Educational psychology : (Record no. 2985)
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| fixed length control field | 06112nam a2200325Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260803094041.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 251212s2011 xx 000 0 und d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 978-0-13-509410-5 |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | 370.15 H85e |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Woolfolk, Anita |
| 245 1# - TITLE STATEMENT | |
| Title | Educational psychology : |
| Remainder of title | active learning edition / |
| Statement of responsibility, etc. | Anita Woolfolk. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston, MA : |
| Name of publisher, distributor, etc. | Pearson, |
| Date of publication, distribution, etc. | 2011. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 11th |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxxiii, 748 p.: |
| Other physical details | ill. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Dimensions | 28 cm. |
| 336 ## - CONTENT TYPE | |
| Content type term | Text |
| 337 ## - MEDIA TYPE | |
| Media type term | Unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | Volume |
| 500 ## - GENERAL NOTE | |
| General note | Includes bibliographic references and index |
| 546 ## - LANGUAGE NOTE | |
| Language note | English |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preface Cluster 1 Learning, Teaching, and Educational Psychology Module 1. Learning and Teaching Module 2. Research and Theory in Educational Psychology Reflecting on Cluster 1: Learning, Teaching, and Educational Psychology Cluster 2 Cognitive Development and Language Module 3. Development: Some General Principles Module 4. Piagetian and Information Processing Theories Module 5. Vygotsky,s Sociocultural Perspective Module 6. Implications of Piaget,s and Vygotsky,s Theories for Teachers Reflecting on Cluster 2 Family and Community Partnerships: Supporting Language and Promoting Literacy Guidelines Teaching the Preoperational Child Teaching the Concrete-Operational Child Helping Students to Use Formal Operations Applying Vygotsky,s Ideas in Teaching Cluster 3 The Self, Social, and Moral Development Module 7. Bronfenbrenner: The Social Context for Development Module 8. The Self Module 9. Understanding Others and Moral Development Reflecting on Cluster 3 Family and Community Partnerships: Connecting with Families Guidelines Cluster 4 Learner Differences and Learning Needs Module 10. Intelligence and Thinking Styles Module 11. Inclusion: Teaching Every Child Module 12. Students Who Are Gifted and Talented Reflecting on Cluster 4 Family and Community Partnerships: Productive Conferences Guidelines Interpreting IQ Scores Disciplining Students with Emotional Problems Teaching Students with Intellectual Disabilities Cluster 5 Culture and Diversity Module 13. Social and Economic Diversity Module 14. Ethnicity, Race, and Language Module 15. Multicultural Education: Creating Culturally Compatible Classrooms Reflecting on Cluster 5 Family and Community Partnerships: Building Learning Communities Guidelines Avoiding Gender Bias in Teaching Culturally Relevant Teaching Cluster 6 Behavioral Views of Learning Module 16. Behavioral Explanations of Learning Module 17. Applications of Behavioral Learning Module 18. Challenges and Problems in Behavioral Learning Reflecting on Cluster 6 Family and Community Partnerships: Student Self-Management Guidelines Applying Classical Conditioning Using Praise Appropriately Encouraging Positive Behaviors Using Punishment Cluster 7 Cognitive Views of Learning Module 19. Basics of the Cognitive Perspective Module 20. Long Term Memory Reflecting on Cluster 7 Family and Community Partnerships: Organizing Learning Guidelines Gaining and Maintaining Attention Helping Students Understand and Remember Cluster 8 Complex Cognitive Processes Module 21. Metacognitive and Learning Strategies Module 22. Problem Solving and Creativity Module 23. Critical Thinking and Transfer Reflecting on Cluster 8 Family and Community Partnerships: Promoting Transfer Guidelines Becoming an Expert Student Problem Solving Encouraging Creativity Cluster 9 The Learning Sciences, Constructivism, and Constructivist Teaching Module 24. The Learning Sciences and Constructivism Module 25. Constructivist Perspectives in the Classroom Module 26. Learning Beyond the Classroom Reflecting on Cluster 9 Family and Community Partnerships: Communicating about Innovations Guidelines Using Cooperative Learning Using Service Learning Using Computers Supporting the Development of Media Literacy Cluster 10 Social Cognitive Views of Learning and Motivation Module 27. Social Cognitive Theory and Applications Module 28. Self-Regulated Learning and Teaching Reflecting on Cluster 10 Family and Community Partnerships: Supporting Self-Regulation at Home and in School Guidelines Using Observational Learning Encouraging Self-Efficacy Encouraging Emotional Self-Regulation Cluster 11 Motivation in Learning and Teaching Module 29. Motivation Basics Module 30. Needs, Goals, and Beliefs Module 31. Interests, Curiosity, and Emotions Overview Module 32. Motivation to Learn in School: On TARGET Reflecting on Cluster 11 Family and Community Partnerships: Motivation to Learn Guidelines Supporting Self-Determination and Autonomy Encouraging Self-Worth Building on Students, Interests and Curiosity Coping with Anxiety Cluster 12 Creating Learning Environments Module 33. Positive Learning Environments Module 34. Encouraging Engagement and Preventing Problems Reflecting on Cluster 12 Family and Community Partnerships: Classroom Management Guidelines Establishing Class Routines Designing Learning Spaces Keeping Students Engaged Imposing Penalties Handling Potentially Explosive Situations Cluster 13 Teaching Every Student Module 35. Planning for Effective Teaching Module 36. Teaching Approaches Module 37. Differentiated Instruction Reflecting on Cluster 13 Family and Community Partnerships: Homework Guidelines Using Instructional Objectives Advance Organizers and Expository Teaching Teaching Effectively Productive Group Discussions Using Flexible Grouping Avoiding the Negative Effects of Teacher Expectations Cluster 14 Classroom Assessment, Grading, and Standardized Testing Teachers, Casebook: What Would You Do? Module 38. Basics of Assessment Module 39. Classroom Assessment, Testing, and Grading Module 40. Standardized Testing Reflecting on Cluster 14 Family and Community Partnerships: Conferences and Explaining Test Results Guidelines Glossary References Name Index Subject Index |
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| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Educational psychology |
| 943 ## - EQUIVALENCE OR CROSS-REFERENCE--COLLECTIVE TITLE [OBSOLETE] [CAN/MARC only] | |
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| Date of treaty signing | 0 |
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| Date of a work | 0 |
| Miscellaneous information | 13 |
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| 953 ## - | |
| -- | HED2206 |
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| -- | CollLib |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Books |
| Institution code [OBSOLETE] | rizal |
| -- | 2015-04-07 23:18:17 |
| -- | rizal |
| Edition | 2015-04-07 23:18:17 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| MyRDA biblio | 2996 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | FEU - Cavite Higher Education | FEU - Cavite Higher Education | HED Library | 12/21/2025 | 370.15 H85e | HED2206 | 06/02/2026 | 12/21/2025 | Books |