Educational psychology woolfolk and margetts 3rd edition

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Flow is clear, but perhaps consideration to the audience- teacher preparation course for pedagogy, or psychology students as an elective? No mention of culturally responsive teaching. Predominantly white western view. This text provides a relatively comprehensive overview of most foundational educational psychology theories. However, there are some important elements missing, as well as an over-emphasis on classroom management and assessment that veer away from Comprehensiveness rating: 3 see less.

However, there are some important elements missing, as well as an over-emphasis on classroom management and assessment that veer away from the curriculum normally taught in an introductory educational psychology class for undergraduate students. I would argue that Chapters and Chapter 9 would be the selections covered in an ed.

I would've liked to see more attention paid to socioemotional learning theories as well. Content is accurate, error-free, and not significantly biased in any one section or area overall. Where appropriate, the foundational researchers are given credit, so that someone with knowledge in the field would concur. Content for many of the foundational educational psychology theories has not changed since the bulk of this material was released in So, in this way, the first 6 or so chapters could continue to be used, with some more recent articles to support it.

This presents problems with some of the education policies they mention, and it also neglects the impact that technology has in the day to day classroom. Tech is mentioned, but almost 20 years have passed, so things are rightfully different, and classroom management is a bit different too. Many of the hyperlinks to appropriate websites do not work or lead you to a now incorrect page. I do appreciate the writing style of these two authors. It is conversational, yet appropriate for an academic audience of young adult students.

I appreciate the real-life classroom examples, and think a real effort has been made to make connections and the material more engaging for the reader. It's not bogged down with over-difficult vocabulary, but not too simple either.

The text is generally consistent in the way that material is presented. One issue I had was that there were often concepts brought up in the middle of one chapter that weren't really explained well until later chapters.

For instance, discussing motivation at the same time operant conditioning is mentioned is confusing and motivation isn't broken down until chapter 6. I think this text would be very easy to pull out certain sections, i. The glossary links in the PDF are useful as well. Overall, the organization isn't bad, however the text has a tendency to jump a bit over the place.

Bold text is somewhat liberally used, which could be distracting for readers. Easy enough to navigate. Most of the hyperlinks do not work at the chapters' end. Very few images, but many tables, and they have all formatted well. This text has many strengths. It is free to use under a Creative Commons License, which is incredible for students who struggle with text costs. It is well laid out and would be easy to navigate. Last, it is an engaging read, and not filled with dry or overly academic language.

This text also has weaknesses. There is an overemphasis on classroom management, assessment, and even some research methodology that seems unnecessary. There is no test bank understandable or self-review questions to help students. Last, most of the hyperlinks in the pdf no longer work or go to the appropriate place described. Overall, as an instructor of an educational psychology course that has taught for years, I would feel comfortable using the first half of this text, supplemented with other articles.

I think the fact that this textbook is free outweighs most of the negatives. Surface treatment of some topics. Missing Social Cognitivism. Really missing links Comprehensiveness rating: 2 see less. Really missing links to effective teaching. Needs to include the nature of memory, learning theories and give direct links to effective teaching. I prefer Ormrod's approach to Educational Psychology starting with research basics and looking at learning theories in depth and then diversity.

The major concepts of educational psychology are present, including the major theories and theorists of education, along with assessments, student diversity, learners with The major concepts of educational psychology are present, including the major theories and theorists of education, along with assessments, student diversity, learners with special needs, and motivation.

I was pleasantly surprised to see appendices concerning action research, licensure preparation, and critical evaluation of research articles. References were provided at the end of each chapter, as well as websites for additional information.

At the end of each chapter are key terms, but no index or glossary was found. The major theories and theorists are covered. As most of these people have passed on, it is unlikely major changes will need to be made. It would be easy to add new theories or theorists if the issue arose.

The only section that will need updating or overhauling would be the chapter on standardized testing. This seems to change every so often due to national, state, and local politics. It is possible that major overhauls may be needed when laws change, as with any textbook that discusses these laws. I do think these updates would be straightforward to implement. The textbook is as accessible as similar books on educational psychology. Jargon is typically defined for the student in-text, along with examples where needed.

The framework is very consistent. In each chapter, headings are broken into subheadings, followed by a chapter summary, key terms, online resources, and references. Terminology is consistent throughout the textbook, and is on the level of college students in the education field should comprehend.

The textbook is organized into chapters with the major concepts. The chapters are organized into headings and subheadings. Each page is numbered. It should be easy to assign different chapters or even sections of a chapter, if necessary. Long blocks of text are interrupted by images, charts, and tables, along with subheadings. There are very few self-referential moments in the text, other than providing an example at the beginning of each chapter. The organization of the textbook mirrors that of costly for-profit textbooks on the same subject.

Major areas are divided into 12 chapters with relevant headings and subheadings in each chapter. The textbook is free of navigational issues. Headings and subheadings are used throughout the book. In the table of contents, the headings and subheadings are clickable and linked to the appropriate section or subsection of the book, eliminating the need to endlessly scroll to find a certain page.

The images and charts used are not distorted. If I had a minor complaint, it would have been to use page breaks to ensure tables were on the same page, rather than be split across two pages. Again, this is a very minor issue. There is a section of the textbook that discusses cultural diversity and provides classroom examples based on different customs.

Most of the examples outside of this section relate to the authors' personal experiences. The textbook is not insensitive or offensive in any way. It is obvious that a love for educational psychology is the major motivation of authors Kelvin Seifert and Rosemary Sutton, as well as reviewer Sandra Deemer, and the editorial team Marisa Drexel, Jackie Sharman, and Rachel Pugliese.

Professor Seifert, in the preface, also explains his other motives for co-authoring the textbook individualization of the content, the expense of the textbook, and eliminating the added features commercial textbook publishers use to increase the price.

This book covers the general areas explored in an introductory educational psychology course. The chapters are short but address the main concepts widely taught in this course and the reference list at the end of each chapter is comprehensive. On many main points, the text is accurate. However, the student diversity chapter plays into outdated thinking about learning styles and multiple intelligences. Because the chapters are short, the complexity of this discussion and the importance of combatting misconceptions are missed.

Instructors who use this textbook should consider supplementing this section or omitting it. Additionally, the chapter on students with disabilities does not use the language of or discuss tiered levels of support--the basic building blocks for preservice teachers--and the chapter on classroom management is very traditional without any information about trauma-informed practices or restorative practices.

The chapters on motivation, communication, and complex thinking are strong. Updates to the sections on learning styles and multiple intelligences, and the addition of tiered levels of support, trauma informed practices and restorative practices would increase the relevance of this textbook.

Additionally, a section devoted to learning science and neuroscience would be useful given the many advances in recent years that help us understand learning from a neurological perspective. This book is clearly and succinctly written.

Terminology is bolded when appropriate and a list of key terms is provided after the chapter summary. This text can easily be assigned in its entirety or for only specific chapters or topics. The information in one chapter is not dependent on information in another chapter. As such, instructors who use the whole text may find it useful to note where information from one chapter is aligned to information in another chapter. The book and the chapters are organized logically, clearly, and follow the general arc of many educational psychology textbooks.

The interface for this text was appropriate. It is "low tech" and has a clickable table of contents. This book did not address culture, race, or ethnicity specifically as part of the content. Educators looking to use a culturally responsive lens to teach educational psychology would probably want to supplement this text or use another text.

The text covers an overview of educational psychology. While some of these theories are not without controversy, it might provide future educators and education professionals a more complete understanding of how one learns by including these topics. Even a critical analysis of these commonly known contemporary theories could help provide necessary background for future professionals.

Additionally, authors might consider mentioning the movement to "end the r word" instead of using the term "retarded".

It is also important that professionals are explicitly told the problem with calling students "slow learners" from p. These ideas tend to support ableist language and ideologies that are too often present in educational settings. This text will support the many education psychology courses offered at most institutions. The topics presented are almost universally taught in educational psychology courses. The text is consistent in presentation, how terminology is presented, and how information is conveyed.

The organization of the text is similar to other educational psychology texts. Clear and logical presentation of information. There is not a substantial focus on historically minoritized people in this text. The text covers a wide variety of topics typical to intro to educational psychology texts. The main topics of development, learning, student differences, motivation, classroom environment, and assessment are all covered in what I thought was The main topics of development, learning, student differences, motivation, classroom environment, and assessment are all covered in what I thought was appropriate depth.

There were a few topics that I think could be more strongly emphasized, particularly related to how the brain works in the context of learning, information processing theory, and some additional cognitive topics. But I could also see these as topics that teachers could supplement. I did not see an index, but the table of contents is detailed and linked to the subtopics in the chapters.

No overall index or glossary is present. I did not find any content that was inaccurate. There are many citations throughout the text that I was familiar with in the context of the topics being discussed. References are listed by chapter, so the content is supported by outside sources that students can access. Overall, I do think the text is written broadly enough to be relevant for a number of years. Content in a few areas could be updated, as it is now at least 10 years old.

There could definitely be more information on a few topics, for example the role of the brain in learning and memory, growth mindset, grit, autism spectrum, self-regulated learning, etc. These are topics that the field of ed psych has expanded on within the last decade.

Other topics could be better positioned to reflect the general thinking in the field ex. I do think the text could be updated fairly easily, and would recommend the authors consider doing so within the next few years. I really enjoyed the writing style of this text. The authors wrote in a clear, but concise manner.

They did a nice job blending their writing styles as opposed to some texts that feel distinctly written by more than one person. Additionally, the terminology and topics are explained at a level that someone without a background in psychology could understand.

There is lots of context for the new ideas and terminology. The internal consistency of this text is strong. The terminology and framework seem to be consistent across all chapters. Additionally, the headings provided follow the same pattern in chapters, also aiding consistency.

There are many headings and subheadings in this text, dividing main ideas into smaller chunks that could be assigned. The text is not overly self-referential—but honestly I think a bit more reference would be helpful at some points for example connecting the info on gifted learners with special needs, mentioning the focus on multicultural and anti-bias education within the chapter on diversity. I do think the chapters could be assigned in a variety of orders, and the many headings improve the modularity of this text.

Yes, I think the topics presented in the chapters of the text flow logically, both across and within chapters. Providing the basis for learning up front in Chapter 2 is a strength, as is following it with the information on development. Within each chapter, the topics logically follow one another, but not to the extent that assigning one chunk would disrupt the flow. Overall, I think the PDF of this text looks really good.

The interface feels more streamlined than many published texts, as there are no boxes, unnecessary graphics, or other distractions. The addition of a few more hyperlinks within the text to help navigate would be beneficial. I do wish the text was available in a format other than just a PDF. I have found it beneficial to provide the OER texts directly within the LMS, as opposed to linking out to another source. The focus was often not on cultural diversity, and I think this could be improved.

I think this is a strong basic educational psychology text. The writing is clear and easy to read. If I was using this text, I would supplement it with a few topics that are either a bit dated or not covered in the text. But overall, I think it is a strong option for an intro to ed psych OER. In terms of covering all areas, this text provides a comprehensive introduction to the field of teaching. It is organized effectively—it takes the readers through a journey of the joys, challenges, nuances, and realities associated with the It is organized effectively—it takes the readers through a journey of the joys, challenges, nuances, and realities associated with the teaching profession.

The additional materials at the end of the text Preparing for licensure, Deciding for your self about the research, and Reflective practitioner provide resources that students in education preparation programs can refer back to as they progress in their respective programs.

Although, the text could benefit from presenting other major licensure exam bodies other than Praxis. The text does not include an index or glossary in the traditional sense, however, at the end of each chapter key terms and a works cited is provided.

From my perspective, the content of this text is accurate, error-free, and is unbiased. The text is written in broad terms that allow longevity in its relevance. The text is accessible to students entering a teacher education program.

The text is consistent in its terminology and framework. One example of this, is once a concept s presented within the text, a visual chart or graph of the same information is provided for additional clarity. Moreover, I can expect a list of key terms and works cited at the end of every chapter. The modularity of the text makes chapters easy to read and therefore makes the content accessible. Although there are some key terms I would like to see bolded versus italicized, the bullet points and section headers will make it easy for me to section off, focus on, or assign certain elements of the chapter to my students.

The topics are presented in a logical, clear fashion. Although, I would say this is true for teacher educators—some of the students in our programs may be completing their field experiences or student teaching in school districts that emphasize or even romanticize standardized testing—and this dominates their concerns and questions.

Therefore, I would ask those considering the text to reflect on to what extent or where in the curriculum an honest discussion about the value that is mis placed on standardized testing should take place. The navigation is appropriate and accessible from the Table of Contents. It would be helpful to include a navigation link at the end of chapter that takes the reader back to the Table of Contents instead of having to manually scroll back up.

The use of pictures and charts are appropriate and helpful for the readers; however, they appear as simple or basic—not as vivid as in a traditional textbook.

I appreciate how inclusive and authentic this text was in discussing the different types of learners. While the text offers a clear table of contents, no evidence of an index was observed. The reader can clearly locate topics that are relevant to teaching by using the table of contents, however finding specific theorists may be more challenging The text appears to cover all relevant topics necessary to preservice or in-service teachers.

The content covered in this text appears to be accurate and aligns with recent peer-reviewed research in the field of educational psychology. The text clearly cites relevant research to support concepts covered. Each section concludes with references that direct the reader to recent research in the field. This research-based approach appears to be unbiased and consistent with commonly accepted views in the field of educational psychology. In this context, the content is relevant and applicable in a way that will allow it to remain relevant for years to come while providing a realistic way for teachers to utilize the theories and research findings.

As research continues to unfold in the field of educational psychology, necessary updates may include small adjustments and manageable changes. Written with a focus on practitioners, the text is clear and understandable.

The text calls upon a mild level of background knowledge e. In my experiences, most undergraduate teacher preparation students come to the classroom with basic understandings of these topics. The clarity of the text is sufficient for this level of learners. Terms and conceptual frameworks appear consistent throughout the breadth of the text. The terminology is highlighted with bold print making them easy to identify for the reader.

No conflicting terminology or definitions were found during this review of the text. The layout of the text provides clear sections identified with headers and subheadings. It could easily be read in chunks rather than front-to-back without disrupting comprehension of the text. Similar to other textbooks I have explored in the field of educational psychology, the topics in the text are presented in a logical fashion that lays the groundwork for how individuals learn, educational diversity, development, and commences with topics surrounding the assessment of learning.

The flow of text and tables is consistent and clear throughout the text. Distracting content is minimized by excluding sidebars and unnecessary graphics. The organization of the text fosters cognitive processing of the information with little distraction from supplemental information. A clear format for the licensure preparation section allows readers to access important test preparation information as needed. These take the form of sample questions from Praxis II exams, which will assist the reader in practice testing to prepare for the licensure exams.

The text is free from distracting content such as sidebars, photographs, or text boxes that may detract from comprehension of the material. Links from the table of contents direct the reader to specific sections in the text.

The tables provide clear explanations of terms and theories. This text embraces multicultural education and is free from offensive or insensitive material. The omission of photographs alleviates the need to include a diverse array of examples to represent all cultures. The text discusses research relevant to diverse groups of learners and provides culturally relevant concepts to support multicultural education in schools.

The examples provided throughout the text are inclusive of race, ethnicities and students from a variety of socio-economic backgrounds. Specifically, this text focuses on subject matter that will support educators as they provide educational experiences for all types of learners. Reviewed by Nautu Leilani, Asst. This resource is very comprehensive.

It actually covers the content for several of our courses at our institution introduction to teaching, principles of learning and teaching, educational psychology, classroom management, and instructional Comprehensiveness rating: 5 see less. With a resource like this and being so comprehensive we could definitely remove the barrier of cost for our students. I was not able to find any errors and did not find biases. We already have professors in our department using this resource and I have not heard from them that there has been any issues in these areas either.

They discuss the topics very well. The only suggestion I would have is that they add to each section actual strategies to help teachers with applicability. I believe that in using this text in our classes, we will be more equipped to add further comment on this section. The problem when we do this is that the students choose to do none of it. The smaller chunks that the author provided makes this a resource that helps us address this concern.

We could definitely use this resource as an introduction to all these topics and then jump off from there. Since the chunks of reading are small the students will likely read it and get the foundation we need them to have to go deeper.

I think also the very narrow margins makes it feel like there is too much to read on a page. At the expense of having more pages to read for each chunk I would probably make the margins at least a little bigger. I would have liked the authors to go deeper in other areas of culturally responsive teaching like they did with the english language learner sections. They should be commended. This was a lot of work on their part - and then to be willing to share it liberally is noteworthy.

My suggestions were meant to only add to the wonderful work they have done. Thank you again. The book covers most of what one might expect in an conventional educational psychology text for teacher education. However, I am surprised that self-regulated learning is not included in the book. This notion has been an important area of study This notion has been an important area of study for educational psychologists for about 4 decades now.

Self-regulated learning is often discussed in the section on "higher order thinking. I would like to see these concepts discussed in an educational psychology text. I would also like to see some text on embodied cognition, which is a perspective of memory that is contrasted with the information processing perspective, which also happens to not be discussed.

Although the information processing theory is philosophically and conceptually limited, it can be helpful for thinking about teaching.

There are also sociocultural theories, beyond Vygotsky, that can be helpful for getting a broad and diverse representation of the field. Educational psychology is never unbiased.

The one major error in this book is that this bias is not acknowledged. However, I am hesitant to call that an error of the authors and the text an error of the field.

I did not find any errors in representing the elements of the field that are typically taught to teachers. However, what is typically taught to teachers relating to educational psychology misses a great deal of complexities--including those biases that underpin theories, perspectives, methods, ways of reasoning, and models. The authors are accurate in explaining the theories and concepts that are taught in an educational psychology text.

The text is written in a way that can support adding contemporary ideas. For example, grit and growth mindset are getting a good deal of attention among educational psychologists, psychologists, administrators, and policy makers. These notions can easily be integrated in the chapter on motivation. These notions are also problematic. I would suggest integrating not just explanations of these ideas but their philosophical and ideological complexities. As another example, researchers have recently debunked the learning styles framework.

I think it is worth talking about "learning styles" but offer different perspectives related to this way of reading and naming students. I am not suggesting that authors shape their texts in response to every educational fad that emerges, but I think authors should try to capture as best they could the critical nuances with the ideas they present to teachers. One of the major shortcomings of this book is the contemporary relevance but I rated this high because the structure of the book lends itself well to integrating new content.

The book is consistent. And although consistency is generally a positive quality of a book, I would like to see competing and contradictory text. For example, developmental frameworks can be useful for teaching but they can also be implicated in a number of problematic student evaluations and educational interventions. It is useful and valuable to capture the inconsistencies with thinking about learning, development, and teaching.

With that said, the authors are consistent within their frame of reference. They present educational psychology ideas that are intended to improve teaching and learning. The authors do a fine job at partitioning the text and labeling sections with appropriate headings. Although topics and concepts across chapters are related, each chapter can stand on its own and does not have to be assigned in chronological order. The text is not overly self-referential.

In fact, I argue that it lacks self-reference. There are many ideas that need to be considered together and hyperlinks can help students make those connections.

For example, the chapter on complex thinking should be considered in the context of development. I would like to see links between chapters. This book conforms to the general organization of educational psychology texts. Early in the book the authors introduce readers to theories of learning and then move into development. Following are two chapters on learner differences.

One is related to cognitive differences such as learning styles and intelligence. The other is related to special learning needs. The middle chapters center on big topic, including classroom management, motivation, and complex thinking. Like many other books, the last chapters are dedicated to application by focusing explicitly on pedagogy and assessment.

Although chapters are dedicated to pedagogy toward the end of the book, the authors integrate suggestions throughout for applying ideas to the classroom. The organization and flow makes sense. I might consider, however, having the "complex thinking" chapter follow learning and development.

The book is organized and written in such a way to support assignment chapters out of the listed order. I think that is more important than having the book chapters conform to how I might organize topic.

Instructors will likely have different ideas about topic organization and this book allows for that possibility. The images, charts, and tables are clear. There was nothing that distracted me as a reader. I did experience any problems with navigation. One very minor interface issue was that the tables were a little drab. Reviewing the tables felt like I was reviewing a quickly constructed table on a Word file. Perhaps shading title boxes or different rows or columns, for example, might make for targeted attention and aesthetic pleasure.

I do not believe the authors say anything explicitly offensive or insensitive. There are some examples and discussion of cultural groups and variation.

Some educational psychology textbooks have a chapter dedicated to cultural differences in learning and development. This book does not have such a chapter, but rather has evidence of cultural relevance sprinkled modestly throughout. The issue of culture has not quite been handled well in general within educational psychology texts.

This limitation is characteristic of the field in general and not specific to the text. I would like to see some hyperlinks in the text. There are many ideas that are related to each other but are in different chapters. If hyperlinks are not possible to refer students to other chapters, perhaps not just refer students to outside sources at the end of the chapter, but also point them to different chapters within the book. This textbook is a solid educational psychology book. Aside from missing discussion of some contemporary ideas, concepts, and critical perspectives, the authors provide a good overview of the field.

I recommend using this book for a course but supplementing some of the material. I suggest certainly bringing in readings on grit, growth mindset, self-regulated learning, and embodied cognition. I also suggest bringing in text about critical educational psychology, which can support the reflections on the ways ideology, history, culture, and politics operate in and through educational psychology.

This book provides an overall comprehensive look at educational psychology, but I think it could be updated. The stories seem a little simplistic, but they do provide a welcoming beginning to each chapter. Some of the openers such as journals kept by author Kelvin Seifert would not relate well to U.

This could be related to students as they imagine their future teaching role, and the contribution they will make to kids, and to greater society. In the U. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start.

Great teaching is about so much more than education; it is a daily fight for social justice. The authors comment that this is for cost reduction purposes, however, since the text is offered digitally it could add a needed dimension to the text.

Chapters 1, 2 and 3 The first chapter would be a good place to lay the ground work for education as a vehicle for social justice. I actually thought the first chapter was a little short. There was good coverage of the learning process, although I would add information about learning and the brain. The Student development chapter was appropriate for a course on educational psychology, but may present too much information for more introductory courses.

They do cover this, but the writing is less clear for me in this section. Same on Maslow- I would have liked a simpler hierarchy of needs chart. Chapters 4, 5 and 6 The student diversity section was not comprehensive. The content on learning styles, and multiple intelligences was fine. There was some information on Talented and Gifted, but it was not linked to learning disabilities. I would have folded in Chapter 5 into Chapter 4, instead of making it a separate chapter on Students with Special Educational Needs.