Buku psikologi pendidikan jeanne ellis ormrod.pdf
Chapter 5: Added information about Multi-Tiered Sys-tems of Support updated sections on PBIS and SPBIS added a new section on “Medication and ADHD” reduced discussion of Catell and Catell-Horn added discussion and description of universal design added perspectives on improving learning environments for students with hearing loss.Chapter 4: Incorporated new content, including a discus-sion of intersectionality at the beginning of the chapter, and integrated this concept throughout the chapter added definition and examples of cultural competence added discussion on cultural biases in textbooks in-creased coverage of immigration expanded discussion of implications of between and within group variability.Chapter 3: Expanded discussion of the relevance of Erikson’s theory of identity development for educators added new information regarding technology and its role in peer relationships updated three of the visual examples (classroom artifacts) added information about the benefits of autonomy-supportive parenting.Chapter 2: Added a new introductory scenario focus-ing on differences in conceptual understanding in young children added new research on the effects of the quality of preschool experiences and exposure to diversity on cognitive development incorporated new research suggesting that children develop some cogni-tive strategies earlier than researchers had previously thought increased discussion of the role of technology in cognitive development expanded discussion of bi-lingual education.Chapter 1: Reorganized major sections of the chapter added a new beginning section “Reflecting on What You Already Know About Learning and Instruction” added an additional recommendation regarding self-regulation in the “Studying and Learning Effectively” section.More specific additions and changes to this edition include the following: In this edition of Educational Psychology: Developing Learners, Jeanne Ormrod revised chapters 1, 6, 7, 8, and 9 Eric and Lynley Anderman revised chapters 2, 3, 4, 5, 10, 11, 12, 13, 14, and 15. Such features, along with many hot-linked Video Examples and Video Explanations-the lat-ter of which target concepts and principles that students in educational psychology classes sometimes struggle to understand and apply-make the tenth edition of the book a truly multimedia learning experience. Interactive features include Self-Check Quizzes, Application Exercises, and case study analyses in the Licensure Exam activities all of these features ask readers to respond to either open-ended or multiple-choice questions, and then give readers immediate feedback about their responses.
Thus in each chapter, readers can regularly apply what they’re learning to actual and hypothetical classroom scenarios and problems. We have contin-ued to enhance the eText and MyLab Education to provide even more interactivity than in the previous edition. In this edition, we also made a con-certed effort to discuss technology throughout the book we focus both on how teachers can use new technologies to enhance instruction, and on how technology has changed the lives of the students in our classrooms. As always, all 15 chapters have been updated to reflect recent advances in research, theory, and classroom practices. First, we went through the entire book and really tried to make sure that all of our explanations are clear and con-versational in nature thus we eliminated some highly spe-cific details (e.g., research findings) that were not relevant for practicing teachers. Many features that have made previous editions of the book so popular with instructors and students remain in this edition, including a conversational writing style, Expe-riencing Firsthand features, organizational tables and dia-grams, a focus within each chapter on both developmental issues and diversity, and an ongoing emphasis on class-room applications.