Educational Psychology (Psikologi Pendidikan)
Buku ini diterbitkan pertama kali Tahun 2001 OlehMcGraw-Hill, New York. Kemudian berturut-turut dicetak ulang tahun 2004, 2009, dan 2011 merupakan edisi ke lima.
Judul: Educational Psychology
(Psikologi Pendidikan)
Oleh: John W. Santrock
Penerbit: McGraw-Hill, New York
Tahun: 2011
Jumlah Halaman: 699 hal.
Pengarang:
John W. Santrock. John Santrock menerima gelar Ph.D. dari University of Minnesota pada tahun 1973. Dia mengajar di University of Charleston dan University of Georgia sebelum bergabung program Psikologi dan Pembangunan Manusia di University of Texas di Dallas, di mana dia saat ini mengajar nomor program sarjana.
John telah menjadi anggota dewan redaksi Child Development and Developmental Psychology. Penelitiannya pada ayah tahanan secara luas dikutip dan digunakan dalam saksi ahli kesaksian
mempromosikan fleksibilitas dan pertimbangan alternatif dalam perselisihan tahanan.
John juga menulis teks biasa McGraw-Hill ini: Children (11th edition), Adolescence (13th edition), Life-Span Development (13th edition), and Child Development (13th edition).
Lingkup Pembahasan:
Buku ini Terdiri atas 16 Bab. Bab 1 membahas tentang Perangkat Pembelajaran yang Efektif, Bab 2 menyajikan perihal Pengembangan Keterampilan Kognitif dan Keterampilan Berbahasa, Bab 3 mengemukakan masalah Hubungan Sosial dan Pengembangan Sosio-Emosional, Bab 4 menyajikan tentang Variasi Individual, Bab 5 tentang Keaneka-ragaman Sosial Budaya, Bab 6 perihal Siapa Peserta Didik yang Luar Biasa, Bab 7 mengemukakan tentang Perilaku dan Pendekatan Kognitif Sosial, Bab 8 menyajikan perihal Pendekatan Pemrosesan Informasi, Bab 9 mengenai Proses Kognitif yang Komplek, Bab 10 tentang Pendekatan Konstruktiv8is Sosial, Bab 11 tentang Belajar dan Koknisi di Wilayah Kontens, Bab 12 mengemukakan tentang Perencanaan, Instruksi, dan Teknologi, Bab 13 tentang Motivasi, Mengajar, dan Belajar, Bab 14 Manajemen Kelas, Bab 15 tentang Standar Tes dan Mengajar, dan Bab 16 mengemukakan masalah Penilaian Kelas dan Gradasi.
Daftar Isi:
Preface xxi
C H A P T E R 1 Educational Psychology: A Tool for Effective Teaching 1
Exploring Educational Psychology 2
Effective Teaching 6
SELF-ASSESSMENT 1.1: The Best and Worst Characteristics of My Teachers 12
Research in Educational Psychology 14
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Classroom Decision 24
C H A P T E R 2 Cognitive and Language Development 28
An Overview of Child Development 29
Cognitive Development 34
SELF-ASSESSMENT 2.1: Applying Piaget and Vygotsky in My Classroom 54
Language Development 58
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Book Report 66
C H A P T E R 3 Social Contexts and Socioemotional Development 70
Contemporary Theories 71
Social Contexts of Development 77
Socioemotional Development 92
SELF-ASSESSMENT 3.1: Where Are You Now? Exploring Your Identity 96
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Fight 106
C H A P T E R 4 Individual Variations 110
Intelligence 111
SELF-ASSESSMENT 4.1: Evaluating Myself on Gardner’s Eight Types of Intelligence 119
Learning and Thinking Styles 129
Personality and Temperament 132
CONNECTING WITH THE CLASSROOM: CRACK THE CASE Workshops 137
C H A P T E R 5 Sociocultural Diversity 141
Culture and Ethnicity 142
Multicultural Education 154
Gender 164
SELF-ASSESSMENT 5.1: What Gender-Role Orientation Will I Present to My Students? 170
CONNECTING WITH THE CLASSROOM: CRACK THE CASE: These Boys 176
C H A P T E R 6 Learners Who Are Exceptional 180
Children with Disabilities 181
SELF-ASSESSMENT 6.1: Evaluating My Experiences with People Who Have Various Disabilities and Disorders 196
Educational Issues Involving Children with Disabilities 199
Children Who Are Gifted 204
CONNECTING WITH THE CLASSROOM: CRACK THE CASE: Now What? 211
C H A P T E R 7 Behavioral and Social Cognitive Approaches 216
What Is Learning? 217
Behavioral Approach to Learning 219
Applied Behavior Analysis in Education 225
Social Cognitive Approaches to Learning 235
SELF-ASSESSMENT 7.1: Models and Mentors in My Life and My Students’ Lives 239
SELF-ASSESSMENT 7.2: Self-Monitoring 244
CONNECTING WITH THE CLASSROOM: CRACK THE CASE Consequences 249
C H A P T E R 8 The Information-Processing Approach 253
The Nature of the Information-Processing Approach 254
Attention 257
Memory 263
Expertise 277
SELF-ASSESSMENT 8.1: How Effective Are My Memory and Study Strategies? 281
Metacognition 284
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Test 290
C H A P T E R 9 Complex Cognitive Processes 294
Conceptual Understanding 295
Thinking 301
SELF-ASSESSMENT 9.1: How Good Am I at Thinking Creatively? 312
Problem Solving 316
SELF-ASSESSMENT 9.2: How Effective Are My Thinking and Problem-Solving Strategies? 322
Transfer 324
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Statistics Test 329
C H A P T E R 10 Social Constructivist Approaches 332
Social Constructivist Approaches to Teaching 333
Teachers and Peers as Joint Contributors to Students’ Learning 336
Structuring Small-Group Work 346
SELF-ASSESSMENT 10.1: Evaluating My Social Constructivist Experiences 350
Social Constructivist Programs 352
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Social
C H A P T E R 11 Learning and Cognition in the Content Areas 360
Expert Knowledge and Pedagogical Content Knowledge 361
Reading 362
Writing 370
SELF-ASSESSMENT 11.1: Evaluating My Reading and Writing Experiences 374
Mathematics 378
Science 385
Social Studies 388
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Constructivist
C H A P T E R 12 Planning, Instruction, and Technology 398
Planning 399
Teacher-Centered Lesson Planning and Instruction 403
Learner-Centered Lesson Planning and Instruction 414
Technology and Education 421
SELF-ASSESSMENT 12.1: Evaluating My Technology Skills and Attitudes 428
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Big Debate 432
C H A P T E R 13 Motivation, Teaching, and Learning 436
Exploring Motivation 437
Achievement Processes 441
Motivation, Relationships, and Sociocultural Contexts 457
Exploring Achievement Difficulties 463
SELF-ASSESSMENT 13.1: Evaluating My Motivation 469
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Reading Incentive Program 471
C H A P T E R 14 Managing the Classroom 476
Why Classrooms Need to Be Managed Effectively 477
Designing the Physical Environment of the Classroom 485
Creating a Positive Environment for Learning 489
Being a Good Communicator 496
SELF-ASSESSMENT 14.1: Evaluating My Communication Skills 500
Dealing with Problem Behaviors 502
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Chatty Student 510
C H A P T E R 15 Standardized Tests and Teaching 514
The Nature of Standardized Tests 515
Aptitude and Achievement Tests 520
The Teacher’s Roles 532
SELF-ASSESSMENT 15.1: Evaluating My Knowledge of and Skills in Computing Measures of Central Tendency and Variability 536
Issues in Standardized Tests 541
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Standardized Test Pressure 543
C H A P T E R 16 Classroom Assessment and Grading 547
The Classroom as an Assessment Context 548
Traditional Tests 558
Alternative Assessments 563
SELF-ASSESSMENT 16.1: Planning My Classroom Assessment Practices 573
Grading and Reporting Performance 574
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Project 581
Glossary G-1
PRAXIS™ Practice Answer Key P
References R
Credits C
Name Index I
Subject Index I-10
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