free educational psychology books

Educational Psychology - Second Edition

(18 reviews)

Kelvin Seifert, University of Manitoba

Rosemary Sutton, Cleveland State University

Publisher: University of Manitoba

Language: English

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Reviewed by Seokmin Kang, Assistant Professor, University of Texas Rio Grande Valley on 12/11/22

There is a lack of neuroscience and cognitive aspects such as information process and knowledge representation. Also, it touches a little bit of everything but is shallow in its depth. read more

Comprehensiveness rating: 4 see less

There is a lack of neuroscience and cognitive aspects such as information process and knowledge representation. Also, it touches a little bit of everything but is shallow in its depth.

Content Accuracy rating: 5

The content is accurate overall.

Relevance/Longevity rating: 4

More adding needs in neuroscience, cognitive perspective in learning, and technology use in teaching and learning.

Clarity rating: 4

It is clear overall.

Consistency rating: 4

There is no framework, but a description or summary of the theories.

Modularity rating: 5

It is readily divisible into smaller reading sections.

Organization/Structure/Flow rating: 4

One topic is described or explained throughout the chapters. This is a double-edged sword. While readers can connect one concept with various different concepts, novice readers, before fully understanding the topic's core idea, can be easily off track, thinking of how a certain topic is related to different topics.

Interface rating: 3

The text covers mainly its content. There are few images or diagrams to better support student learning. Learning objectives or key terms should be introduced at the beginning of each chapter.

Grammatical Errors rating: 5

The book's grammar is fine.

Cultural Relevance rating: 4

It leans much on education and application rather than foundational theories.

Reviewed by Melanie Park, Assistant Professor of Education, Huntington University on 6/21/22

Comprehensiveness rating: 3 see less

Major educational psychology theories are covered, but instructors using this text may want to supplement the material with current neuroscience findings to ensure teacher candidates are prepared to implement brain based instructional strategies. The impact of trauma on learning, the implications of Bronfenbrenner’s Ecological Systems Theory in the classroom, and Dweck’s Growth Mindset Theory are additional concepts not covered in the text.

Content Accuracy rating: 4

Overall, the content is accurate for the publication date, but instructors will need to point out that Bloom’s Taxonomy has been updated. References to Multi-Tiered Systems of Support (MTSS) should also be included in a discussion of special education.

The text provides relevant classroom examples of educational theories. Commentary on technology and diversity have become outdated due to the rapidly changing nature of these areas in education.

Clarity rating: 5

The concepts are clearly communicated, and the classroom examples show students how educational theory is applied in the real world of teaching. The writing is easy to understand, and university students will easily comprehend the text.

Consistency rating: 5

The text consistently addresses educational theories.

The text is designed for ease of division during an educational psychology course. The chapters on classroom management, planning instruction, and assessment could easily be revisited in upper level education courses to reinforce the concepts learned during the introductory educational psychology course.

Organization/Structure/Flow rating: 5

The organization is logical and will allow instructors to easily design their course in a clear fashion.

Interface rating: 4

Many of the supplemental links need to be updated or replaced. The links to the text in the Table of Contents are very helpful.

The text was free of grammatical errors.

The text did not address the needs of students in the LGBTQIA+ community. References to gender roles and assumptions regarding cultural stereotypes need to better reflect the current social climate.

The text provides a starting point for presenting educational theories. Instructors will need to supplement the text to ensure teacher candidates are exposed to current educational research. New theories and instructional approaches have emerged since the text was published, but overall, the text is easy to understand and certainly helps teacher candidates understand how educational theory can be applied to classroom situations.

Reviewed by Jodie Riek, Assistant Professor of Teacher Education, University of Wisconsin - Superior on 9/20/21

This text comprehensively covered most key traditional aspects of educational psychology such as human development theories; learning theories; and diversity. However as an introduction to education text, it was distinctly lacking content discussing political and social issues which impact education systems, the work of teachers, student learning and curriculum.

What is covered is accurate and is unbiased.

The content that is covered in this text is relevant and up to date. Any updates that will be needed in the future (for example hyperlinks which are dispersed throughout the text, may need updating in the future); will be relatively easy to update.

This text is very straight forward using every day language with limited jargon and technical terminology. When there is jargon or technical terminology there is a thoughtful easy to read explanation/definition for the reader to be able to understand in context.

Terms are used consistently throughout the text.

Chapters are just the right size, with key topic headings and sub-headings within to help the reader consume the content. It was dispersed with images and hyperlinks which breaks up the reading work. This approach makes it very consumable for the reader.

The topics are somewhat in a logical and clear sequence, although as mentioned earlier as an introduction to education text, it was distinctly lacking content discussing political and social issues which impact education systems, the work of teachers, student learning and curriculum.

Interface rating: 5

Easy to navigate. Presents as a pdf file so it can be read online and offline. It can also be printed for those readers that prefer a hard copy.

The text contains no grammatical errors that I saw.

Cultural Relevance rating: 5

Very EDI aware text.

Reviewed by Eliza Bobek, Associate Clinical Professor, Massachusetts Department of Higher Education on 6/29/21

Addresses the main topics covered in a typical Educational Psychology course. Does not include information processing, memory, cognitive load. Could include more on the science of learning, LGBTQIA, trauma informed pedagogy. Some chapters more appropriate for students enrolled in teacher preparation e.g. "Planning Instruction" compared to students taking this course as an elective.

High accuracy- no errors noted.

Relevance/Longevity rating: 3

Some outdated terminology e.g. students with "special educational needs." Could be more inclusive in this chapter by addressing "students with disabilities" and avoiding a deficit perspective. Very little discussion of anti-racist and anti-bias pedagogy, stereotype threat etc.

Clear and well-organized. Text is written in the familiar-tone and terminology is clearly explained. Text is divided into manageable sections.

Appears to be consistent throughout, in terms of structure and flow.

This is very well done, sections are accessible, reducing cognitive load for the reader.

Flow is clear, but perhaps consideration to the audience- teacher preparation course for pedagogy, or psychology students as an elective?

Navigation is clear; additional images and visuals would make it stronger.

Accurate grammar.

No mention of culturally responsive teaching. Predominantly white western view. "Student diversity" is presented separately as "other." Section on "student diversity" could be re-titled to be more inclusive.

Reviewed by Audrey Roberts, Assistant Professor, Bowling Green State University on 1/28/21

This text provides a relatively comprehensive overview of most foundational educational psychology theories. However, there are some important elements missing, as well as an over-emphasis on classroom management and assessment that veer away from the curriculum normally taught in an introductory educational psychology class for undergraduate students. I would argue that Chapters 1-6 and Chapter 9 would be the selections covered in an ed. psych class, with Chapters 7, 8, and 10-12 better suited for a more pedagogically focused or more assessment focused course. The two biggest concepts not covered in the text are information processing theory and memory, and any sort of mention of the LGBTQ+ community in regard to addressing diversity. I would've liked to see more attention paid to socioemotional learning theories as well.

Content is accurate, error-free, and not significantly biased in any one section or area overall. Where appropriate, the foundational researchers are given credit, so that someone with knowledge in the field would concur.

Relevance/Longevity rating: 2

Content for many of the foundational educational psychology theories has not changed since the bulk of this material was released in 2009. So, in this way, the first 6 or so chapters could continue to be used, with some more recent articles to support it. However, almost all of the citations are now, in 2021, 15+ years old. This presents problems with some of the education policies they mention, and it also neglects the impact that technology has in the day to day classroom. Tech is mentioned, but almost 20 years have passed, so things are rightfully different, and classroom management is a bit different too. Many of the hyperlinks to appropriate websites do not work or lead you to a now incorrect page.

I do appreciate the writing style of these two authors. It is conversational, yet appropriate for an academic audience of young adult students. I appreciate the real-life classroom examples, and think a real effort has been made to make connections and the material more engaging for the reader. It's not bogged down with over-difficult vocabulary, but not too simple either.

The text is generally consistent in the way that material is presented. One issue I had was that there were often concepts brought up in the middle of one chapter that weren't really explained well until later chapters. For instance, discussing motivation at the same time operant conditioning is mentioned is confusing and motivation isn't broken down until chapter 6.

I think this text would be very easy to pull out certain sections, i.e., divisible. The glossary links in the PDF are useful as well.

Overall, the organization isn't bad, however the text has a tendency to jump a bit over the place. Bold text is somewhat liberally used, which could be distracting for readers. I thought Chapter 9: Complex thinking should've been placed before it was in the text-it would've been a natural section after information processing theory/memory (which was not addressed).

Easy enough to navigate. Most of the hyperlinks do not work at the chapters' end. Very few images, but many tables, and they have all formatted well

There are no glaring grammatical errors.

The text is not culturally insensitive or offensive, but it does not address any information on the LGBTQ+ community, which is mentioned earlier.

This text has many strengths. It is free to use under a Creative Commons License, which is incredible for students who struggle with text costs. It is well laid out and would be easy to navigate. It covers most foundation educational psychology theories/material well. Last, it is an engaging read, and not filled with dry or overly academic language.

This text also has weaknesses. Nearly all citations are 15+ years old. It does not properly address current technology use in the classroom, social development in adolescence and the importance of friends, information processing theory, memory, or the LGBTQ+ community. There is an overemphasis on classroom management, assessment, and even some research methodology that seems unnecessary. There is no test bank (understandable) or self-review questions to help students. Last, most of the hyperlinks in the pdf no longer work or go to the appropriate place described.

Overall, as an instructor of an educational psychology course that has taught for years, I would feel comfortable using the first half of this text, supplemented with other articles. I think the fact that this textbook is free outweighs most of the negatives.

Reviewed by D F, Professor, Worcester State University on 6/30/20

Surface treatment of some topics. Out dated Bloom Model & references to learning styles; missing discussion of memory; passing reference to race (as part of culture), nothing about poverty, etc. Missing Social Cognitivism. Really missing links... read more

Comprehensiveness rating: 2 see less

Content Accuracy rating: 2

Inaccuracies due to out of date information/theories Bias in the sense that White, western is normal diversity is other Right at beginning does not use person first language, instead referring to "disabled children"

Book needs major updating in terms of student diversity & students with disabilities. Needs to include the nature of memory, learning theories and give direct links to effective teaching

Clarity rating: 3

Tends to pack a great deal into brief sections. More examples and photos would certainly help.

seems to be

Modularity rating: 4

Organization/Structure/Flow rating: 3

I prefer Ormrod's approach to Educational Psychology starting with research basics and looking at learning theories in depth and then diversity

Not seem to be an iussue

None that I found

Cultural Relevance rating: 2

Narrow, white, western treatment--not reflect US adult and student diversitIES

Good start. Needs updating

Reviewed by Elbert Davis, Assistant Professor, Marshall University on 2/5/20

This textbook aligns with another for-profit textbook that cost $220. The major concepts of educational psychology are present, including the major theories and theorists of education, along with assessments, student diversity, learners with special needs, and motivation. I was pleasantly surprised to see appendices concerning action research, licensure preparation, and critical evaluation of research articles. References were provided at the end of each chapter, as well as websites for additional information. At the end of each chapter are key terms, but no index or glossary was found.

I saw nothing that was inaccurate or biased. Errors were not evident.

Relevance/Longevity rating: 5

The major theories and theorists are covered. As most of these people have passed on, it is unlikely major changes will need to be made. It would be easy to add new theories or theorists if the issue arose. The only section that will need updating or overhauling would be the chapter on standardized testing. This seems to change every so often due to national, state, and local politics. It is possible that major overhauls may be needed when laws change, as with any textbook that discusses these laws. I do think these updates would be straightforward to implement.

The textbook is as accessible as similar books on educational psychology. Jargon is typically defined for the student in-text, along with examples where needed.

The framework is very consistent. Once a student reads the first chapter, he/she should be able to know what to expect in future chapters. In each chapter, headings are broken into subheadings, followed by a chapter summary, key terms, online resources, and references. Terminology is consistent throughout the textbook, and is on the level of college students in the education field should comprehend.

The textbook is organized into chapters with the major concepts. The chapters are organized into headings and subheadings. Each page is numbered. It should be easy to assign different chapters or even sections of a chapter, if necessary. Long blocks of text are interrupted by images, charts, and tables, along with subheadings. There are very few self-referential moments in the text, other than providing an example at the beginning of each chapter.

The organization of the textbook mirrors that of costly for-profit textbooks on the same subject. Major areas are divided into 12 chapters with relevant headings and subheadings in each chapter.

The textbook is free of navigational issues. Headings and subheadings are used throughout the book. In the table of contents, the headings and subheadings are clickable and linked to the appropriate section or subsection of the book, eliminating the need to endlessly scroll to find a certain page. The images and charts used are not distorted. If I had a minor complaint, it would have been to use page breaks to ensure tables were on the same page, rather than be split across two pages. Again, this is a very minor issue.

No grammatical errors were found.

There is a section of the textbook that discusses cultural diversity and provides classroom examples based on different customs. Most of the examples outside of this section relate to the authors' personal experiences. The textbook is not insensitive or offensive in any way.

It is obvious that a love for educational psychology is the major motivation of authors Kelvin Seifert and Rosemary Sutton, as well as reviewer Sandra Deemer, and the editorial team (Marisa Drexel, Jackie Sharman, and Rachel Pugliese). Professor Seifert, in the preface, also explains his other motives for co-authoring the textbook (individualization of the content, the expense of the textbook, and eliminating the added features commercial textbook publishers use to increase the price).

Reviewed by Amanda Bozack, Associate Professor, Radford University on 1/6/20

This book covers the general areas explored in an introductory educational psychology course. The chapters are short but address the main concepts widely taught in this course and the reference list at the end of each chapter is comprehensive. read more

Content Accuracy rating: 3

On many main points, the text is accurate. However, the student diversity chapter plays into outdated thinking about learning styles and multiple intelligences. Because the chapters are short, the complexity of this discussion and the importance of combatting misconceptions are missed. Instructors who use this textbook should consider supplementing this section or omitting it. Additionally, the chapter on students with disabilities does not use the language of or discuss tiered levels of support--the basic building blocks for preservice teachers--and the chapter on classroom management is very traditional without any information about trauma-informed practices or restorative practices. The chapters on motivation, communication, and complex thinking are strong.

Updates to the sections on learning styles and multiple intelligences, and the addition of tiered levels of support, trauma informed practices and restorative practices would increase the relevance of this textbook. Additionally, a section devoted to learning science and neuroscience would be useful given the many advances in recent years that help us understand learning from a neurological perspective.

This book is clearly and succinctly written. Terminology is bolded when appropriate and a list of key terms is provided after the chapter summary.

This book is consistent in format, terminology, and framework from one chapter to the next.

This text can easily be assigned in its entirety or for only specific chapters or topics. The information in one chapter is not dependent on information in another chapter. As such, instructors who use the whole text may find it useful to note where information from one chapter is aligned to information in another chapter.

The book and the chapters are organized logically, clearly, and follow the general arc of many educational psychology textbooks.

The interface for this text was appropriate. It is "low tech" and has a clickable table of contents.

There were no grammatical errors evident in my review.

This book did not address culture, race, or ethnicity specifically as part of the content. Educators looking to use a culturally responsive lens to teach educational psychology would probably want to supplement this text or use another text.

Reviewed by Adam Moore, Assistant Professor , Roger Williams University on 12/20/19

The text covers an overview of educational psychology. I wonder about some other areas within educational psychology that are not addressed such as universal design for learning (UDL) (Rose & Meyer), multiple intelligences (Gardner), backward design (Wiggins & McTighe) and growth mindset (Dweck). While some of these theories are not without controversy, it might provide future educators and education professionals a more complete understanding of how one learns by including these topics. Even a critical analysis of these commonly known contemporary theories could help provide necessary background for future professionals.

Some of the terminology used to discuss people with disabilities in the text are not in line with people first language and are not 100% accurate (i.e. use of term IEP ("P" means program, not plan). Additionally, authors might consider mentioning the movement to "end the r word" instead of using the term "retarded". It is also important that professionals are explicitly told the problem with calling students "slow learners" (from p. 96). These ideas tend to support ableist language and ideologies that are too often present in educational settings.

This text will support the many education psychology courses offered at most institutions. The topics presented are almost universally taught in educational psychology courses.

The writing is clear and coherent.

The text is consistent in presentation, how terminology is presented, and how information is conveyed.

Many subheadings and bold-face print allow the reader to find information in manageable chunks.

The organization of the text is similar to other educational psychology texts. Clear and logical presentation of information.

The text is easy to read, provides some charts and photos, and is clear in presentation.

No grammatical errors that I found in my reading of this text.

There is not a substantial focus on historically minoritized people in this text. While some of the chapters mention race/ethnicity, there is not a consistent focus on people who have minoritized in educational settings (LGBTQ community, racially minoritized people, gender, people from the disability community, etc) nor is there a focus on equity.

Reviewed by Cassie Bergstrom, Assistant Professor, University of Northern Colorado on 12/14/19

The text covers a wide variety of topics typical to intro to educational psychology texts. The main topics of development, learning, student differences, motivation, classroom environment, and assessment are all covered in what I thought was appropriate depth. There were a few topics that I think could be more strongly emphasized, particularly related to how the brain works in the context of learning, information processing theory, and some additional cognitive topics. But I could also see these as topics that teachers could supplement. I did not see an index, but the table of contents is detailed and linked to the subtopics in the chapters. Each chapter has a list of “key terms” at the end (although they are not linked back to the area in the chapter). No overall index or glossary is present.

I did not find any content that was inaccurate. There are many citations throughout the text that I was familiar with in the context of the topics being discussed. References are listed by chapter, so the content is supported by outside sources that students can access. I didn’t detect any biased coverage, most of the commentary speaks to how the topics are currently seen in the field of educational psychology.

Overall, I do think the text is written broadly enough to be relevant for a number of years. Content in a few areas could be updated, as it is now at least 10 years old. There could definitely be more information on a few topics, for example the role of the brain in learning and memory, growth mindset, grit, autism spectrum, self-regulated learning, etc. These are topics that the field of ed psych has expanded on within the last decade. Other topics could be better positioned to reflect the general thinking in the field (ex. the content on Gardner's multiple intelligences could include more than one sentence of criticism…). I do think the text could be updated fairly easily, and would recommend the authors consider doing so within the next few years.

I really enjoyed the writing style of this text. The authors wrote in a clear, but concise manner. They did a nice job blending their writing styles (as opposed to some texts that feel distinctly written by more than one person). Additionally, the terminology and topics are explained at a level that someone without a background in psychology could understand. There is lots of context for the new ideas and terminology.

The internal consistency of this text is strong. Each chapter has the same organization, beginning with a vignette/story and followed with a number of subsections on different topics. The terminology and framework seem to be consistent across all chapters. Additionally, the headings provided follow the same pattern in chapters, also aiding consistency.

There are many headings and subheadings in this text, dividing main ideas into smaller chunks that could be assigned. The text is not overly self-referential—but honestly I think a bit more reference would be helpful at some points (for example connecting the info on gifted learners with special needs, mentioning the focus on multicultural and anti-bias education within the chapter on diversity). I do think the chapters could be assigned in a variety of orders, and the many headings improve the modularity of this text.

Yes, I think the topics presented in the chapters of the text flow logically, both across and within chapters. Providing the basis for learning up front (in Chapter 2) is a strength, as is following it with the information on development. Within each chapter, the topics logically follow one another, but not to the extent that assigning one chunk would disrupt the flow.

Overall, I think the PDF of this text looks really good. The interface feels more streamlined than many published texts, as there are no boxes, unnecessary graphics, or other distractions. The addition of a few more hyperlinks within the text (to help navigate) would be beneficial. Since the text is a bit dated, there were a few links at the end of chapters that didn’t work for me—which might confuse readers. 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. With the interface of a PDF, I believe this would be more difficult (I’m less likely to cut and paste PDF content, because of the formatting issues and needing to clean up the copy).

I found no grammatical errors in my reading of this text.

I didn’t detect any insensitivity or offensive handling of cultural issues within this text. The focus was often not on cultural diversity, and I think this could be improved. There is a full chapter on student diversity, but the section on culture is almost entirely devoted to language (while important, doesn’t encompass everything about culture). I did enjoy that the vignettes at the beginning of the chapters were authentic to the authors, but I think this could be an area that would benefit from including more diversity of representation (particularly the vignette at the beginning of Chapter 4…I’m not sure it’s the best way to speak to diversity).

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.

Reviewed by Jose Martinez Molinero, Assistant Professor of Secondary Education, Metropolitan State University of Denver on 11/11/19

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 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.3

From my perspective, the content of this text is accurate, error-free, and is unbiased. Furthermore, the authors invite readers to apply a critical lens on the content and research by providing open-ended questions regarding each chapter in the ‘Deciding for Yourself About the Research’ section in the additional materials section in the end.

The text is written in broad terms that allow longevity in its relevance. This is mostly achieved by presenting various/multiple theories and approaches when explaining how concepts may be applied in the classroom. Also, the authors recognize and address the differences in the classroom diversity and demographics within the text—although some of the content may not apply to one’s specific situation, other areas of the text will apply.

The text is accessible to students entering a teacher education program. As I reflect on the students I have had, I can envision my students reading this book and having ‘something to say’ about the content based on their own experiences as students and in their field experiences. What I appreciate the most is the teacher ‘scenarios’ that are presented in the beginning of each chapter and how authentic/realistic they are—this sets the tone for the chapter and captures the reader’s attention—answers the ‘why’ the chapter is important.

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. Typically, this is not an issue—however, the current generation of students’ focus is on ‘clout’ and aesthetics in determining the value of something.

From my reading of various chapters, I did not find any evident grammatical errors.

I appreciate how inclusive and authentic this text was in discussing the different types of learners. For example, I have use multiple multi-cultural education textbooks in the past, and not one has mentioned the phenomenon of ‘language loss’ that ELLs experience and its implications in the classroom.

Reviewed by Mistie Potts, Assistant Professor, Manchester University on 10/28/19

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 without an index of terms/names. 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.

The content of this textbook compliments the needs of today’s teachers. 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. In this way, the text allows access to important topics in the field of educational psychology without bogging down the reader with complicated prose/jargon. The text calls upon a mild level of background knowledge (e.g., Pavlov and classical conditioning) yet provides contextual clues to include readers lacking this background. 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. Tables with terms common to specific theories/concepts are provided to add clarity throughout 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. These make the text easy to divide and study in specific sections/topics. 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. No displays or distortions of the images/charts/text were noticed in review of this text.

In review of this text, no grammatical errors were observed.

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. Prof. of Education/Exec. Dir. of K12 Programs, Southern Utah University on 6/19/18

Comprehensiveness rating: 5 see less

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 planning/assessment). With a resource like this and being so comprehensive we could definitely remove the barrier of cost for our students.

The content in this resource is accurate. 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.

The content is up to date and will not become obsolete. Since the book is so comprehensive I don't believe the authors could go in depth on many of the topics. 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.

The text is written so that a student new to the field could understand it - the authors take time to explain terminology that is specific to the field.

I did not find any inconsistencies in terminology or the framework provided. I believe that in using this text in our classes, we will be more equipped to add further comment on this section.

One of the biggest concerns we have now in our College is overwhelming our students with too much reading. 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.

We just did a scope and sequence of our courses in Teacher Education and when I compare the flow of this resource to our outcomes from our scope and sequence, I found that the flow matched what we thought should be the flow of our courses in general.

I would have liked to see more graphics and visuals and flowcharts to attract the attention of the reader. 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 didn't necessarily read for grammatical errors - because that would be a read of it just for that - but as I read each part I didn't find any grammar errors that would prevent comprehension.

I would say that the cultural relevance/sensitivity of this book is a good surface attempt. 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.

Thank you to the authors for helping us compile such a wonderful resource, and for being willing to share it with us inexpensively. 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.

Reviewed by Stephen Vassallo, Associate Professor, American University on 2/1/18

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 for educational psychologists for about 4 decades now. Self-regulated learning is often discussed in the section on "higher order thinking." There are also other ideas such as growth mindset and grit that are more contemporary than self-regulated learning. 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 text is clear and lucid. All terminology is explained well.

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 did not find any grammatical errors in this book.

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.

Reviewed by Cecelia Monto, Dean, Education and Humanities, and Adjunct Instructor in Education, Chemeketa Community College on 4/11/17

This book provides an overall comprehensive look at educational psychology, but I think it could be updated. If I use this text, I would supplement this text with current sources on: • Educational neuroscience • Poverty and the brain (use Eric Jensen and other sources) • The need for greater diversity in the teaching force (use Linda Darling-Hammond and others) • Bilingualism in the U.S. • The concept of grit (use Duckworth), and for U.S. use I would fold in current legislation and historical pieces. • Communication during conflict Each chapter begins with an inviting story on the opening pages, and then moves on to the core topic. 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.S. students. I would have liked a “social justice perspective” woven into the book. 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.S., education has a solid link to democracy, and the historical foundation is powerful to students. Arne Duncans’ quote could be used to lead this idea. ““I believe that education is the civil rights issue of our generation. 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.” There are no photos or eye-catching items in the text. 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. The “trends in teaching” paragraphs should be updated. 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. and the major learning theories (behaviorism, Piaget, Vygotsky, Bruner), as related to educational psychology and the implications to teaching. The Student development chapter was appropriate for a course on educational psychology, but may present too much information for more introductory courses. I would have liked a more straight forward piece written about stages of development, with a clear outline of physical, cognitive, social and character development, and I would have included a clear graph of Piaget’s model for cognitive development with this section. 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. Erik Erkison’s psychosocial development section is good. The outline for Kohlberg’s stages of moral reasoning, and linkage to ethical thinking and justice was good, with Gilligan’s framework included. For US use, I would add in examples from US schools and even court cases to exemplify points.

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., there is discussion of bilingualism, but seemed too clinical. I would have liked discussion of why language learners need models ….. and more coverage of English language learners in relation to motivation would have been helpful. 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. Perhaps this information would have been better if directly linked to the learning theory section, ie Skinner’s behaviorism, or to the Student Motivation Chapter. I would have liked to see more about making learning relevant and placed in the real world context in this chapter. Motivation linked to self-efficacy was good, but the self-determination section seemed a little esoteric and I don’t think would resonate with U.S. students. This might be a good chapter to include a piece about “grit” (by Duckworth) and learning.

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. I would remove the section on “functions of talk”, and reduce down the section on nonverbal communication. 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. This would align with the concepts of student-centered and teacher-centered learning, with discussion on the methodology such as inquiry based learning, cooperative/collaborative learning. Setting learning goals and “backward design” could be added to the curriculum section. The section outlining Bloom’s Taxonomy with examples and revisions is excellent. 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.S. from 2005, which was 14%. This should be adjusted to 18%, and notice of the growth of this segment should be noted to represent the true picture. The U.S. National Center for Educational Statistics notes about 25% of students in public school are Hispanic (and even that information is 3 years old). The licensing chapter is also dated and therefore inaccurate. The sections on “deciding for yourself”, which explained the research procedures used and gave more content information, were a great vehicle to encourage students to consider the complexities of research, and demonstrate their ability to evaluate and critically consider complicated topics, thus improving the accuracy of their own thinking.

The authors bring a unique perspective to educational psychology because they are from outside the U.S. 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.S. use. 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. Although they must exist, I have never observed such a classroom in at least 10 years. There needs to be more emphasis on using technology in a myriad of ways, from harnessing the power of smart phones, tablets, and internet resource gathering was not fully covered. Chapter 10 references online learning, but it could have been made more relevant by explaining this book as an example. The final section on licensing requirements was outdated. Our state no longer uses PRAXIS. Perhaps because licensing is done on a state-by-state basis, this section should encourage instructors to use their own state resources in this area. Other topics that would improve relevance would be the topic “grit”, and the development of communication skills that address conflict. The citations seem dated, not much past 2006. The publication date is 2011. Relevant current publications and issues should be brought in.

Due to the consistent writing style and predictable format, the book was clear and easy to follow. Additional charts or graphs could reinforce points made in the book, and thus might improve clarity for visual learners. Chapter summaries clearly reinforce main points for students to grasp. Lists of key points and terminology also added clarity, such as the listing at the end of Chapter 3.

Overall consistency was good. Writing style was straightforward and standardized throughout the text, which made reading easier. The links to additional articles were consistently presented, and therefore would be easy to reference.

The text is designed in a modular framework, and authors note that chapters can be taught in any order. Some of the repetition crosses over modules, which helps with clarity.

The text flowed in a logical manner, and as a reader I would recommend teaching from it from the structure already presented. In terms of organization, I would move the Action Research table to a different section, not right up front. The first three chapters fit together nicely as a unit. In this early section, I would also like to see more on changes in the brain that occur from learning new information. Chapters 4 and 5 meshed well. As I already noted, I suggest linking the learning section with the motivation section .I would organize the material in Chapter 6 to fold into the later Chapters 7 or 8. The final chapters regarding instructional planning, assessment and facilitation of complex thinking could be reorganized. Each chapter finished with a summary, which could help students organize their thinking. I would change the layout of the summary into bullet points, to make it more readable. Key vocabulary was also highlighted, so that students could focus on the language specifics of the education field.

The online resources, with examples of assignments, are beneficial. Simple assignments, such as creating a chart summarizing human development, would be easy for students to follow and reinforce their reading. There was a large array of resources and articles, which would allow instructors to supplement and make the chapters more relevant. I would like to see more reflection pieces, like journals on certain topics. The autobiography assignments were too vague. The assignment on “true confessions” from students regarding moral development would be too risky in a community college setting. I would also like to see some video pieces attached as additional resources. In the communication section towards the end of the book, it would have been great to observe examples of communication styles in the classroom, or include interviews with teachers. Video clips demonstrating children in varying stages of development would also be useful. I know it’s always easier to ask for more resources than to provide them. But these additional elements would provide variety to the course.

The grammar was correct and accurate.

Cultural Relevance rating: 3

Greater relevance could be achieved by updating resources used and broadening topics to include current issues in the United States. Some opening stories did not mesh well with current student experience. For example, the Chapter 4 opening story would not be relate-able to the students in my class. As noted earlier, more emphasis on the importance of a bicultural and bilingual teaching workforce was not mentioned, and this perspective is critical. Lead in stories could provide a venue for greater cultural perspectives on teaching and student experience, and is needed. The text also lacks mention of social justice issues as they relate to teaching, which is an important point in proving cultural relevancy. Reflective assignments and inquiry based writing could be added to challenge students to broaden their thinking and relate content to their own circumstances.

Many sections of the text are solid, and I would like to use content for an online book that I will create for our Foundations of Education course. I read this text through the lens of that course need, and I was looking for some elements that are understandably not covered in this text. The current text I am using incorporates a lot of student reflection, and I think including that aspect into this text would make it more engaging. I also noted that the lack of content related to social justice and the teaching field is a concern.

Reviewed by Maite Correa, Associate Professor, Colorado State University on 12/5/16

This textbook is very comprehensive. Any prospective or current teacher could use it as an introduction or a refresher (respectively). The topics covered are ample and the references and additional readings provided at the end of each chapter help the reader expand on the topic if needed. The text provides an effective index at the beginning and a glossary for each unit.

Content is accurate. Drawing from different pedagogical approaches, the authors manage to create a balance that helps the reader make their own choices.

Content is relatively up-to-date. Although chapter 12 might become obsolete depending on state requirements for standardized tests, overall, the text can stand the test of time (taking into account that pedagogy is an area that changes rapidly).

The text is accessible for any reader. All jargon or terminology is explained. It is suitable for teacher candidates, for teachers who want a refresher and for anyone interested in pedagogy.

The text is internally consistent in terms of terminology and framework. Chapters flow into each other very well, although they could be used separately (see modularity below).

The text could be used as a whole textbook divided by units (the order seems appropriate for an "Intro to Pedagogy" course), but it could also be divided into smaller reading sections that can be assigned at different points within the course. It could also be used as a companion to any other handbook that is discipline-specific (Math, Language Arts, World Languages, etc.). Case studies at the end make it very easy to assign them at any point.

The topics in the text follow a logical fashion. From the introduction (learning process and student development) until the end (assessment and standardized tests), the text increases in specificity/complexity. The case studies in the appendices are very conveniently located at the end for easy access in case the chapters are assigned in isolation.

Although the indentation in the tables could be improved and some images could be formatted to be more visually appealing, the interface in general is appropriate.

The text contains no grammatical errors.

The text is not culturally insensitive or offensive in any way. On the contrary, it follows pedagogies that are inclusive of a variety of races, ethnicities, and backgrounds.

This is a great textbook that can be used in any education course at both undergraduate and graduate levels. It can be complemented with research articles in each discipline if needed, but it can be perfectly used on its own.

Reviewed by Kelly Lynch, Teacher - Elementary Education, University of Oklahoma on 1/12/15

Text covers all aspects of what a teacher would encounter throughout the year in a classroom. Very comprehensive. read more

Text covers all aspects of what a teacher would encounter throughout the year in a classroom. Very comprehensive.

To my knowledge and experience, this text is very accurate on all fronts. It is up-to-date when it addresses standardized testing, management challenges, and student diversity.

The content in this text will need to be updated at times to keep in step with changes in standardized testing. Other than that particular section, I don't believe there will be signifigant updating needed regularly.

Text is easy to read, comprehend, and offers varied examples to address multiple ages of children and adults.

Consistency is not an issue. Text is in step with current terminology.

Text is clearly divided into smaller sections. Very easy to assign.

Text is well organized and easy to follow. Topics are clear and easily defined.

Text is very clear and easy to read. Information is easy to interpret.

No signifigant grammatical errors.

Text is culturally diverse.

Reviewed by Selma Koç, Associate Professor, Cleveland State University on 1/12/15

"Educational Psychology” by Seifert and Sutton covers a wide variety of topics providing examples from everyday classroom situations. The authors need to be commended for a book that can lay a strong foundation in the area for prospective teachers. The structure of the book, the contents, the easy-to-read approach, how the authors make connections relevant to theory and practice and among the topics will be of value to the educational psychology courses. The language of the book makes it clear for the prospective teachers develop an understanding of how major theories of learning and models can be relevant and useful in teaching and learning. The inclusion of the chapters on the nature of classroom communication, facilitating complex thinking, teacher-made assessment strategies and examples provided as well as the appendices with respect to preparing students for licensure, research and the reflective practitioner complement the book compared to the other outlets in the area. For example, in the appendix titled "deciding for yourself about the research," the readers are provided with examples of several research problems, how they were conducted and their implications that reflect many of the themes of the book chapters.

The content seems to be accurate, error-free and unbiased.

The book starts with a chapter about the changing teaching profession: new trends in education such as diversity in students, use of technology to support learning, accountability in education, increased professionalism of teachers. Updates can easily be made if necessary if new trends or influences in education were to occur.

The book is written in a clear and easy-to-understand style that is adequate for those who are novice to educational psychology. The language of the text makes it appealing for exploring the book content further. Although the book is written by two authors, it's hard to detect the difference between the authors' writing.

The book is consistent in terms of terminology and framework.

The table of contents is well organized and easily divisible into reading sections that can be assigned at different points within the course. The authors do a great job providing headings and subheadings to avoid reader fatigue or overload that contibute to the the reading of the content more appealing.

The topics are presented in a manner that is suitable for an educational psychology course that flows with the course content and activities.

The text does not have any interface or navigation issues when read on-screen or in print.

I have not noticed any grammar mistakes or issues with the writing mechanics that will disrupt the meaning of the text.

The book makes use of diversity and cultural relevance as it provides numerous examples from everyday classroom situations as well as the research it discusses.

This is a book that can rivet the attention of teacher candidates because of its easy-to-understand style. I commend the authors for a book that clearly communicates the purpose of studying educational psychology and how it relates to teaching and learning.

1. The changing teaching profession and you
2. The learning process
3. Student development
4. Student diversity
5. Students with special educational needs
6. Student motivation
7. Classroom management and the learning environment
8. The nature of classroom communication
9. Facilitating complex thinking
10. Planning instruction
11. Teacher-made assessment strategies
12. Standardized and other formal assessments

Ancillary Material

University of Manitoba

About the Book

Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.

Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment.

We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “chapter” on research methods—Appendix C, “The Reflective Practitioner”—that discusses the nature of research and the research process. We have also included a set of research-related case studies in Appendix B, “Deciding for yourself about the research”, that describe a number of particular educational research programs or topics in detail and that invite students to reflect on the quality and implications of the research.

Whether or not a strong focus on research is a priority in your particular course, there are additional features of the book that are intended to help students in learning about educational psychology. In particular, each chapter ends with a “Chapter summary”, a list of “Key terms”, and links to Internet sites (called “Further resources”) relevant to the themes of the chapter. One of the sites that is cited frequently and that may be particularly helpful to instructors is the teachingedpsych wiki (http://teachingedpsych.wikispaces.com/), an archive of hundreds of teaching and learning materials that supports the teaching of introductory educational psychology. Teachingedpsych is a project of the Special Interest Group on the Teaching of Educational Psychology (TEP SIG), affiliated with the American Educational Research Association.

All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!

About the Contributors

Kelvin Seifert is professor of educational psychology at the University of Manitoba, Winnipeg, Canada. He earned a BA from Swarthmore College in 1967 and a Ph.D. from the University of Michigan in 1973, in a combined program from the School of Education and the Department of Psychology. His research interests include the personal identity development of teachers, the impact of peers in 0pre-service teacher education, and the development of effective strategies of blended learning. He is the author of four university textbooks (with Houghton Mifflin, in traditional print format) about educational psychology, child and adolescent development, and lifespan human development. He is also the editor of the online Canadian Journal of Educational Administration and Policy. Recent publications include “Student cohorts: Support groups or intellectual communities?” (Teachers College Record) and “Learning about peers: A missed opportunity for educational psychology” (The Clearinghouse). His professional service includes serving as chair of the Department of Educational Administration, Foundations, and Psychology at the University of Manitoba, and serving as president of the American Educational Research Association Special Interest Group on Teaching Educational Psychology. During his career of 35 years, he has taught introductory educational psychology over 75 times.

Rosemary Sutton attended graduate school and earned her MS in Educational Psychology from the University of Illinois and her Ph.D. from Pennsylvania State University in Human Development. She joined the Cleveland State University faculty in Cleveland, Ohio in 1983 and since that time has taught pre-service and in service undergraduates and graduate students educational psychology and educational technology. She has received several University awards for her teaching and has conducted numerous workshops for teachers in North East Ohio.

Dr Sutton has published a variety research articles on teacher development as well as equity issues in mathematics, technology, and assessment. Her recent research interests have focused in two areas: teaching educational psychology and teachers' emotions. Recent publications can be found in Social Psychology of Education, Educational Psychology Review, Journal of Teacher Education, and an edited volume, Emotions and Education.

Since 2004, Dr Sutton has been working as an Administrator, first as the Director of Assessment for the University. This position involved coordinating the student learning assessment for all graduate, undergraduate, and student support programs. In August 2007, Dr Sutton was appointed Vice Provost for Undergraduate Studies and is now responsible for overseeing offices and functions from academic and student service areas in order to create a campus culture that coordinates student services with the academic mission of the University.

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Top 35 Educational Psychology Books, Interventions, & Apps

Optimal outcomes typically involve compromise rather than consensus, reached through open inquiry and recognizing everyone’s input, including teachers, parents, policymakers, and students.

Its value is profound. The educational psychologist’s goal is to improve education, teaching, and learning through “psychologizing” educational experiences (Harris, 2018).

While there is a vast selection of literature on the subject, what follows is a round-up of our favorite books. They offer both a broad and in-depth understanding of this fascinating branch of psychology.

Before you continue, we thought you might like to download these three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

10 best educational psychology books, a reading list for students, useful interventions for your sessions, 4 handy assessment forms, 2 helpful apps to download today, positivepsychology.com’s relevant resources, a take-home message.

Educational psychology is an exciting area of study, and there are many excellent books to guide your understanding as a student, professional, or interested reader.

The following books offer various perspectives on existing knowledge and the latest research in this ever-developing discipline.

1. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character – Paul Tough

Paul Tough argues that rather than judging children based on test scores, we should explore and develop their character, degree of optimism, self-control, and perseverance.

Such qualities can drive success into adulthood and are ultimately learnable.

There should be no inevitability to some children failing in their education, but rather a recognition that systems and processes are letting them down and must be addressed.

Find the book on Amazon .

2. How the Brain Learns – David A. Sousa

Educational neuroscientist David Sousa takes us on a journey through the neuroscience and psychology of education in this engaging 5th edition of his book.

Sousa takes the latest research and learnings in education and related fields and translates them into a toolkit of effective and practical activities and strategies for use in the classroom.

New insights in this edition include the latest scientific understanding of how our working memory is involved in learning, the effect of art on child development, and the impact of technology.

3. Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom – Dan T. Willingham

Written by cognitive scientist Dan Willingham, this book provides insights into educational psychology’s fascinating field and how to apply its lessons inside and outside the classroom.

Along with exploring the cognitive processes engaged in learning, Willingham lays out nine key principles for student engagement, including emotion, narrative structure, context, memory, and routine.

This is a valuable text for teachers, parents, corporate trainers, marketers, or students wishing to understand the field of educational psychology.

4. Education Psychology: Developing Learners – Jean Ellis Ormrod, Eric M. Anderman, and Lynley H. Anderman

This book is an essential guide for students on how to apply theoretical concepts to their own learning and to the practice of teaching. It seamlessly blends complex subjects and materials and breaks them down into easily digestible chunks.

The 10th edition contains a clear, engaging, and in-depth focus on learning theory and its application along with details on the latest research in motivation, assessment, and learning.

Real-world examples are provided throughout, along with concrete tools to deliver science-led interventions to children in the classroom.

5. How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice – Paul A. Kirschner and Carl Hendrick

Paul Kirschner and Carl Hendrick’s recent book offers a collection of some of the best and most impactful research in educational psychology.

The 28 works take the reader on a journey through seminal discoveries and lessons in the field, along with their significance and legacy.

Divided into six sections, chapters explore how the brain works, prerequisites for learning, the support teachers can offer, and the 10 deadly sins of education.

There are many practical and key takeaways for anyone engaged in education or students of educational psychology and the learning sciences.

6. Self-Regulation in Education (Ed Psych Insights) – Jeffrey A. Greene

Jeffrey Greene, Associate Professor in Learning Sciences and Psychological Studies at the University of North Carolina, explores the crucial concept of self-regulation in education.

Familiar to many, this important book guides the reader through the theory and assesses its value to teachers, researchers, and policymakers.

Greene explains the concept of self-regulation while placing it within the broader context of educational psychology. Key chapters include the fundamentals behind the approach, its potential for use within education, and its application in the classroom.

7. How Children Learn – John Holt

The 50th anniversary edition of this classic work within educational psychology provides us with another opportunity to revisit the groundbreaking work of John Holt.

Having sold over a million copies, How Children Learn contains Holt’s observations that changed the conventional way of thinking about learning.

By recognizing that learning is a natural and innate ability in young children, he argued the importance of using approaches specific to the learner’s age. This includes a significant proportion of contextual and physical–spatial activity-based learning for the youngest children to support development of the required neurological hardware.

8. The Absorbent Mind – Maria Montessori

Maria Montessori wrote this timeless classic in response to what she and others regarded as an educational crisis in the United States.

Since its publication, thousands of private schools have adopted the Montessori Method , inspired by her research into a critical stage in child development: the first six years.

This book remains a valuable addition to any student’s knowledge of educational psychology. It is an essential text for those wishing to understand the processes involved in how children learn and the approaches used in many US classrooms today.

9. Make It Stick: The Science of Successful Learning – Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel

Based on the latest cognitive psychology research, this insightful text turns established approaches on their head.

According to this book, many of our existing learning strategies – cramming, rereading, and repetition – provide only short-lived mastery.

Instead, we require novel approaches to make the best use of our memory systems’ strengths and weaknesses, including re-studying only once forgetting has begun, combining learning from multiple disciplines, adding complexity, and self-testing.

Such new strategies not only aid the teacher with their students, but also the learner and the policy maker, bypassing time wasted on counterproductive techniques.

10. Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching – Jeanne Ormrod and Brett Jones

This valuable educational psychology textbook is a practical guide to the core concepts essential to this discipline.

Written in an engaging and conversational style, this relatively slim guide contains a comprehensive overview of the key theories and educational implications behind motivation, learning and cognition, classroom management, and assessment in educational psychology.

The text partnered with MyLab Education to offer online tutorials, exercises, videos, and assessments to encourage learning and develop a deeper, more practical understanding.

The following list includes books valuable as pre-course reading or part of a broad understanding of educational psychology within a doctoral or master’s syllabus.

They cover the subject’s core topics while exploring closely related disciplines within psychology, learning, and development.

1. Handbook of Educational Psychology – Lyn Corno and Eric M. Anderman

This book is a hugely valuable addition to the library of anyone studying or practicing in education and the learning sciences. While ideal for graduate-level courses , it is essential reading for teachers, policymakers, and those engaged in designing education.

Sponsored by the American Psychological Association, it contains 30 chapters taking the reader through the background of this rich subject before introducing the latest developments in theory and research.

The third edition includes sections on subject matter acquisition, individual differences, sociocultural perspectives on learning, dialogic instruction, and networked learning.

2. The Power of Making Thinking Visible: Practices to Engage and Empower All Learners – Ron Ritchhart and Mark Church

This new book from Ron Ritchhart and Mark Church is based on the learnings from Harvard’s Project Zero – a research center dedicated to exploring deep thinking and understanding, intelligence, and education.

The text contains many helpful and practical practices to improve student thinking and learning. Applicable at all levels of education, the authors explain how to use thinking routines to maximum effect in the classroom, encouraging student development and adopting mindsets that make thinking more visible.

3. Educational Psychology (Topics in Applied Psychology) – Norah Frederickson, Andy Miller, Tony Cline, Andrea Gulliford, and Susan Birch

The second edition of this well-thought-out book provides a comprehensive guide to the impact of social, developmental, and cognitive psychology on the educational psychologist.

Written with students in mind, it encourages a science-led interdisciplinary approach. Each chapter is divided into learning and behavior, and contains stories, examples, activities, and scenarios to enthuse and instruct the reader.

Crucially, the book provides an appreciation of both the potential for educational psychology and its limitations.

4. Frameworks for Practice in Educational Psychology – Barbara Kelly

The second edition of this popular book provides deep insights into new and existing practice frameworks in educational psychology.

New integrated approaches are introduced along with existing models such as the Problem-Solving Framework and the Constructionist Model of Informed and Reasoned Action.

Use this in-depth book to gain practical insight into existing successful approaches and those under development in educational psychology.

5. Understanding Child Development – Rosalind Charlesworth

The 10th edition of this essential book includes an excellent balance of real-life anecdotes, short stories, and examples of recent research.

Rosalind Charlesworth explores the development and educational opportunities for children in relation to their sociocultural environment. Existing standards, accreditation, and educational practices are defined and highlighted in each chapter for clear identification.

Other areas covered include assessment, working across cultures, special needs, and early cognitive development activities , adding to the overall subject matter’s breadth and depth.

There are some noteworthy, high-impact journals that students will also benefit from reading.

Each of the following journals contains valuable articles on educational psychology and report on the latest research findings and theoretical advances.

Access is typically restricted to those with logins available through their educational institutions:

British Journal of Educational Psychology
Educational Psychology in Practice
Emotional and Behavioral Difficulties
Journal of School Psychology
Journal of Child Psychology & Psychiatry

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Ritchhart and Church (2020) offer many powerful interventions developed from their work into deep thinking at Harvard University.

The following three examples encourage thinking routines to engage others, own the idea, and take necessary follow-up actions (modified from Ritchhart & Church, 2020):

Ladder of feedback

When a student has finished sufficient work on a project, presenting to a group and receiving feedback can be a valuable exercise.

The group listens to the presentation then uses the following headers as a framework to ask questions and provide feedback:

Clarify Ask questions to clarify what is being shared.
Value statements State what appears to be working well and is strong and engaging in the presentation.
Questions and concerns Ask questions about what concerns you, what is confusing, or what appears not to be working well.
Suggest How could the work be improved, changed, added to?
Thank The presenter thanks the group for the feedback shared.

Peer-to-peer feedback can be incredibly valuable for the group to provide input and the presenter to finalize the work under review.

Leaderless discussion

The group watches a video or reads a text on a subject being studied. Each person writes one or two questions for group discussion.

One person at a time reads a question and describes its relevance.
Other members attempt to answer the question concerning the text or video.
The person who came up with the question then summarizes the discussion.
When everyone has had equal opportunity to share their questions, the group discusses how the practice has improved their understanding of the work and how their thoughts have changed.

Having watched a video, listened to a recording, or read a piece of text, the group sits down and individually makes notes on a sheet of paper:

Recall For two or three minutes, write a list of details, facts, or lessons based on what was seen or read.
Plus 1 Pass the paper to the right. Taking one or two minutes, the next person adds one new thing to the list. Repeat two or more times.
Review The paper is returned to the original owner for review. They look through the additions and add any other new points they have identified.

All three interventions provide mechanisms for the individual to challenge their own and others’ thinking and build on their existing knowledge.

Educational psychologists use several tools for assessment and intervention to support children’s learning and development.

The Wechsler assessment scales provide a range of educational assessments to measure cognitive abilities in children and adults.
NEPSY II is used to create tailored assessments, accurate diagnoses, and intervention planning at school and at home.
The Behavior Rating Inventory of Executive Function assesses behavior at home and in the classroom to score a range of children’s abilities, including those with learning difficulties, brain injuries, depression, and medical conditions.
The British Ability Scales cognitive assessment is used to assess children’s current intellectual functioning, identify potential interventions, and provide personalized learning.

The following apps are useful downloads for your phone or tablet for either reference purposes or as relaxation aids to promote learning.

Breathe2Relax

This app helps the user reduce symptoms of stress and fear and promotes a calm mental state suitable for learning.

Find the app in the Google Play Store . Find the app in the Apple App Store .

Moodkit uses CBT as its foundation, and provides users with access to over 200 different interventions to improve mood. Included in the app are journaling templates, reminders, and mood charts.

Find the app in the Apple App Store .

For further reading, Best Apps for Psychologists provides insight into apps that will improve the client outcome.

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Explore some of our many tools and resources to help students manage stress and worry and become better equipped for their education:

Adopt A Growth Mindset introduces the reader to the concept of neuroplasticity and provides a guide to replace fixed mindset thinking with growth statements.
G Stands for Goal offers a way to formulate goals for learning, development, and other areas of your life.
Reflective Questions for Personal Academic Achievement contains questions to prompt students to think about what they are learning, why, and how to improve the process.
I Love My Classmate is a creative exercise to help students recognize their talents, strengths, and positive traits.
Learning New Skills encourages learners to reflect on when new skills were learned and help them normalize.
Learning From My Work helps students learn from their mistakes rather than dwelling on them with feelings of failure.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Every child has the right to an excellent positive education and the right not to be failed by their education system (Tough, 2014). To make sure this doesn’t happen, educational psychologists must be fully equipped to provide the support needed to students, teachers, and policymakers.

Therefore, work continues within educational psychology to ensure policies, processes, and training are in place to ensure that each student’s needs are met irrespective of background or ability.

By integrating the discipline with findings from other areas of study, such as neuroscience and cognitive science, it is possible to build environments dedicated to learning and development (Corno & Anderman, 2016).

Programs such as Harvard’s Making Thinking Visible are challenging the field of education. Using the latest research, while engaging with the collective knowledge of hundreds of teachers, they are delivering fresh approaches to support the challenges associated with learning and thinking (Ritchhart & Church, 2020).

The books within this article will help an interested reader gain a deep understanding of educational psychology as an established field and an awareness of the latest advances driven by exciting new research.

Use our excellent tools to guide your learning while working with others to promote their education and development.

We hope you enjoyed reading this article. Don’t forget to download these three Positive Psychology Exercises for free .

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.
Burnham, S. & Phillips, N. (2019). What’s happening to education? Five lessons from educational psychology . Solent Psychology.
Charlesworth, R. (2016). Understanding child development (10th ed.). Cengage Learning.
Corno, L., & Anderman, E. M. (Eds.) (2016). Handbook of educational psychology . Routledge.
Frederickson, N., Miller, A., Cline, T., Gulliford, A., & Birch, S. (2015). Educational psychology (Topics in applied psychology) (2nd ed.). Routledge.
Greene, J. A. (2017). Self-regulation in education (Ed Psych Insights). Routledge.
Harris, K. R. (2018). Educational psychology: A future retrospective. Journal of Educational Psychology , 110 (2), 163–173.
Holt, J. (2017). How children learn (50th Anniversary ed.). Da Capo Lifelong Books.
Kelly, B. (2016). Frameworks for practice in educational psychology (2nd ed.). Jessica Kingsley Publishers.
Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge.
Montessori, M. (2009). The absorbent mind . BN Publishing.
Ormrod, J. E., & Jones, B. (2018). Essentials of educational psychology: Big ideas to guide effective teaching (5th ed.). Pearson.
Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2019). Educational psychology: Developing learners (10th ed.). Pearson.
Ritchhart, R., & Church, M. (2020). The power of making thinking visible: Practices to engage and empower all learners . Jossey-Bass.
Sousa, D. A. (2016). How the brain learns (5th ed.). Corwin.
Tough, P. (2014). How children succeed: Confidence, curiosity and the hidden power of character . Arrow Books.
Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.

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Contemporary Educational Psychology

This Wikibook is about educational psychology—the study of how learning and teaching occur in educational settings. It is divided into chapters as listed below, which are preceded by an introduction that describes the features of the book in some detail. Initially most of the contributions have been made by myself, Kelvin Seifert , a professor of educational psychology at the University of Manitoba, Canada, though Chapter 10 and 11 (about assessment of learning) were drafted primarily by Rosemary Sutton , a professor of educational psychology at Cleveland State University. This may change over time—others may join, and eventually I may leave. If you wish to contact me try leaving a note on my talk page .

The sections below introduce the features of the book. If you want to skip the introduction, go directly to the Table of Contents .

Features of Contemporary Educational Psychology [ edit | edit source ]

The book is divided into thirteen chapters, each dealing with topics, themes, and examples that represent one way of understanding educational psychology (admittedly my way, at least when the book was first posted). The overall organization resembles that of many commercial ed psych texts, but a careful look will show that it is definitely not identical with others.

Paralleling the PRAXIS II "Principles of Learning and Teaching" [ edit | edit source ]

A key difference is that content is intended to parallel the content of the commonly used PRAXIS II test called “Principles of Learning and Teaching” (PLT), published by the Educational Testing Service . [1] The PLT test is required in 25-30 American states for persons seeking permanent certification as public school teachers. If you happen to live in a U.S. state requiring a licensure exam for becoming a teacher, you may be familiar with the PRAXIS tests, and hopefully will appreciate the way this Wikibook is organized.

The decision to organize according to the PLT was based on the assumption that preparing for this exam would be easier if the text content mapped onto PLT topics in a straightforward, one-to-one manner. This is admittedly a rather simple assumption, but one that seemed at least worth trying. It has proved easier to implement for some topics and chapters than for others. You must of course be the ultimate judge of the book's success in mapping onto the PLT. Your assessment will depend a lot on your particular needs in preparing for licensure as a teacher. In any case, since this is a Wikibook, suggestions (on the discussion pages) or editing (on the "real" pages) are especially welcome.

Using the PLT as an organizing device, along with posting this book as a Wiki, are the two ways that Contemporary Educational Psychology differs from the major commercially available textbooks about educational psychology. If you do not live in a PRAXIS-using American state, or if you live outside the United States, the PLT-related feature of the organization will not much matter to you, one way or another, though you may still (hopefully) appreciate the online, open-source status of this particular textbook.

Structure of the book [ edit | edit source ]

As of this current revision, all chapters have the following parts:

Table of Contents
Body of the chapter itself (this is the longest part of each chapter-file)
Links to tables and figures discussed in the chapter--mostly just promised, not yet actual
Chapter summary (less than one page when printed)

What is still to be added will be partly up to you as readers. In the opinion of KelvinLeeSeifert , further enhancements might include these features, in whole or in part:

List of key terms from the chapter
List of external Internet websites relevant to the chapter
Complete references cited in the chapter (most of these are listed at the bottom of their relevant subpages, and some may overlap a bit from one chapter to another)
More descriptions of a teaching experiences relevant to the chapters and sections (in addition to those already embedded in the text)
More in-depth analyses of selected research issues or studies (in addition to those already in the text)
Photographs relevant to particular written content

What's NOT in Contemporary Educational Psychology [ edit | edit source ]

Since this book is not published commercially, it contains no pictures or elegant graphics—at least initially. It is also missing some of the teaching or "pedagogical" aids of some commercial books, such as a glossary of definitions or a website of supplementary materials. To get a permanent copy of a chapter or a section, you have to print the material for yourself. Some passages may seem a bit “American” in content, a fact that is likely to be noticeable and possibly annoying to some non-American readers. Whether these differences really are important will be for you to decide.

If it really is important for this book to resemble a conventional commercial textbook, then the material posted here can certainly be revised in that direction by additional contributions (including by contributions from yourself) over time. It is worth noting, though, that textbook styles vary significantly by country of origin and by field of study; the highly feature-enhanced style of some commercial texts is a strictly American phenomenon. For leads on what other styles are possible, check Edutech , a sort of hybrid blog/wiki based in Geneva, Switzerland.

Contemporary Educational Psychology is also related to a student-written wiki about educational psychology, found at The Learning Technology Commons of the University of Manitoba. The two wikis are similar in initial organization of content, but they serve very different purposes and therefore may evolve in different directions over time. This Wikibook (Contemporary Educational Psychology) began with a “snapshot” of educational psychology taken at one point in time (2006–2007), as understood originally by two persons, Kelvin Seifert and Rosemary Sutton . Since Seifert and Sutton began with the expectation of writing a conventional university textbook, the initial posted draft has some of the earmarks of a printed text.

The student-written wiki-text about educational psychology began with the same table of contents as this Wikibook, but students were assigned the task of adding to and revising their own material. This circumstance may lead to the two online wiki-texts to begin with similar content, but to diverge eventually. Time will tell, however, how much this will happen.

Table of Contents [ edit | edit source ]

Chapter 1: The Changing Teaching Profession and You
Chapter 2: The Learning Process
Chapter 3: Student Development
Chapter 4: Student Diversity
Chapter 5: Students with Special Educational Needs
Chapter 6: Student Motivation
Chapter 7: Classroom Management and the Learning Environment
Chapter 8: Instructional Strategies
Chapter 9: Instructional Planning
Chapter 10: Teacher-made Assessment Strategies
Chapter 11: Standardized and Other Formal Assessments
Chapter 12: The Nature of Classroom Communication
Chapter 13: The Reflective Practitioner

References [ edit | edit source ]

↑ Educational Testing Service. (2004). Study Guide for 'Principles of Learning and Teaching, 2nd edition. Princeton, NJ: Author

Book:Contemporary Educational Psychology
Shelf:Educational psychology
Subject:Educational psychology
Subject:Educational psychology/all books
Subject:Education/all books
Subject:Social sciences/all books
Subject:Books by subject/all books
Subject:Psychology/all books
Book:Wikibooks Stacks/Books
Shelf:Educational psychology/all books
Shelf:Education/all books
Shelf:Psychology/all books
Department:Social sciences/all books
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Adolescence is a stage in which some psychological areas of the human being, such as personality and identity, are being constituted. If at this stage, the young person experiences a psychological disorder such as an anxiety disorder, an eating disorder, etc., psychology for adolescents is recommended when we observe significant changes in the attitude of minors.

Psychology for adolescents is recommended when we observe important changes in the attitude of minors, beyond the usual alterations of this stage. This is especially characterized by periods of instability, and it is here where the therapist’s role plays a key role in accompanying the adolescent through these changes.

During the psychological intervention, adolescents receive emotional support so that they can resolve conflicts with other people, understand their own problems and emotions, as well as generate new responses to their internal conflicts.

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2) Anxiety Books

Anxiety is an emotion that everyone has experienced at some point and that helps the body prepare to do something important. It appears when you have to act in a situation that demands an intense or sustained effort and serves to activate and deal with a threat or danger that is occurring in the present or that may occur in the future.

While anxiety can help you cope, in addition to giving you an energy boost or helping you focus, for people with anxiety disorders fear is not temporary and can be overwhelming. Symptoms can interfere with daily activities, such as performance at work, school, and relationships between people.

The most common signs and symptoms of anxiety include the following: Feeling of nervousness, agitation or tension, Feeling of impending danger, panic or catastrophe, Increased heart rate, Rapid breathing (hyperventilation), Sweating, Trouble concentrating or thinking about anything other than the current concern, among others.

3) Autism Books

Autism spectrum disorders (ASD) fall under the umbrella of neurodevelopmental disorders and are characterized by alterations related to communication and social interaction, as well as fixed interests and repetitive behaviors.

The diagnosis of ASD now includes many conditions that used to be diagnosed separately and include autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS) and Asperger syndrome. Today, all of these disorders are referred to as autism spectrum disorders.

Some of the signs begin during early childhood and often last a lifetime, including:

Not looking at objects when another person points at them
Avoiding eye contact and wanting to be alone
Prefer not to be hugged, or hug other people only when they want to.
Having difficulty expressing their needs with words or habitual movements.

4) Body Language Books

Body language is the ability to transmit information through our body. It fully reveals our sensations and the perception we have about our interlocutor.

Facial expression, gestures and body posture are the most immediate expression of our feelings. The reason for this is that most of these signals are emitted unconsciously. Above all, in emotional moments of joy, fear, anger or sadness it is almost impossible to control it.

Body language and non-verbal communication tell who we are, how we feel or what our tastes are. In interaction, non-verbal behavior also informs our degree of understanding and level of agreement, and can even deny what we are saying at the time.

5) Books about ADHD

Attention deficit hyperactivity disorder ( ADHD ) is one of the most common neurodevelopmental disorders of childhood. It is usually diagnosed in childhood and often lasts into adulthood.

It is characterized by an excessive increase in impulsivity and hyperactivity and difficulty in maintaining attention for a continuous period.

When this type of behavior is persistent, more frequent, and of greater intensity than usual in children their age, it ends up affecting their school performance and their relationships in various areas of their lives.

6) Books about Dyscalculia

Dyscalculia is the difficulty in understanding numerical mathematical operations. People with this limitation need help to perform basic calculations.

Specifically, the three symptoms that indicate that someone suffers from dyscalculia are a disability in calculation, various sensory deficits, and minimal academic performance. Not to mention that they will also need help in carrying out several day-to-day actions that are related to calculus, such as giving change in a financial transaction.

Not all difficulties in math class (even the most severe) are caused by dyscalculia. Disorders such as dyslexia, visual or auditory processing, ADHD, and others can also affect a child’s ability to meet math expectations.

7) Books about Early Stimulation

Early stimulation is to provide the baby and child with the best opportunities for physical, intellectual, and social development. In this sense, early stimulation includes a series of exercises and activities that can be applied from birth to 6 or 7 years of age.

Its importance lies in the fact that in this age group cognitive, emotional, and physical skills that are fundamental for the correct biopsychosocial functioning of the child are developed and mature, such as language, memory, perception, spatial sense, motor skills, reasoning…

In practice, stimulation consists of parents and other caregivers responding to the emotional and physical needs of their children from birth, playing and talking with them (even before children can respond verbally), and exposing them to words, numbers, and simple concepts while engaging in daily routines.

8) Books about Insecurity

Insecurity implies the existence of danger or risk or reflects a certain doubt about a given matter. Nor should we overlook reference to what is known as emotional insecurity.

The causes of emotional insecurity usually come from a person’s childhood, and possible real or inner conflicts that he/she has had can derive from an insecure personality. This often leads a person to create a kind of mental protective barrier so that no one can harm him/her.

People who are more introverted or reserved concerning their public image are usually considered suffering from an insecurity disorder or low self-esteem. However, many psychologists also interpret that a public image of excessive confidence can intimately hide a state of dissatisfaction or insecurity with oneself.

9) Books about Loneliness

We can refer to loneliness as the circumstance of being alone, of lacking companionship. Likewise, loneliness can refer to the feeling of grief or melancholy that is experienced due to the absence of someone or something that we wish was with us.

It is a subjective feeling or state, since there are different degrees or shades of loneliness that can be perceived in different ways depending on the person, on the other hand, loneliness in certain periods is valued by many people and there are even those who consider it essential for resting or concentrating.

When loneliness extends almost indefinitely in time, it is usually decoded as an unpleasant situation that will cause serious social harm to the person who manifests it.

10) Books about Personality

Personality is the individual difference that distinguishes one person from another. As such, personality is the term that describes and allows us to give a theoretical explanation of the set of peculiarities that an individual possesses that characterizes him/her and differentiates him/her from others.

This term, borrowed from psychology, is commonly used in everyday language, but its origin is to be found in the Latin term “persona”, which was the mask used by actors in the theater of antiquity when representing recognizable characters.

The dynamic aspect of personality makes it possible to appreciate that all human beings experience constant exchanges with the surrounding environment, a process that is only interrupted by death. As for the ways of thinking and acting, they show that the personality is composed of an internal aspect (thought) and an external aspect (symbolized in behavior).

11) Books about Violence

Violence is defined as any activity related to the use of physical or verbal force on another person, animal, or object causing harm to them voluntarily or accidentally.

Depending on the nature of the violence, it can be physical, psychological, or sexual. A distinction can also be made, depending on the causes and motives behind the violence, between racial, gender, and religious violence, for example.

There are some ways in which societies can prevent violence, such as by reducing certain risk factors, for example, alcoholism, drug addiction, firearms, and economic and gender inequality.

12) Books on Addictions

From the Latin addictĭo, addiction is the habit that dominates a person’s will. It is dependence on a substance, an activity, or a relationship. Addictions control the thoughts and behaviors of people, who only want to get or perform the desired thing.

Addiction is characterized by denial, uncontrolled use or behavior, relapse in use or behavior despite knowledge of negative consequences, and distortions in thinking about the addiction in periodic or ongoing episodes.

Addictions can lead to serious problems for the patient’s physical and mental health. It is important to detect them at an early stage to achieve an effective diagnosis and treatment. For this reason, the collaboration of friends and family is very important, in the detection, treatment, and follow-up.

13) Books on Bullying

School bullying refers to a type of violent and intimidating behavior that occurs verbally, physically or psychologically between children and adolescents during school.

The aggressor or bully annoys their victim in different ways, with the silence or complicity of the rest of the classmates. It is common for the conflict to begin with teasing that becomes systematic and can lead to hitting or physical aggression.

Specialists affirm that only through a simultaneous intervention on individuals, their family environments and the educational institution, it is possible to uproot bullying. However, this is influenced by many sociocultural factors outside the educational environment, which often make it difficult to simply identify the bully.

14) Books on Concentration

Concentration is the process of the mind that consists of voluntarily focusing attention on an objective. Through concentration, the person momentarily leaves aside everything that may interfere with his or her capacity for attention.

Concentration is one of the fundamental skills for learning or the process of knowledge. It is related to attention, being both stages of the same process. Attention selects what is considered most important and concentration is the focusing of attention on a certain objective.

Some factors favor concentration such as being in a suitable environment and that the activity is of interest to us. In the case of the study, it is important to plan the time well and take a break after two hours to relax.

15) Books on Resilience

Resilience is the capacity of a person or group to recover from adversity and continue projecting the future. Sometimes, difficult circumstances or traumas allow the development of resources that were latent and unknown to the individual until now.

Often this ability is unknown to the individual and he/she discovers it only when he/she finds him/herself in the middle of a difficult situation that he/she manages to overcome thanks to his/her posture of fighting and moving forward.

Resilience is not a characteristic that people have or do not have. It includes behaviors, thoughts, and actions that can be learned and developed by anyone.

16) Books on Stress

Stress is known as the set of physiological relationships necessary for adaptation to new situations. Etymologically, the word stress has its origin in the English word “stress” which means “tension” or “pressure”.

Stress can be caused by many factors, such as money, work worries, or personal relationships. It can cause psychological symptoms such as irritability, anxiety, and physical symptoms such as sleep problems.

While the stress response is initially necessary and adaptive, when it is prolonged or intensified over time, many areas of our lives can be affected. For more information on this topic, you can visit our collection of books and materials that we bring to you.

17) Books on Suicide

Suicide is the act by which an individual decides to end their life intentionally. There may be many causes for such an action, but the most common may be: despair (driven by a serious physical illness), mental disorders (depression, bipolar disorder, schizophrenia, etc.), alcoholism or substance abuse.

While men are more likely than women to die by suicide, women are twice as likely to attempt suicide. Most suicide attempts do not result in death. Many of these attempts are carried out in a manner in which rescue is possible. These attempts often represent a call for help.

After the initial evaluation, persons who have attempted suicide are referred to a psychiatrist, who attempts to identify the problems that contributed to the attempt and establishes an appropriate treatment plan.

18) Child Psychology Books

Child psychology is the study of a child’s behavior from birth to adolescence. In this analysis, the specialist will deal with the phenomena and irregularities of the child’s psychic development. 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. The psychic development is studied in the early and pre-school age, which is the age when the child’s personality begins to be promoted.

19) Clinical Psychology Books

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.

20) Criminal Psychology Books

Criminal Psychology , like forensic sciences, has taken a significant rise in recent years. That is why the academic demand has also been increasing, especially in countries like Spain, Mexico and Argentina. It is a sub-discipline that over time has provided us with very valuable information about the psychological motives that lead a person to commit an illicit act.

Nowadays, psychology has become a fundamental discipline in the administration of justice. Its direct or indirect intervention in criminal proceedings is indispensable in the attention and treatment of crime or interpersonal and gender violence, as well as other personal rights conflicts.

Inside the multiple tasks that a criminal psychologist can carry out we can mention the following: the accomplishment of studies of the criminal personality whose purpose is to clarify the endogenous and exogenous psychological factors that led to the criminal behavior, to help the criminologist to establish the dangerousness of a subject, the offender profiling in the investigation agencies, to offer psychotherapeutic treatment to inmates, etc.

21) Dementia Books

The notion of dementia refers to the disorder of the mind that appears in old age. It is an organic syndrome characterized by memory impairment, impaired judgment and abstract thinking, and personality alterations.

The adjective senile was formerly used because most sufferers develop dementia in old age, after the age of 65, and so dementia was seen as an inevitable part of aging. But it is now known that, although most people with dementia are over 65, thousands of sufferers are younger than that.

Memory loss is one of the most general symptoms of people suffering from dementia. However, a loss of memory does not mean that one has dementia. To be considered dementia, at least two problems in neuronal functions, such as memory loss and language difficulties, must be present.

22) Depression Books

Depression is an emotional disorder that causes a feeling of constant sadness and a loss of interest in various activities. Also called «major depressive disorder» or «clinical depression», it affects a person’s feelings, thoughts and behavior, and can cause a variety of physical and emotional problems.

Depression can become chronic or recurrent and significantly impair performance at work or school and the ability to cope with daily life. In its most severe form, it can lead to suicide. If mild, it can be treated without medication, but when moderate or severe, medication and professional psychotherapy may be necessary.

It can affect anyone, of any economic level and at any age. Mental illnesses do not discriminate. They affect rich and poor, black and white, Hispanic/Latino and Asian, elderly and children.

23) Eating Disorder Books

Eating disorders are extreme manifestations of a variety of weight and eating concerns experienced by women and men. They include anorexia nervosa , bulimia nervosa and binge eating. These are all serious emotional problems that can have life-threatening consequences.

These eating behaviors can have a significant impact on the body’s ability to obtain adequate nutrition. Eating disorders can cause damage to the heart, digestive system, bones, teeth and mouth, and lead to other diseases.

The exact cause of eating disorders is unknown. Researchers believe that these conditions are caused by a complex interaction of factors, including genetic, biological, behavioral, psychological, and social factors. With treatment, healthier eating habits can be restored and, sometimes, serious complications caused by the eating disorder can be reversed.

24) Educational Psychology Books

Educational psychology is the discipline that studies the processes of teaching and learning in order to understand and improve them. It is in charge of analyzing and deepening the learning process in order to design and establish the ideal methods for students to develop their cognitive skills. As a result of the psychological study of the daily problems of education, principles, theories and procedures are set forth for the investigation and application of techniques that help to improve these processes.

It should be noted that educational psychology provides solutions for the development of curricula, educational management, educational models and cognitive sciences in general.

In order to understand the main characteristics of learning in childhood, adolescence, adulthood and old age, educational psychologists elaborate and apply different theories about human development, which are usually considered as stages of maturity.

25) Emotion Books

Emotion is defined as the set of organic responses that a person feels when reacting to some external stimulus that facilitates adaptation to a circumstance in relation to an individual, place, object, among others. They are characterized for being a disturbance of the state of mind for a short period of time but of greater impetus than a feeling .

In humans, the experience of an emotion generally involves a set of cognitions, attitudes and beliefs about the world, which we use to evaluate a particular situation and, therefore, influence the way in which the situation is perceived. Emotions, being affective states, indicate personal internal states, motivations, desires, needs and even goals.

Each individual experiences an emotion in a particular way, depending on their previous experiences, learning, character and the specific situation. Some of the physiological and behavioral reactions that trigger emotions are innate, while others may be acquired.

26) Environmental Psychology Books

Environmental psychology is in charge of analyzing the relationship between people and their environment. In this case, two types of environments are distinguished: natural and human-made. In other words, its theoretical field is interdisciplinary and focuses on behavioral and psychological variables.

Environmental psychology investigates aspects ranging from the effect of different environmental variables to the development of sustainable and environmentally friendly cities.

This discipline relates to ecology, urban planning, interior design, and architecture . All these areas of knowledge focus on emotions and behaviors and environmental psychologists study the connections between physical spaces and the human psyche.

27) General Psychology Books

Psychology is the science that studies in a theoretical and practical way the social, cultural and biological aspects that influence human behavior, both on an individual and social level, and the functioning and development of the human mind. It is becoming more and more common to see a psychologist for problems as frequent as depression, relationships, addictions, eating disorders, problems at work, and many other issues.

General psychology is a sub-discipline of psychology. It owes its name to the fact that it is dedicated to the study of mental functions common to all human beings. An important area of general psychology is cognitive psychology.

If you want to learn more about General Psychology here are our selections of free books and materials so that money is not an excuse.

28) Graphology Books

Graphology is the study of a person’s character and psychology through the features of their handwriting. Graphologist Sandra Cerro explains that eight different parameters must be taken into account: size, shape, inclination of the letter, inclination of the strokes, pressure, cohesion, speed and order.

With handwriting analysis, graphologists try to discover aspects of the personality that the person being analyzed does not want to show us, either because it does not suit them, because they are not aware of them or simply because they seem irrelevant.

The applications of graphology range from the field of psychology to the educational and judicial field, although it should not be confused with calligraphic expertise. One of the most important uses of graphology is in Human Resources departments to analyze candidates for a job.

29) Humanistic Psychology Books

The main characteristic of humanistic psychology is to consider the human being as a whole, knowing that there are multiple factors that intervene in mental health, in his personal growth and in his self-realization. Among them converge and interrelate aspects such as emotions, body, feelings, behavior, thoughts, etc.

The humanistic current is based on a series of principles that are not shared by other approaches or psychological theories. To understand humanist psychology, one must know the context in which it is framed, which is none other than the human being as an individual.

We are not mistaken if we say that this approach, this theoretical and practical perspective is one of the most remarkable psychological currents today. It is a legacy that is worth knowing and that can undoubtedly provide us with valuable tools.

30) Language Disorders Books

Language disorders are disorders that make it difficult to communicate orally, both to speak and to understand what other people say.

Language disorders are usually developmentally related. They begin in childhood and continue into adulthood. They can also be caused by brain injury or disease.

Children with language disorders often use short or simple sentences, confuse word order, or say “um” a lot. These challenges can cause problems at home, at school, and with other children. They may have problems with written language, spoken language, or both.

31) Logotherapy Books

Logotherapy is a variant of psychotherapy that revolves around presenting the concept of the will to meaning as man’s primary motivation. According to experts, it is the third Viennese school in the field of psychology, after the psychoanalysis promoted by Sigmund Freud and the individual psychology developed by Alfred Adler .

Logotherapy makes excellent use of Psychodrama, a dramatization performed by the patient, thinking that his life is ending at that precise moment. This dramatization gives rise to statements usually known as “what I would change if I had a second chance”.

Logotherapy is a school of hope, and psychotherapy of humanism that starts from the realism of one’s life as an experience in which suffering is inevitable.

32) Manipulation Books

Manipulation is the action and effect of manipulating (operating with the hands or with an instrument, manipulating something, intervening with skillful means to distort reality in the service of particular interests). At the social level, manipulation can be used in various spheres, in the family, school, religion, economy, or politics.

Manipulation can be of a mental or ideological type when it is a matter of influencing the thinking or decisions of one or more people. Mental manipulation is associated with taking control of the behavior of an individual or group through persuasion techniques or psychological pressure.

When this type of manipulation is carried out, the person loses or is distorted in his or her capacity to reflect. This means that whoever manipulates the individual manages to influence thought, sometimes permanently.

33) Mental Disorders Books

Mental health refers to the balance that must exist between the emotional, cognitive and behavioral state of an individual, so that they can relate harmoniously with their environment and with themselves. Mental health has many alterations that are known as mental illnesses or disorders.

These illnesses affect affective and cognitive processes, mood, thinking and behavior. A mental health problem becomes a mental illness when the symptoms and signs remain, causing stress to the patient and preventing them from functioning normally.

There is no single cause or reason for the onset of a mental illness in a person. In fact, there are a number of factors that come together in three categories: biological, psychological and social.

34) Mental Health Books

Mental health is a state of psychological and emotional well-being that allows the subject to use their mental, social and emotional capacities to perform successfully in everyday interactions. It also addresses the prevention of any alteration, disorder or mental illness and its care from a biopsychosocial perspective.

Mental illness is an alteration of an emotional, cognitive or behavioral type in which basic psychological processes such as emotion, motivation, cognition, consciousness, behavior, perception, language, etc. are affected and which makes it difficult for the person to adapt to the cultural and social environment.

There are conditions that affect the perception of reality and can become dangerous for people who suffer from them, so it is essential to contact a mental health professional to conduct a thorough examination and tell us what the diagnosis is.

35) Neuropsychology Books

Neuropsychology is a neuroscience that deals with the relationship between brain structures and human behavior. It studies both healthy people and those who suffer brain damage. Some of the areas in which it works are: Acquired Brain Damage, Dementias, Neurodegenerative Diseases, Learning Difficulties, Research…

The neuropsychologist performs an evaluation of cognitive abilities (attention, language, memory, perception, executive functions and emotion) and their components. To find out which specific aspects are failing and which are doing well.

After this evaluation, the neuropsychologist proposes a rehabilitation program to work on the improvement of those aspects that have been damaged or have not developed to the levels expected for the age.

36) NLP Books

Neurolinguistic Programming is a discipline that tries to explain how our brain works and define its mental patterns, making it easier for us to understand ourselves and allowing us to change them using certain techniques in order to optimize our communication skills.

NLP uses behavioral and communication techniques and strategies to make it easier for people to change their thoughts and actions in favor of others that give better results and success. It helps to “reprogram” our brain to overcome our blockages and anxieties.

This instrument allows us not only to become the one we could be if we made the most of our abilities, but also the one we wish to be by reinterpreting the information that comes to us from outside, that is, giving a different meaning to certain events that have been powerfully marking us. throughout our existence.

37) Occupational Psychology Books

For all readers who wish to expand their knowledge of the factors that apply in the workplace, we have created a selection of free books on occupational psychology in PDF format.

Also known as organizational psychology, occupational psychology seeks to understand in detail the prominent factors influencing employee behavior in the work environment.

This discipline aims to enhance teamwork by optimizing the work environment holistically and strengthening professional relationships to ensure employee well-being. You can learn all of this in detail in our texts.

38) OCD Books

Obsessive-compulsive disorder, commonly known as OCD , is a mental disorder characterized by the presence of distressing thoughts (obsessions) and recurrent and stereotyped behaviors (compulsions) persistently over time, causing anxiety and impairment of daily life.

These repetitive behaviors are intended to prevent or reduce anxiety or prevent something bad from happening, although they have no connection to the action they are trying to prevent or are clearly excessive.

OCD usually begins to manifest during childhood or adolescence. Its evolution is usually progressive, although it can also appear suddenly due to stress or a specific event that acts as a trigger.

39) Organizational Psychology Books

Organizational psychology , together with clinical psychology and education, are the main pillars that propagate the study of the nature of temperament, character, personality and idiosyncrasy of human beings in the different spheres that make up organizations .

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.

40) Positive Psychology Books

This time, we have put together a comprehensive selection of positive psychology books to enhance your understanding of this relevant and important topic.

This type of psychology focuses on the individual characteristics of people, as well as the factors that have allowed them to experience positive experiences.

Discover this fascinating world with the help of positive psychology books and materials, where you can find professional and explanatory content.

41) Psychoanalysis Books

Psychoanalysis is a therapeutic practice founded by the Austrian neurologist Sigmund Freud at the end of the 19th century when he sought a clinical treatment for neurotic or hysterical patients.

Psychoanalytic doctrine holds that instinctual impulses repressed by consciousness remain in the unconscious and affect the subject. It is important to note that the unconscious is not observable by the patient: it is the psychoanalyst who must make these unconscious conflicts accessible through the interpretation of dreams and failed acts and free association.

According to Freud, free association was the fundamental rule of psychoanalysis ; it is a technique that consists in the patient expressing, during therapy sessions, all their ideas, emotions, thoughts and images as they are presented to them, without restrictions or orderings. Faced with this openness, the psychoanalyst must determine which things, within these manifestations, reflect an unconscious conflict.

42) Psychology Books for Beginners

Psychology being the study of the psyche and the different processes that occur in it, we can mention the usefulness of this science, in terms of: making a classification of each of the mental and behavioral phenomena of individuals, explaining the phenomena and processes of the psyche, predicting behavior, controlling mental phenomena.

When we think of a psychologist, we usually think of a person taking notes with a patient across the table. However, their functions are much broader. Broadly speaking, psychology develops its activity in three areas: Educational Psychology, Clinical or Health Psychology and Social and Organizational Psychology.

Seeing a psychologist is becoming more and more common for problems as frequent as depression, relationships, addictions, eating disorders, problems at work and many other issues.

43) Schizophrenia Books

Schizophrenia is a chronic and severe mental disorder characterized by alterations in thinking, perception of reality and behavior. It affects approximately 1% of the population and the first symptoms usually appear in adolescence or young adulthood.

People with schizophrenia may have delusions, hallucinations, disorganized language or behavior, and impaired cognitive ability. They may hear voices or see things that are not there. They may think that other people are reading their minds, controlling their thoughts, or trying to harm them.

People with schizophrenia are often unaware that their difficulties are due to a mental disorder that requires medical attention. Therefore, it is often family members or friends who must get them help.

44) Social Psychology Books

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. More specifically, social psychology focuses on the scientific study of how people’s thoughts, feelings, and behaviors are influenced by the real, imagined, or implied presence of other people. 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.

45) Sport Psychology Books

Sports psychology is a branch of psychology that is gaining more and more relevance due to its great contribution to the achievement of athletes ‘ goals. 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.

So, here ends our selection of free books about Psychology. We hope you liked it and that you already have your next book!

If you found this list useful, don’t forget to share it on your main social networks. Remember that «Sharing is Caring».

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Fundamentals of Educational Psychology

2006, Published by Atlantic Publishers & Distributors Pvt. Ltd. , New Delhi

This book has been designed with up-to-date facts, tables, figures and charts for use by students of B.Ed., M.Ed. and M.A. (Education) of various Indian universities. The distinguishing features of this book are lucidity of language, systematic presentation of facts and citation of recent findings of research at national and international levels. In addition to traditional areas of study, certain themes which are very rarely found in other Indian books have been discussed in this book. These themes which make this book different from other Indian books are: behaviour problems at different stages, development of language, needs and problems of adolescents, adolescent gifted, adolescent slow learners, principles of learning, how children learn, mastery learning, core teaching skills, functional autonomy of motives, maladjustment, frustration and conflict, current approaches to teaching and learning (views of Gagne, Ausubel, Bandura and Bruner), organizational climate, leadership styles, ecology of education, stress management and inclusive education. A quick look at any of the twenty-three chapters of the book will indicate the originality of the authors in organising ideas culled from many different sources, both traditional and modern. It is a need-based book meant for students and beginner teachers. This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.

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Contents in Brief. Preface. Chapter 1: Introduction to Educational Psychology. Part I: What Teachers Need to Know About Development Chapter 2: Cognitive Development Chapter 3: Personal-Social Development: The Feeling Child. Part II: What Teachers Need to Know About Learning Chapter 4: The Behavioral Science Approach to Learning Chapter 5 ...
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APA educational psychology handbook : Free Download, Borrow, and
APA educational psychology handbook. v. 1. Theories, constructs, and critical issues -- Projecting educational psychology's future from its past and present : a trend analysis / Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene -- Current and emerging design and data analysis approaches / Jonna M. Kulikowich and Nell Sedransk ...
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by OpenStax is licensed under Creative Commons Attribution License v4.0. With philanthropic support, this book is used in 2,003 classrooms, saving students 182,223,633 dollars this school year. Learn more about our impact and how you can help. Study from a great psychology book free online by downloading OpenStax's general Psychology textbook ...
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Educational Psychology —a free, open-source textbook downloadable as a PDF file. It is meant to serve as an introduction to educational psychology for preservice teachers. The book uses some of the same content as this wikibook, but has been revised and reorganized extensively. teachingedpsych.wikispaces.com —a wiki of resources for ...
Handbook of educational psychology : Free Download, Borrow, and
Handbook of educational psychology. Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the ...
APA Educational Psychology Handbook
Ships free to U.S. addresses ... especially in the area of writing. She is a Fellow of APA and the former editor of the Journal of Educational Psychology (2003-2008). She was coeditor of the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for ...
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An illustration of an open book. Books. An illustration of two cells of a film strip. Video An illustration of an audio speaker. ... Educational psychology : theory and practice by Slavin, Robert E. Publication date 2006 ... Free access to mylabschool and eBook Notes. some text is close to the gutter due too tight binding inherent from the ...
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OpenStax. With just one donation, you can make a world of difference for learners for years to come. Give $25 to help OpenStax create resources in the subjects learners need most. Give now. OpenStax offers free college textbooks for all types of students, making education accessible & affordable for everyone. Browse our list of available subjects!
Study Resources: Introduction to Educational Psychology
Online Resources. These resources, compiled by the CLEP test development committee and staff members, may help you study for your exam. However, none of these sources are designed specifically to provide preparation for a CLEP exam. College Board has no control over their content and cannot vouch for accuracy.
Fundamentals of Educational Psychology
Fundamentals of Educational Psychology. Dr. Neena Dash. 2006, Published by Atlantic Publishers & Distributors Pvt. Ltd. , New Delhi. This book has been designed with up-to-date facts, tables, figures and charts for use by students of B.Ed., M.Ed. and M.A. (Education) of various Indian universities. The distinguishing features of this book are ...
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Educational psychology : Vygotskiĭ, L. S. (Lev ...
Today's educators can find much that is of use in the pages of Educational Psychology. Vygotsky addresses many issues that are still relevant in the 1990s - abnormal social behavior, the nurturing of creativity and reasoning, problems with attention and memory - in a bold and opinionated fashion that is sure to delight educators as well as ...