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This package includes MyLab Education. Help students understand their own learning and apply the core concepts and principles of educational psychology
Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. The text's unique approach moves seamlessly between theory and application, helping students understand concepts by examining their own learning and then showing them how to apply these concepts as teachers. The
10th Edition reflects the most current research on learning, development, motivation, and assessment. It features extensive and integrated coverage of diversity, technology, contexts of learning, and neuropsychology. In addition, compelling application-based examples and authentic artifacts are included throughout the book to help readers connect educational psychology to real children and classrooms.
Personalize learning with MyLab Education By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student.
0135206006 / 9780135206003 Educational Psychology: Developing Learners plus MyLab Education with Pearson eText -- Access Card Package, 10/e Package consists of:
- 0135206472 / 9780135206478 Educational Psychology: Developing Learners, 10/e
- 0135208637 / 9780135208632 MyLab Education with Pearson eText -- Access Card -- for Educational Psychology: Developing Learners, 10/e
Jeanne Ellis Ormrod holds a B.A. degree in psychology from Brown University and M.S. and Ph.D. degrees in educational psychology from The Pennsylvania State University. For many years she was a faculty member at the University of Northern Colorado, where she taught courses in learning and cognition, educational psychology, measurement, and research methods; she is currently Professor Emerita of Psychological Sciences at UNC. Dr. Ormrod has published numerous research articles but is probably best known for this book and several other textbooks: Educational Psychology: Developing Learners (9th ed., 2017); Essentials of Educational Psychology (5th ed., 2018); Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages (2011); Child Development and Education (with Teresa McDevitt; 6th ed., 2016); and Practical Research: Planning and Design (with Paul Leedy, 12th ed., 2019).
Eric M. Anderman holds a B.S. degree in Psychology and Spanish from Tufts University, an Ed.M. from Harvard University, and a Ph.D. in Educational Psychology from The University of Michigan. After completing his Masters degree, he worked as a high school and middle school teacher for several years, before returning to graduate school. He is currently Professor of Educational Psychology and Chair of the Department of Educational Studies at The Ohio State University. His research focuses on (a) academic motivation, (b) academic cheating, and (c) motivation and risky behavior during adolescence. He is currently the editor of the journal,
Theory into Practice, and formerly was associate editor of the
Journal of Educational Psychology. He co-authors two other text books also published by Pearson:
Classroom Motivation (now in its second edition) with Lynley Anderman, and
Adolescent Development for Educators, with Alison Ryan and Tim Urdan. He recently co-edited the third edition of the
Handbook of Educational Psychology (published by Routledge) with Lyn Corno, and
The International Guide to Student Achievement (published by Routledge) with John Hattie.
Lynley H. Anderman received her B.A. and M.A. (Hons.) in Education from the University of Auckland, New Zealand, and her Ph.D. from the Combined Program in Education and Psychology at The University of Michigan. A graduate of North Shore Teachers College (Auckland, New Zealand) she taught for several years in primary and intermediate schools in Auckland. Currently, she is Professor of Educational Psychology at The Ohio State University. She has published and presented extensively on academic motivation, particularly in relation to the roles of instructional and social-relational characteristics of classrooms that support students' motivation and engagement, including students' sense of belonging, teacher-student and peer relationships. She also has written and presented on the role of educational psychology in teacher education. Dr. Anderman is the former editor of the
Journal of Experimental Education, and former associate editor of
Theory into Practice. She has co-edited
Psychology of Classroom Learning (published by Cengage) and
Classroom Motivation (published by Pearson) with Eric Anderman.
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