EdPsych Modules PDF Cover

YCH

MODULES

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YCH

MODULES

Lisa Bohlin

Purdue University

Cheryl Cisero Durwin

Southern Connecticut
State University

Marla Reese-Weber

Illinois State University

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Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221
Avenue of the Americas, New York, NY 10020. Copyright © 2009. All rights
reserved. No part of this publication may be reproduced or distributed in any form or
by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any
network or other electronic storage or transmission, or broadcast for distance learning.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOW/DOW 0 9 8

ISBN: 978-0-07-337850-3
MHID: 0-07-337850-X

Editor in Chief: Michael Ryan
Publisher: David Patterson

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Executive Market Development Manager: Sheryl Adams

Director of Development: Dawn Groundwater

Developmental Editor: John C. Sisson

Editorial Coordinator: Sarah Kiefer

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Library of Congress Cataloging-in-Publication Data
Bohlin, Lisa.

EdPsych : modules / Lisa Bohlin, Cheryl Cisero Durwin, Marla Reese-Weber. -- 1st ed.

p. cm.
Includes bibliographical references and index. ISBN-13: 978-0-07-337850-3 (alk.
paper)

ISBN-10: 0-07-337850-X (alk. paper) 1. Educational psychology. 2. Child
development. 3. Learning. 4. Classroom management. 5. Teaching.

6. Education--Evaluation. I. Durwin, Cheryl Cisero. II. Reese-Weber, Marla. III.
Title. LB1051.B46395 2010 370.15--dc22

2008010710

The Internet addresses listed in the text were accurate at the time of publication. The
inclusion of a Web site does not indicate an endorsement by the authors or
McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information
presented at these sites.

www.mhhe.com

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Dedication

To our husbands, Mike, Mike, and John,

whose love and support made this textbook
project possible. And, to our children, Ben, Holly,
Sammy-Kate, Mark, Andrea, Payton and Reese,
who inspire us everyday to become the best
mothers and educators that we can be.

Authors

’ Acknowledgments

We would like to thank Sheryl Adams, Dawn
Groundwater, James Headley, Allison
McNamara, Beth Mejia, Emily Pecora, Karol

Jurado, and Preston Thomas for their individual
and collective talents that have made our vision
and passion a reality. We are also deeply
grateful for the wisdom, guidance, and patience
of John Sisson who has helped us

ﬁnd our voice

as authors. Most of all, we are forever indebted
to David Patterson for bringing us together as
authors and seeing in us something we did not
see in ourselves.

It has been an amazing journey!

Lisa Bohlin also would like to extend her

appreciation to Professor Emeritus William
Asher for his advice and encouragement
throughout the development of this book.

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BRIEF TABLE OF CONTENTS

Introduction

Case Study 4

Module 1:

Today

’s Diverse Classrooms 6

Cluster 1: Personal Development

Cluster 1 Case Studies 22

Module 2:

Contexts of Development 30

Module 3:

Social

Development 45

Module 4:

Emotional Development 61

Module 5:

Moral Development 76

Cluster 2: The Developing Learner

Cluster 2 Case Studies 94

Module 6:

The Brain and Development 102

Module 7:

Cognitive

Development 118

Module 8:

Language Development 133

Cluster 3: Learning Theories

Cluster 3 Case Studies 152

Module 9:

Behavioral Learning Theories 160

Module 10:

Social Cognitive Theory 175

Module 11:

Information Processing 186

Cluster 4: Cognitive Processes

Cluster 4 Case Studies 206

Module 12:

Metacognition 214

Module 13:

Transfer of Skills

and Knowledge 229

Module 14:

Critical Thinking and Problem

Solving 242

Cluster 5: Motivation

Cluster 5 Case Studies 258

Module 15:

Behavioral Theory 266

Module 16:

Cognitive

Theories 278

Module 17:

Self Theories 296

Cluster 6: Classroom Management and Instruction

Cluster 6 Case Studies 316

Module 18:

Creating a Productive Learning

Environment 324

Module 19:

Understanding and Managing Student

Behavior 340

Module 20:

Planning for Instruction 357

Module 21:

Grouping

Practices 372

Cluster 7: Learner Differences

Cluster 7 Case Studies 388

Module 22:

Intelligence 396

Module 23:

Giftedness and

Creativity 411

Module 24:

Cognitive Disabilities 424

Module 25:

Emotional, Social, and

Behavioral

Disabilities 440

Cluster 8: Classroom Assessment

Cluster 8 Case Studies 458

Module 26:

Assessing Student Learning 466

Module 27:

Test

Construction and Use 481

Module 28:

Performance Assessment 498

Cluster 9: Standardized Testing

Cluster 9 Case Studies 516

Module 29:

Standardized Tests and Scores 524

Module 30:

Issues in Standardized Testing 540

How Does EdPsych Help You

Prepare for the Praxis Exam? 555 Glossary 563 References 601 Credits 637

Subject-Name Index 643

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TABLE OF CONTENTS

Introduction

Case Study 4

Module 1:

Today

’s Diverse Classrooms

Outline and Learning Goals 6 Teaching and Educational Psychology 7
Opportunities and Challenges of Teaching 7 Addressing Assumptions about Diversity 7 Educational
Psychology: A Resource for Teachers 9 Educational Psychology: The Science 10

Samples 11 Measures 11 Designs 11 Educational Psychology: The Application 15

Developing Your Philosophy of Teaching 15 A Case Study Approach 16 Summary 19 Key Concepts

19 Case Study: Re

ﬂect and Evaluate (annotated)

Cluster 1: Personal Development

Cluster 1 Case Studies 22

Module 2:

Contexts of Development

Outline and Learning Goals 30 Bronfenbrenner

’s Bioecological Theory 31 Family Context 31

Parenting Practices 32 Divorce and Remarriage 33 Peer Context 36

Friendships and Peer Groups 36 Peer Statuses 38 Broader Contexts 40

Parental Employment 40 Cultural Factors 41 Summary 43 Key Concepts 43 Case Studies: Re

ﬂect and

Evaluate 43

Module 3:

Social Development

Outline and Learning Goals 45 Erikson

’s Psychosocial Theory 46 Development of Social Competence

49 Understanding the Self 52

Self-Concept 53 Self-Esteem 54 Aspects of Identity 54

Identity Statuses 54 Ethnicity 56 Gender 56 Summary 59 Key Concepts 59 Case Studies: Re

ﬂect and

Evaluate 60

Module 4:

Emotional Development

Outline and Learning Goals 61 What is Emotion? 62
Emotions, Feelings, and Temperament 62 How Parents, Gender and Culture In

ﬂuence Emotion 62

Emotions and Individual Performance 63

Dimensions of Emotional Intelligence 63 Emotions in the Classroom 68 Applications: Emotionally

Intelligent Teaching 70 What is Social-Emotional Learning (SEL)? 70 Effectiveness of SEL Programs

71 Summary 73 Key Concepts 73 Case Studies: Re

ﬂect and Evaluate 74

Module 5:

Moral Development

Outline and Learning Goals 76 Cognitive-Developmental Moral Reasoning 77
Piaget

’s Theory 77 Kohlberg’s Theory 77 Gilligan’s Criticism 79 Prosocial Behavior 80

Eisenberg

’s Theory 80 Perspective Taking 81 Empathy 82 Aggressive Behavior 82

Social-Cognitive Domains 83 Social-Information Processing 84 Applications: Advancing Moral

Development 85

Family Context 85 Peer Context 86 School Context 86 Summary 89 Key Concepts 89 Case Studies:

ﬂect and Evaluate 90

vii

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TABLE OF CONTENTS

Cluster 2: The Developing Learner

Cluster 2 Case Studies 94

Module 6:

The Brain and Development

Outline and Learning Goals 102 The Relevance of Brain Research 103 Physiology of the Brain 105

Brain Structure and Function 105 Factors Affecting Brain Development 107 Brain Activity During

Learning 110 Applications for the Classroom 111
Current State of Research in Memory, Reading, Math, and Emotions 111 Evaluating Claims about
Brain-Based Learning 114 Summary 115 Key Concepts 115 Case Studies: Re

ﬂect and Evaluate 116

Module 7:

Cognitive Development

Outline and Learning Goals 118 Constructivist Theories of Cognitive Development 119
Individual and Social Constructivism 119 Piaget

’s Theory 119 Vygotsky’s Theory 124 Evaluating

Constructivist Theories of Development 125 Issues in Cognitive Development: Piaget and Vygotsky
125
What Comes First: Development or Learning? 127 Role of Language in Cognitive Development 127

Role of Play in Cognitive Development 128 Applications: Principles for Effective Teaching 128

Summary 130 Key Concepts 130 Case Studies: Re

ﬂect and Evaluate 131

Module 8:

Language Development

Outline and Learning Goals 133 Understanding Language Acquisition 134
Biological Basis of Language 134 Imitation and Reinforcement 134 Social Interactions 135

Development of Language Skills 136

Language Acquisition Through Early Childhood 136

Language Acquisition Through Adolescence 138 Bilingual Language Acquisition 140 Individual
Differences in Language Acquisition 142 Applications: Encouraging Language Development in the
Classroom 144 Summary 147 Key Concepts 147 Case Studies: Re

ﬂect and Evaluate 148

Cluster 3: Learning Theories

Cluster 3 Case Studies 152

Module 9:

Behavioral Learning Theories

Outline and Learning Goals 160 Assumptions of Behavioral Learning Theories 161 Classical

Conditioning 161 Operant Conditioning 163

Basic Tenets of the Theory 164 Using Consequences Effectively 166 Applications: Applied Behavior

Analysis 169
Strategies for Increasing Appropriate Behavior 169 Strategies for Decreasing Inappropriate Behavior
170 Summary 172 Key Concepts 172 Case Studies: Re

ﬂect and Evaluate 173

Module 10:

Social Cognitive Theory

Outline and Learning Goals 175 Assumptions of Social Cognitive Theory 176 Observational Learning

176

Model Characteristics 176 Imitators Characteristics 178 Environmental Characteristics 179 Personal

Factors in Learning 179

Self-Ef

ﬁcacy 180 Self-Regulation 181 Application: Improving Students’ Self-Efﬁcacy and

Self-Regulation 182 Summary 184 Key Concepts 184 Case Studies: Re

ﬂect and Evaluate 184

viii

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TABLE OF CONTENTS

Module 11:

Information Processing

Outline and Learning Goals 186 Assumptions of the Information Processing Approach 187 The
Three-Stage Model of Information Processing 187
Sensory Memory 188 Working Memory 189 Long-Term Memory 193 Individual Differences in
Information Processing 196 Applications to Teaching 197
Helping Students Pay Attention 197 Helping Students Store and Retrieve Information Effectively 198
Summary 201 Key Concepts 202 Case Studies: Re

ﬂect and Evaluate 202

Cluster 4: Cognitive Processes

Cluster 4 Case Studies 206

Module 12:

Metacognition

Outline and Learning Goals 214 What Is Metacognition and Why Is It Important? 215 Special Cases of

Metacognition 216
Theory of Mind in Childhood 216 Egocentrism in Adolescence 217 Factors Affecting the Development
and Use of Metacognition 218 Applications: Learning Strategies 219

Reading Comprehension 219 Writing Skills 222 Note Taking 222 Study Time 224 Summary 226 Key

Concepts 227 Case Studies: Re

ﬂect and Evaluate 227

Module 13:

Transfer of Skills and Knowledge

Outline and Learning Goals 229 What Is Transfer and Why Is It Important? 230
Speci

ﬁc Versus General Transfer 230 Low-Road Versus High-Road Transfer 230 Do We Readily

Transfer What We Learn? 231

The Success of Low-Road Transfer 231
The Problem of High-Road Transfer 232 Teaching Principles that Facilitate Transfer 235

Develop Automaticity of Skills 235 Promote Meaningful Learning 237 Teach Metacognitive Strategies

238 Motivate Students to Value Learning 238 Summary 240 Key Concepts 240 Case Studies: Re

ﬂect

and Evaluate 240

Module 14:

Critical Thinking and Problem Solving

Outline and Learning Goals 242 Thinking Skills and Dispositions 243
What Are Higher-Order Thinking Skills? 243 What Are Thinking Dispositions? 244 Critical Thinking 244

What Is Critical Thinking? 245 Applications: Fostering Critical Thinking 245 Problem Solving 248
What Is Problem Solving? 248 Obstacles to Successful Problem Solving 249 Applications: Teaching
Problem Solving Strategies 250 Summary 254 Key Concepts 254 Case Studies: Re

ﬂect and Evaluate

255

Cluster 5: Motivation

Cluster 5 Case Studies 258

Module 15:

Behavioral Theory

Outline and Learning Goals 266 A Behavioral De

ﬁnition of Motivation 267

ﬁning Intrinsic and Extrinsic Motivation 267 Factors Inﬂuencing Intrinsic and Extrinsic Motivation 267

Rewarding Students for Learning 268

Advantages and Disadvantages of Rewards 269 Applications: Using Rewards Effectively 270 Praising

Students for Learning 271

Advantages and Disadvantages of Praise 271 Applications: Using Praise Effectively 272 When the

Reward Is the Activity Itself 273

Flow Theory 273

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TABLE OF CONTENTS

Applications: Creating an Intrinsically Motivating Learning Environment 274 Summary 276 Key
Concepts 276 Case Studies: Re

ﬂect and Evaluate 276

Module 16:

Cognitive Theories

Outline and Learning Goals 278 Cognitive Theories of Motivation 279
Expectancy-Value Theory 279 Goal Theory 280 Attribution Theory 281 Developmental and Cultural
Differences in Motivation 283
Developmental Changes in Motivation 284 Cultural Differences in Motivation 287 Applications:

Enhancing Students

’ Motivation 288

Student-Level Techniques 288 Classroom-Level Techniques 289 Serious Motivational Problems 290

Learned Helplessness 290 Anxiety 291 Summary 293 Key Concepts 293 Case Studies: Re

ﬂect and

Evaluate 294

Module 17:

Self Theories

Outline and Learning Goals 296 Self-Ef

ﬁcacy Theory 297

Self-Ef

ﬁcacy and Motivation 297 Teacher Efﬁcacy 300 Self-Worth Theory 300

Self-Worth and Motivation 301 Types of Students 301 Self-Determination Theory 303

Self-Determination and Motivation 304 Becoming Self-Determined 305 Integrating the Self Theories

307

Self-Theories Compared 307 Applications: Enhancing Intrinsic Motivation 307 Summary 310 Key

Concepts 310 Case Studies: Re

ﬂect and Evaluate 311

Cluster 6: Classroom Management And Instruction

Cluster 6 Case Studies 316

Module 18:

Creating a Productive Learning Environment

Outline and Learning Goals 324 Physical Environment 325
Room Arrangement 325 Seating Patterns 325 Environmental Cues 326 Establishing Norms and
Expectations for Behavior 328

The First Days of School 328 Classroom Rules and Consequences 329 Procedures and Routines 332

Establishing a Climate for Positive Relationships 334
Caring, Productive Student-Teacher Relationships 334 Positive Student-Student Relationships 335
Building Strong Home-School Connections 336 Building a Sense of Community within the School 337
Summary 338 Key Concepts 338 Case Studies: Re

ﬂect and Evaluate 339

Module 19:

Understanding and Managing Student Behavior

Outline and Learning Goals 340 De

ﬁning Student Misbehavior 341

Degrees and Types of Misbehavior 341 Common Causes of Misbehavior 342 Applications: General
Ways to Address Behavior Management 344
Establish Clear, Positive Expectations for Behavior 346 Model and Reinforce Desired Behaviors 346
Anticipate and Prevent Potential Behavior Problems 347 Teach Self-Regulation Skills 347 Respond
Effectively to Behavior Problems as They Occur 348 Applications: How to Handle Speci

ﬁc

Misbehaviors 349

Routine Disruptions 349 Intermediate Concerns 350

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TABLE OF CONTENTS

Immoral Behaviors 352 Dangerous Behaviors 352 Summary 355 Key Concepts 355 Case Studies:

ﬂect and Evaluate 356

Module 20:

Planning for Instruction

Outline and Learning Goals 357 Designing Effective Instruction 358
The Planning Process 358 Choosing Learning Objectives 360 Choosing Teaching Methods 361
Teaching Methods Based on Behaviorism 361 Teaching Methods Based on Cognitive Learning Theory
363 Teaching Methods Based on Constructivism 364 Summary 370 Key Concepts 370 Case Studies:
Re

ﬂect and Evaluate 371

Module 21:

Grouping Practices

Outline and Learning Goals 372 Grouping by Ability 373
Within-Class Ability Grouping 373 Between-Class Ability Grouping 374 Flexible Grouping Methods 376

Cooperative Learning 377

Characteristics of Cooperative Learning 377 Is Cooperative Learning Effective? 378 Applications: Best

Practices 380
Elementary School: Using Within-Class Ability Grouping Effectively 380 Middle School and High
School: To Track or Not to Track 380 Using Cooperative Learning Effectively 381 Summary 384 Key
Concepts 384 Case Studies: Re

ﬂect and Evaluate 384

Classic Views 397 Contemporary Views 397 Intelligence Measured as IQ 400
Individually-Administered and Group-Administered Tests 400 Interpreting IQ Scores 401 Caveats for
Interpreting IQ 402 Biological, Social, and Cultural Issues 402
Intelligence: Heredity or Environment? 402 Socioeconomic and Cultural Factors 403 Applications:
Intelligence Theories in the Classroom 405

Multiple Intelligences in the Classroom 405 Teaching for Successful Intelligence 407 Summary 409

Key Concepts 409 Case Studies: Re

ﬂect and Evaluate 409

Module 23:

Giftedness and Creativity

Outline and Learning Goals 411 Giftedness and Creativity: Are They More Than Just Intelligence? 412
Giftedness 413
Characteristics 413 Identifying Giftedness 414 Applications: Teaching Gifted Students 415 Creativity

417
Characteristics 417 Identifying Creativity 418 Applications: Promoting Creativity in the Classroom 419
Summary 421 Key Concepts 421 Case Studies: Re

ﬂect and Evaluate 422

Module 24:

Cognitive Disabilities

Outline and Learning Goals 424 Cognitive Disabilities in Today

’s Classrooms 425 Intellectual

Disabilities 427
Identi

ﬁcation of Intellectual Disabilities 427 Applications: Guidelines for Teachers in the General

Education Classroom 429 Speci

ﬁc Learning Disabilities 430

Identi

ﬁcation of Speciﬁc Learning Disabilities 430 Reading Disability 431 Mathematics Disability 434

Cluster 7: Learner Differences

Cluster 7 Case Studies 388

Module 22:

Intelligence

Outline and Learning Goals 396 What Is Intelligence? 397

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TABLE OF CONTENTS

Summary 437 Key Concepts 437 Case Studies: Re

ﬂect and Evaluate 438

Module 25:

Emotional, Social, and Behavioral Disabilities

Outline and Learning Goals 440 Emotional, Social, and Behavioral Disabilities in Today

’s Classrooms

441
Special Education Eligibility 441 Planning and Placement 443 Characteristics of Disabilities 444

Anxiety and Depression 444 Autism 446 ADHD and Conduct Disorder 447 Applications: Interventions

450

Types of Interventions 451 Effectiveness of Interventions 451 Summary 453 Key Concepts 453 Case

Studies: Re

ﬂect and Evaluate 454

Cluster 8: Classroom Assessment

Cluster 8 Case Studies 458

Module 26:

Assessing Student Learning

Outline and Learning Goals 466 What is Assessment? 467
The Purposes of Assessment in Education 467 Standards for Teacher Competence 468 Application:

Assessment Planning 469
Choosing Assessment Methods 469 Using Assessment Data 473 Application: Communication of
Classroom Assessment Information 473

Grading Procedures 473 Report Cards and Narrative Reports 475 Parent-Teacher Conferences 476

Summary 479 Key Concepts 479 Case Studies: Re

ﬂect and Evaluate 479

Module 27:

Test Construction and Use

Outline and Learning Goals 481 Characteristics of High Quality Classroom Tests 482
Validity 482 Reliability 483 Fairness and Equivalence 484 Practicality 485 Application: Developing a

Test Blueprint 485 Application: Developing Test Items 487

Alternate Choice (True/False Items) 487 Matching Exercises 488 Multiple Choice Items 489

Short-Answer Items/Completion 491 Essay Tasks 492 Application: Test Analysis and Revision 493

Summary 495 Key Concepts 495 Case Studies: Re

ﬂect and Evaluate 496

Module 28:

Performance Assessment

Outline and Learning Goals 498 A Broader View of Assessment 499
Performance Assessment 499 Authentic Assessment 500 Application: Developing Performance
Assessments 501
Presentations 501 Projects 502 Portfolios 503 Application: Evaluating Performance Assessments 504
Checklists 505 Rating Scales 505 Rubrics 506 Advantages and Disadvantages of Performance
Assessments 509 Summary 511 Key Concepts 511 Case Studies: Re

ﬂect and Evaluate 512

Cluster 9: Standardized Testing

Cluster 9 Case Studies 516

Module 29:

Standardized Tests and Scores

Outline and Learning Goals 524 Types of Standardized Tests 525

Categories of Standardized Tests 526

xii

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TABLE OF CONTENTS

Criterion-Referenced and Norm-Referenced Tests 527 Basic Concepts of Measurement 528
Central Tendency and Variability 528 Normal Distribution 530 Types of Test Scores 531

Raw Scores 531 Percentile Rank 532 Grade-Equivalent Scores 532 Standard Scores 533

Characteristics of

―Good:‖ Tests 534

Validity 534 Reliability 535 Summary 537 Key Concepts 538 Case Studies: Re

ﬂect and Evaluate 538

Module 30:

Issues in Standardized Testing

Outline and Learning Goals 540
High-Stakes Testing and Accountability 541
What is High-Stakes Testing? 541 No Child Left Behind 542 Negative Outcomes and Test Score

Pollution 543 Applications: Accommodating Students at Risk 545 Test Fairness and Test Bias 547

Teacher Certi

ﬁcation and Licensure 549 Summary 552 Key Concepts 552 Case Studies: Reﬂect and

Evaluate 553

How Does EdPsych Help You Prepare for the Praxis Exam? 555 Glossary 563 References 601

Credits 637 Subject-Name Index 643

xiii

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PREFACE

Our Philosophy

Our Textbook‟s Approach

As instructors of educational psychology, we strive to show our students that the concepts,
principles, theories, and research we cover are not discrete bits of information they need to
memorize to get a passing grade in a course or to pass a teaching licensure exam. Instead, we
try to bring the information to life

—to make it real and relevant to them—by presenting essential

knowledge and skills that will enhance their professional development as effective teachers.

We came together to write this book because, as instructors, we struggled against the survey

approach, the wide breadth of presentation in most educational psychology texts that
leads students to develop a super

ﬁcial understanding of numerous topics rather than deep,

meaningful learning. We wanted a direct, more straightforward approach that links
science to practice, encourages active learning with case studies, and enables prospective
teachers to master critical areas. In short, we wanted a book that better promotes the
development of teacher expertise. In a sense, we

’ve written not a textbook but a

handbook for students (and beginning teachers). Our goal is to present the most recent
perspectives and interpretations of the research literature on critical topics affecting teachers in

today

’s classrooms so that our readers can learn to make informed decisions as teachers.

We have created stand-alone modules that are orga nized into clusters. Each module is about half the
length of a typical chapter, but provides more in-depth treatment of its topic than you would expect to

ﬁnd

in a traditional chapter. Our modular format also makes judicious use of text boxes,

ﬁgures, and tables.

We include features only if they support students

’ learning and understanding. As you will see from

examining the table of contents, our textbook includes all the major content areas traditionally covered in
educational psychology courses. The modular approach allows us to:

include important and contemporary topics

—such as emotional development, contexts of development,

and the brain and development

—that are often neglected in current texts; and

provide more focused and detailed discussions of topics found in many educational psychology texts.

Topics such as intelligence, metacognition, and grouping practices, often presented as brief sections of
chapters, are given full treatment as entire modules in our text. We also provide extensive coverage of
classroom management and disabilities, topics to which traditional textbooks dedicate only a single
chapter.

We hope that our clear, direct writing style and greater depth of coverage not only will provide students
with a

ﬁrmer grasp of the course content, but also will allow instructors to spend more time leading

students in discussions, debates, and applications of content and less time lecturing to supplement
information in the text.

But the modular approach is only part of our story. Three additional elements distinguish

our textbook from the others:
1. Case studies for four developmental levels,

2. A developmental approach to presenting content for learning, 3. Integration of diversity issues
within the text whenever they are relevant.

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PREFACE

Case Studies

In each of our classes, students spend time working through case studies that present real-world
contexts, allowing students to apply the concepts they are learning. Case studies can be a very effective
tool to give preservice teachers experience with structured problem solving and re

ﬂection on best

practices. Experience in an actual classroom is one of the best ways to practice and demonstrate
teaching skills. In some teacher education programs that do not provide access to

ﬁeld experience or that

offer a very limited amount of time in K

–12 classrooms, case studies make it possible to apply research

and theory to speci

ﬁc classroom situations in a focused, systematic way.

In this book, we have developed detailed case studies based on real classroom situations. Each

cluster of modules begins with four case studies: early childhood, elementary school, middle school,
and high school. The case studies at the beginning of a cluster are relevant to all the modules within
that cluster. The end of each case study contains ASSESS questions, which prompt students to assess
their existing knowledge about the upcoming topics in the modules. Students apply their prior knowledge
to make initial interpretations about or reactions to the case study. At the end of each module,
REFLECT AND EVALUATE questions for each case study encourage students to check their
comprehension of important concepts, apply what they learned to the case study, and
think critically about the research presented in the modules.
We also use REFLECT AND EVALUATE questions to challenge students to think beyond the case
and analyze potential problems or solutions if the characters or situations were to change. This helps
students see that there is not always a single correct answer and that theories and research are to be
used as tools for making decisions rather than recipes to be followed. Together, the ASSESS
and REFLECT AND EVALUATE questions provide students with an opportunity to identify
assumptions, preconceptions, and personal beliefs and to reevaluate their knowledge and
assumptions after reading the research in the module and interpreting the cases.

Offering case studies that represent all educational levels from pre-K through grade 12 allows for great

ﬂexibility in instruction. In educational psychology courses comprised of students from a variety of
certi

ﬁcation areas, instructors might choose to assign only those case studies corresponding to students’

chosen certi

ﬁcation area. This approach enables students to meaningfully apply the concepts

they are learning to the grade levels they intend to teach. Alternatively, instructors may wish to assign all
case studies in order to emphasize developmental differences that affect teacher-student interactions,
instructional approaches, behavioral and motivational techniques, and assessment. In educational
psychology courses at universities that offer separate sections for different types of certi

ﬁcation,

all students in a course section might read only the cases that pertain to their certi

ﬁcation level. By

reading the modules and interacting with the cases, students will see the importance of using scienti

ﬁc

information to inform their instructional decision making.

Prepare:

B+

Assess:

Middle School

The Math Review

EARLY CHILDHOOD

MIDDLE SC

HOOL

ELEMENTARY SCHOOL

HIGH SCHOOL

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PREFACE

Developmental Approach

Our case studies (discussed earlier) show early childhood, elementary school, middle school, and high
school classrooms in order to provide a relevant learning context for teacher education students at all
certi

ﬁcation levels. We also provide examples within the modules from various developmental levels,

where space permits, as opposed to the typical focus on elementary school students found in other
textbooks. We highlight developmental differences within modules and cases where appropriate and
where backed by research.

cluster one

personal development

Social Competence.

Socially competent children and adolescents have good interpersonal skills that lead to many friendships and popularity among peers.

Integrated Issues of Diversity

Module 1, Today

’s Diverse Classrooms, introduces the reader to what we mean by

diversity

—characteristics such as ethnicity, race, socioeconomic status, gender, and disabilities.

Rather than treating diversity as a separate module or as boxed features within modules, we integrate
diversity throughout the modules and the cases whenever appropriate. A marginal icon (at left) indicates
where this coverage appears.

In the cases, you will

ﬁnd students and teachers of diverse backgrounds and questions that probe

students to evaluate their personal beliefs or assumptions about diversity. In the modules, we have
chosen to emphasize information as a diversity issue only if it is supported by suf

ﬁcient research or

theoretically relevant. We integrate diversity within the modules by including coverage of research
ﬁndings that:

indicate important differences among individuals of various diversity groups on psychological constructs

such as intelligence, motivation, or language;

reveal differences among individuals of various groups in values, practices, or social interactions;

suggest differential responses to treatments, interventions, or teaching methods for individuals of varying

diversity groups; and

highlight differential treatment of individuals from various diversity groups within the classroom.

These

ﬁndings are relevant because they provide essential information to help teachers make informed

decisions that affect the success and well-being of their students.

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PREFACE

Organization of the Modules

A modular approach offers greater

ﬂexibility in teaching educational psychology.

The organization of modules in our table of contents is secondary to your syllabus. We would not

expect any two instructors to teach a selection of modules in the same order, nor would we expect an
instructor to teach all the modules in a single course!

Stand-alone modules allow you to tailor content to your particular course and student audience. In

standard chapter textbooks, content and concepts in later chapters often build on and make reference to
content from earlier chapters. As a result, assigning portions of chapters (deleting content that is less
important) or arranging syllabi in a different order than that in the textbook

’s table of contents often leads

to gaps in students

’ understanding. With our modular textbook, instructors can easily select only those

modules relevant to their courses and can arrange the topics in any order they choose.

We have created 30 modules, including Module 1,

―Today’s Diverse Classrooms.‖ This opening module

introduces students to educational psychology. Similar to the

ﬁrst chapter of many educational

psychology textbooks, Module 1 de

ﬁnes educational psychology and addresses the importance of

research. We discuss the opportunities and challenges of teaching in today

’s diverse classrooms and

highlight the importance of theories and research in educational psychology for helping teachers
make decisions about evidence-based practices. Because we chose not to treat diversity as a separate
module the way chapter textbooks do, we also use Module 1 to provide a general overview of diversity so
that students know what we mean by diversity as they read the modules.

Module 1 also does much more. We provide a case study developed around the content of Module 1

as a way to introduce students to using cases. We walk students through an annotated version of the
case study in order to provide them with strategies for reading and working with cases and to model these
strategies for them.

’ve organized the remaining 29 modules into nine clusters that generally follow the sequence of

chapters in most current texts. Development and learning theories are covered earlier, while
clusters on classroom management and assessment appear toward the end. The organization of
our text is different from typical chapter textbooks in two minor ways:
1. Motivation appears earlier. The motivation cluster, comprised of three modules, appears earlier than

in most chapter textbooks. Because motivation involves many theoretical perspectives, we
have chosen to present motivation after clusters on development and learning theories in order to keep
together modules that rely heavily on theories. We feel it is important to cover the major theories
related to teaching

—development, learning, cognition, and motivation—before progressing to a

discussion of individual differences among students.

2. Individual differences appear later. Cluster 7,

―Learner Differences,‖ includes modules on

intelligence, giftedness and creativity, cognitive disabilities, and emotional, social, and behavioral
disabilities. Presenting modules that address individual differences after clusters dealing with
theoretical perspectives allows students to learn about general principles and theories applicable to
most children before they encounter

―exceptions to the rule.‖

Again, because of our modular organization, instructors are able to arrange these topics in any order or to
choose only those topics relevant to their particular courses.

M O D U L E

Learning Goals

Self Theories

Outline

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PREFACE

About Us

The three of us have had varied experiences in teaching educational psychology. Our class
sizes vary in size from 20 to 120 students. Students begin our courses with different levels of prior
knowledge and experience. Some students do

ﬁeldwork prior to or concurrent with the course; others do

not. We even teach the course in different departments

— education and psychology.

Nonetheless, we have come together as authors because we share a single philosophy about teaching

educational psychology. We believe in meaningful learning that allows students to better comprehend
material and apply it to their lives. We feel that meaningful learning occurs within a context that is rich and
relevant for students. We have written this book to give students a meaningful context in which to learn
and apply knowledge and skills, with the hope that they will be more likely to utilize this information when
they become teachers.

Lisa Bohlin Purdue University

Marla Reese-Weber Illinois State University

Cheryl Cisero Durwin Southern Connecticut State University

To see a preview of EdPsych Modules, please go to www.mhhe.com/bohlinpreview.

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SUPPLEMENTS

All student and instructor supplements are

available through the text

’s online learning

center at www

.mhhe.com/bohlin1e.

EdPsych Modules is supported by a highly

collaborative program of supplements for

instructors teaching and students studying

Educational

Psychology. As a

ﬁrst step of the

supplements authoring process, the

supplements team met in New York for an

all-day workshop/launch meeting. Working

with the textbook authors, the team created a

supplements strategy, situating each

resource in relation to the text

’s

practice-based and case-study-focused

approach. Continuing this collaboration, the

text authors closely supported each of the

supplements authors

’ work, providing

guidance on direction and strategy, and

ensuring that every item is of the highest

quality.

For Instructors

Filmed speci

ﬁcally to support this text, Video

Observations of classroom situations and teachers
provide real-life, visual representation of key
content. Under the direction of Lisa Bohlin and
Kristy Barnes, footage was captured from
classrooms representing the full range of ages
covered by the text case studies: early childhood,
elementary school, middle school, and high school.
Most videos are 2-5 minutes in length; all are
supported by pedagogical material authored by Lisa
Bohlin, Cheryl Durwin, Marla Reese-Weber, and
Kristy Barnes, including introductory material to cue
viewers to key content and follow-up questions to

assess understanding and prompt re

ﬂection.

PrepCenter for Educational Psychology is a

comprehensive online media library that lets you
search for individual media assets the way you want
to search

—by chapter, concept, or media type. This

site features instructor materials, videos, and
images to enhance your lectures and ultimately your
students

’ learning experiences. To access

PrepCenter, please go to
http://prepcenter.mhhe.com/prepcenter/.

Instructor

’s Manual by Lisa Bohlin, Cheryl

Durwin, and Marla Reese-Weber: Written by the
textbook authors themselves, this instructor

’s

manual makes their collective insight and
time-tested classroom activities available to both
new and experienced instructors. The manual
contains an innovative set of suggestions for
classroom interactions and discussion, including
synopses of the videos, topic starters, group

Front row (left to right): Lisa Bohlin, Marla Reese-Weber, Cheryl
Durwin; Back row: Jim Persinger, Steve Frye, Rachel Green, Bob
Hoffman

xix

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SUPPLEMENTS

activities, discussions, additional case study questions,
and case study next-day analyses for problem solving and
critical thinking.

Test Bank by Jim Persinger, Emporia State

University: This test bank of over 1,000 questions is
organized by module and designed to test factual,
conceptual, and practice-based understanding. The test
bank will be compatible with EZTest, McGrawHill

’s

Computerized Test Bank program.

PowerPoint Presentations by Steven Frye, Tennessee

Tech: These slides (approximately 1,000 in all) cover the
key points of each module and include charts and graphs
from the text. The PowerPoint presentations serve as an
organizational and navigational tool integrated with
examples and activities from an expert instructor. The
slides can be used as is or modi

ﬁed to meet your needs.

Classroom Performance System by Rachel Green, Northeastern

State University:
These questions, prepared speci

ﬁcally for this text, include

a mix of factual and opinion items. Factual questions will
let you know what concepts your students are mastering
and those with which they are having dif

ﬁculty; opinion

questions present possibilities for class participation and
discussion. The system can be put into the anonymous
mode to poll opinions and experiences around particularly
sensitive content.

Student Online Learning Center by Bob Hoffman,

University of Central Florida: This set of student
assessment and enrichment activities includes
module-by-module Multiple Choice, True/False, and
Practice-for-Praxis quizzes, in which students gain practice
on applied knowledge assessment like those on the Praxis
II exam.

For Students

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ACKNOWLEDGMENTS

The quality of this book is a testament to the skills and abilities of so

many people. We are tremendously grateful to the following

individuals whose insightful comments and contributions during the

book

’s development and production have improved it immeasurably.

Manuscript Reviewers

Frank Adams, Wayne State College
J

’Anne Affeld, Northern Arizona University Kathryn Aldrich,

University of North Carolina, Wilmington James Allen, The

College of Saint Rose

Steven R. Banks, Marshall University

Amy Bender, University of Wisconsin, Milwaukee Carime

Bersh, Keene State College

Lyanne Black, Indiana University of Pennsylvania Timothy

Borick, Keystone College

Nina Buchanan, University of Hawaii

–Hilo DeAnna M.

Burney, Florida A&M University Renee Cambiano,

Northeastern State University Li Cao, University of West

Georgia

Jerrell C. Cassady, Ball State University

Tracy Thorndike Christ, Western Washington University

Allen Colebank, Fairmont State University John V. Connor,

Daytona Beach Community College Sharon Cordell, Roane

State Community College Katherine S. Cushing, California

State University, Chico Gregory Cutler, Bay de Noc

Community College Carol Davis, Spoon River College

Prem S. Dean, National University

Tracy DeMars, Western Michigan University Gypsy

Denzine, Northern Arizona University Carol Ditkoff,

California University of Pennsylvania Jayne Downey,

Montana State University

–Bozeman Shelley Dubkin-Lee,

Oregon State University Ronald F. Dugan, The College of

Saint Rose Jane Dwyer, Rivier College

Kellah M. Edens, University of South Carolina Terri

Edwards, Northeastern State University Karen E. Ei

ﬂer,

University of Portland

Kenneth R. Emo, South Dakota State University Neil Faulk,

McNeese State University

Dan Fasko, Bowling Green State University Jaclyn Finkel,

Anne Arundel Community College Jim Flaitz, University of

Louisiana at Lafayette Terri Flowerday, University of New

Mexico, Albuquerque William Geary, Community College of

Rhode Island

–Knight Campus (Warwick) Tammy Gebara,

Capital University

Susan Gilmartin Foltz, Shippensburg University

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xxi

ACKNOWLEDGMENTS

Steven Frye, Tennessee Tech University Richard A. Giaquinto, St. Francis College Karen Giorgetti,
Youngstown State University Mark Grabe, University of North Dakota Donna Graham, Grand Canyon
University Rachel Green, Northeastern State University Cheryl Greenberg, University of North
Carolina

–Greensboro Carol Greene, East Carolina University Connie Greiner, Walden University Marlynn

M. Griffen, Georgia Southern University John Gutowski, Middlesex County College Michelle Hanson,
University of Sioux Falls Stephanie Lewis Hinson, West Chester University Emily Hixon, Purdue
University

–Calumet Bob Hoffman, University of Central Florida Steven M. Hoover, St. Cloud State

University Sachi Horback, Bucks County Community College Christy A. Horn, University of Nebraska,
Lincoln Peggy Hsieh, University of Texas at San Antonio Judy Hughey, Kansas State University Richard
E. Hult, University of South Carolina John H. Hummel, Valdosta State University Mona Ibrahim,
Concordia College Miranda E. Jennings, University of Massachusetts, Amherst Emilie Johnson,
Lindenwood University Nancy Johnson, Geneva College Martin H. Jones, University of Memphis Pamela
Kidder-Ashley, Appalachian State University David A. Kilpatrick, SUNY Cortland Kristopher J. Kimbler,
Troy University Kimberly Kinsler, Hunter College Kathleen Kleissler, Kutztown University Catharine C.
Knight, University of Akron Elaine C. Koffman, Northeastern Illinois University Tina Kruse, Macalester
College William Lan, Texas Tech University Jennifer Lara, Anne Arundel Community College Susan
Leckart, Middlesex County College Mary Beth Leibham, University of Wisconsin

–Eau Claire Judith R.

Levine, Farmingdale State University of New York Dennis A. Lichty, Wayne State College Jeffrey Liew,
Texas A&M University Frank R. Lilly, California State University, Sacramento Reinhard W. Lindner,
Western Illinois University Kimberly S. Loomis, Kennesaw State University Alfred P. Longo, Ocean
County College Edward Lonky, SUNY Oswego Cheryl Lovett, University of Central Oklahoma

“

The case studies and attention to developmental progression are fabulous. The content

is ordered well and the inclusion of a section on today‟s „diverse‟ classrooms is
particularly appealing. This opens the door to a continued discussion of diversity issues.

”

[ Sarah Anne Polasky, Arizona State University ]

xxii

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ACKNOWLEDGMENTS

xxiii

Cleborne D. Maddux, University of Nevada, Reno Pamela Manners, Troy University Smita Mathur,
University of South Florida, Lakeland James Mbuva, National University Catherine McCartney, Bemidji
State University Michael Meloth, East Carolina University Lakeisha D. Meyer, Western Kentucky
University Elisa Michals, Sacramento State University Ted Miller, University of Tennessee

–Chattanooga

Michelle Montgomery, Central Washington University Renee Mudrey-Camino, University of Akron Ron
Mulson, Hudson Valley Community College Bob Nelson, University of Texas at Dallas Sharon L. Nichols,
University of Texas at San Antonio Nicole Nickens, University of Central Missouri Roseann O

’Connor,

Luzerne County Community College Sansanee Ohlson, Bowling Green State University Comfort O.
Okpala, Fayetteville State University Scott Paris, University of Michigan, Ann Arbor Leonard W. Parker,
Liberty University Kathryn Penrod, South Dakota State University Jim Persinger, Emporia State University
Sarah Anne Polasky, Arizona State University Carrie Pritchard, Western Kentucky University Steven
Pulos, University of Northern Colorado Mary Ann Rafoth, Indiana University of Pennsylvania Israel
Ramos, The College of Saint Rose Shelley C. Randall, Bloomsburg University of PA Guynel Reid,
Minnesota State University

–Mankato Peter Rich, Brigham Young University Aaron S. Richmond,

Metropolitan State College of Denver Anne N. Rinn, University of Houston, Downtown Kelly A. Rodgers,
University of Texas at San Antonio Susan Rogers, Columbus State Community College Lawrence
Rogien, Boise State University Paul Rooney, University of California

–Davis Cary Roseth, Michigan State

University Terri Rothman, Monmouth University Darrell Rudmann, Shawnee State University Ruth
Sandlin, California State University

–San Bernardino Jeff Sandoz, University of Louisiana of Lafayette

Tom Scheft, North Carolina Central University Thomas R. Scheira, Buffalo State College Roberta
Scholes, University of Missouri Dorothy Scotten, Lesley University Donna Seagle, Chattanooga State
Technical Community College Thomas D. Sepe, Community College of Rhode Island

–Knight Campus

(Warwick) Linda Sidoti, The College of Saint Rose

“

The treatment of diversity throughout as opposed to its inclusion in one chapter

mirrors the educational practice of including students of diverse backgrounds in the
mainstream.

”

[ Al Longo, Ocean County College ]

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ACKNOWLEDGMENTS

Joy Springer, Pepperdine University Penee Stewart, Weber State University Jeremy Sullivan, University
of Texas at San Antonio Sapna V. Taggar, University of Michigan, Flint Carol Thompson, Rowan
University Jennifer Titus, Tarleton State University Patti Tolar, University of Houston Ellen Usher,
University of Kentucky, Lexington Rick Van Sant, Ferris State University Manuel Vargas, Winston-Salem
State University Craig Vivian, Monmouth College Paul Wagner, University of Houston

–Clear Lake Rhea

Walker, Winona State University Faith Wallace, Kennesaw State University Christopher Was, Kent State
University Deborah L. Watkins, York College of Pennsylvania Carol L. Webb, Bridgewater College Nicole
Webb, Grand Canyon University Marie C. White, Nyack College

–Manhattan Campus Keith Williams,

Richard Stockton College of New Jersey Barbara Wilson, Towson University Steven Wininger, Western
Kentucky University Barbara N. Young, Middle Tennessee State University

Supplements Reviewers

Frank D. Adams, Wayne State College Shane Cavanaugh, Central Michigan University

C. Allen Colebank, Fairmont State University John V. Connor, Daytona Beach Community College Jaclyn
Finkel, Anne Arundel Community College Richard A. Giaquinto, St. Francis College Judith R. Levine,
Farmingdale State College Alfred P. Longo, Ocean County College Renee Mudrey-Camino, University of
Akron Comfort O. Okpala, Fayetteville State University Thomas R. Scheira, Buffalo State College

“

I am very impressed with the approach described by the author team. I have to say that

this is something I have been waiting years for.

”

[ Renee Mudrey-Camino, University of Akron ]

Teleconference Focus Group

Frank D. Adams, Wayne State College Jerrell C. Cassady, Ball State University Gregory Cutler, Bay de

Noc Community College Shelley Dubkin-Lee, Oregon State University Richard A. Giaquinto, St. Francis

College Michelle Hanson, University of Sioux Falls Karen Huxtable-Jester, University of Texas at Dallas

Nancy Knapp, University of Georgia Catharine C. Knight, University of Akron

xxiv

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ACKNOWLEDGMENTS

xxv

Tina Kruse, Macalester College Renee Mudrey-Camino, University of Akron Jim Persinger, Emporia State

University Jeff Sandoz, University of Louisiana at Lafayette Dorothy Scotten, Lesley University Craig

Vivian, Monmouth College Sapna Vyas, University of Michigan, Flint

Supplements Teleconference Focus Groups

Frank D. Adams, Wayne State College

C. Allen Colebank, Fairmont State University John V. Connor, Daytona Beach Community College Shane
Cavanaugh, Central Michigan University Jaclyn Finkel, Anne Arundel Community College Richard A.
Giaquinto, St. Francis College Kimberly Kinsler, Hunter College Judith R. Levine, Farmingdale State
University of New York Alfred P. Longo, Ocean County College Smita Mathur, University of South Florida,
Lakeland Renee Mudrey-Camino, University of Akron Comfort O. Okpala, Fayetteville State University
Thomas R. Scheira, Buffalo State College Rayne A. Sperling, The Pennsylvania State University Jason
Stephens, University of Connecticut

“

Case material: This is a real strength. These make sense, they are well written, and they

address crucial questions of pedagogy that are happening in schools consistently. They
are compelling and ethically charged situations.

”

[ J

’Anne Affeld, Northern Arizona University ]

Case Studies Workshop Participants

Li Cao, University of West Georgia Gypsy Denzine, Northern Arizona University Kellah M. Edens,
University of South Carolina Bernie Frank, Suffolk County Community College Marina Gair, Pace
University Richard E. Hult, University of South Carolina Ruth Sandlin, California State University, San
Bernardino Marie White, Nyack College, Manhattan Campus

Design Reviewers

Kathleen Beauvais, Eastern Michigan University Dorothy Espelage, University of Illinois at
Urbana

–Champaign Alfred P. Longo, Ocean County College Sarah Anne Polasky, Arizona State

University Dorothy Scotten, Lesley University Jay Thomas, Aurora University

Educational Psychology Symposium Participants

Every year McGraw-Hill conducts symposia, which are attended by instructors from across the
country. These events are an opportunity for editors from McGraw-Hill to gather information
about

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ACKNOWLEDGMENTS

the needs and challenges of instructors teaching the educational psychology course. They also

offer a forum for the attendees to exchange ideas and experiences with colleagues they might

not have other wise met. The feedback we received at our educational psychology symposium

has been invaluable and has contributed to the development of EdPsych Modules.

Lisa Bohlin, Purdue University Carol Crumbaugh, Western Michigan University Cheryl Cisero Durwin,
Southern Connecticut State University Fernando A. Hernandez, California State University at Los
Angeles Brent Igo, Clemson University Jack Judkin, Bemidji State University Nancy Knapp, University of
Georgia Patricia Lanzon, Henry Ford Community College Bryan Moseley, Florida International University
Marla Reese-Weber, Illinois State University James L. Rodriguez, California State University-Fullerton Jill
Stamm, Arizona State University Jason M. Stephens, University of Connecticut David J. Tarver, Angelo
State University

“

This is the best writing of an ed psych text that I‟ve seen in years. In addition to the

writing style, I like the philosophy that aims at promoting knowledge and skills for
professional development of the prospective teachers. The closing statement strikes a
major point by emphasizing learning and application of the knowledge and skills in the
process of becoming a teacher. This is very important to me. The purpose of an ed psych
class should not only cover theory and research, but also and more importantly, develop
students‟ competency to apply them in practice.

Class Test Participants

John V. Connor, Daytona Beach Community College Carol Davis, Spoon River College Kellah M. Edens,
University of South Carolina Lynne Ekdale, Illinois State University Emilie Johnson, Lindenwood
University Nancy Johnson, Geneva College Tina Kruse, Macalester College Jennifer Lara, Anne Arundel
Community College Sansanee Ohlson, Bowling Green State University David Sears, Purdue University
Rhea R. Walker, Winona State University Deborah L. Watkins, York College of Pennsylvania Marie
White, Nyack College

–Manhattan Campus Corinne Zimmerman, Illinois State University

”

[ Li Cao, University of West Georgia ]

Video Participants

Boswell Elementary School
Pam Brooks Angie Harmon

Burnett Creek Elementary School
Rebecca Combs Jeanne Dano Karen Miller Mark Pearl Michelle Webb

xxvi

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ACKNOWLEDGMENTS

Cumberland Elementary School
Kim Bowers Emily Pool

Harrison High School
Tanya Van Hyfte

Hershey Elementary School/East Tipp Middle School
Dr. Melanie Davis, school psychologist

Key Learning Community (K

–12)

Beverly Hoeltke Dr. Christine Kunkle Renee Motz

Klondike Elementary School
Rich Brown Elizabeth Dunlap Carol Goodrich Jessica Harris April Lyons Scott Peters Mary Raub Mary
Ruley Joyce Sheets Angie Shondell Kim Steiner Marie Wellman Tammy Younts

Klondike Middle School
Shelly Buck Beth Buss Christine Cannon Amy Craig Karen Hail Sue Nail Neil Radtke

West Lafayette Junior/Senior High School
Larry Allen Dave Collins Steve Florence John Levy Joel Munoz Jane Schott Gracie Shukle

“

Case studies were realistic, especially the So Yoon. This is a good example to discuss

diversity and the implications, if any, to students‟ success and challenges.

”

[ DeAnna M. Burney, Florida A&M University ]

“

I especially appreciate the authors for putting all these terms and theories into practice.

Textbooks often neglect to help students make the connection between what they
read/learn and how they should perform in classrooms. I must commend the authors‟
efforts in preparing the highlevel thinking questions at the end of each case study. Most
case studies I have seen ask low-level thinking questions where answers are most
obvious, which makes the activity somewhat futile. These questions that the authors
prepared are very meaningful and appropriate.

”

[ Peggy Hsieh, University of Texas at San Antonio ]

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