would leave more room to fold in the other chapters. The segment on focusing on future solutions rather than past mistakes is excellent. I would have liked to see the use of the word pedagogy in this section. That would leave more room for additional information about communication and conflict and also cross cultural communication, which are areas where students need help.

I would also shorten the section on classroom communication, and build in more inquiry for student readers in this section. Chapter 9, 10, 11 and 12 Facilitation Complex Thinking and Planning instruction and Assessment could be combined.

I would like to see the concepts of diagnostic, formative and summative assessment included, and then linked to current examples. I am glad you included Marzano. I would revisit the concept of differentiated instruction with the information presented on response to intervention.

I would move the multicultural education and anti-bias education section out of this chapter, and in to the earlier section on student diversity. Information on alternative approaches to learning, like online learning and service learning is good. The assessment section was thoughtfully written, and would challenge students to consider how they are making assessment decisions. Getting students to consider the validity and reliability of assessment is critical, and revisiting the concept of bias as related to assessment is important.

I would reduce the content related to teacher made assessments, and perhaps have the students evaluate existing assessments. Overall, information was accurate. Some sections that are dated presented slightly inaccurate information.

For example, the authors give data about the Hispanic population in the U. The U. The licensing chapter is also dated and therefore inaccurate. The authors bring a unique perspective to educational psychology because they are from outside the U. I appreciate their candor in acknowledging that most major textbooks in this area cover similar content, but are quite expensive when printed and published via conventional manner. However, there are some content issues that jeopardize the relevance and longevity of the book.

I would like to see the concept of educational neuroscience addressed in the early sections on cognitive development. The Student Development Chapter 3 would need to be re-worked for greater relevance for U. I would have liked to see development issues tied to social factors. The authors did some of this when they discussed health issues, but for the most part social links are missing.

To improve relevance, I would like to see information on how poverty affects the brain and learning. I would also like to see a section devoted to the importance of having a diverse teaching workforce.

The section on technology use in schools is quite dated and unrealistic. Discussion of single-computer classrooms is outdated.