Educational Psychology 6th Edition

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Victorio Galindo

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Aug 3, 2024, 3:38:45 PM8/3/24

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One topic is described or explained throughout the chapters. This is a double-edged sword. While readers can connect one concept with various different concepts, novice readers, before fully understanding the topic's core idea, can be easily off track, thinking of how a certain topic is related to different topics.

Major educational psychology theories are covered, but instructors using this text may want to supplement the material with current neuroscience findings to ensure teacher candidates are prepared to implement brain based instructional strategies....read more

The concepts are clearly communicated, and the classroom examples show students how educational theory is applied in the real world of teaching. The writing is easy to understand, and university students will easily comprehend the text.

The text is designed for ease of division during an educational psychology course. The chapters on classroom management, planning instruction, and assessment could easily be revisited in upper level education courses to reinforce the concepts learned during the introductory educational psychology course.

The text provides a starting point for presenting educational theories. Instructors will need to supplement the text to ensure teacher candidates are exposed to current educational research. New theories and instructional approaches have emerged since the text was published, but overall, the text is easy to understand and certainly helps teacher candidates understand how educational theory can be applied to classroom situations.

This text comprehensively covered most key traditional aspects of educational psychology such as human development theories; learning theories; and diversity. However as an introduction to education text, it was distinctly lacking content discussing political and social issues which impact education systems, the work of teachers, student learning and curriculum.

The content that is covered in this text is relevant and up to date. Any updates that will be needed in the future (for example hyperlinks which are dispersed throughout the text, may need updating in the future); will be relatively easy to update.

This text is very straight forward using every day language with limited jargon and technical terminology. When there is jargon or technical terminology there is a thoughtful easy to read explanation/definition for the reader to be able to understand in context.

Chapters are just the right size, with key topic headings and sub-headings within to help the reader consume the content. It was dispersed with images and hyperlinks which breaks up the reading work. This approach makes it very consumable for the reader.

The topics are somewhat in a logical and clear sequence, although as mentioned earlier as an introduction to education text, it was distinctly lacking content discussing political and social issues which impact education systems, the work of teachers, student learning and curriculum.

Addresses the main topics covered in a typical Educational Psychology course. Does not include information processing, memory, cognitive load. Could include more on the science of learning, LGBTQIA, trauma informed pedagogy. Some chapters more appropriate for students enrolled in teacher preparation e.g. "Planning Instruction" compared to students taking this course as an elective.

Some outdated terminology e.g. students with "special educational needs." Could be more inclusive in this chapter by addressing "students with disabilities" and avoiding a deficit perspective. Very little discussion of anti-racist and anti-bias pedagogy, stereotype threat etc.

No mention of culturally responsive teaching. Predominantly white western view. "Student diversity" is presented separately as "other." Section on "student diversity" could be re-titled to be more inclusive.

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 the curriculum normally taught in an introductory educational psychology class for undergraduate students. I would argue that Chapters 1-6 and Chapter 9 would be the selections covered in an ed. psych class, with Chapters 7, 8, and 10-12 better suited for a more pedagogically focused or more assessment focused course. The two biggest concepts not covered in the text are information processing theory and memory, and any sort of mention of the LGBTQ+ community in regard to addressing diversity. 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 2009. So, in this way, the first 6 or so chapters could continue to be used, with some more recent articles to support it. However, almost all of the citations are now, in 2021, 15+ years old. 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.

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. I thought Chapter 9: Complex thinking should've been placed before it was in the text-it would've been a natural section after information processing theory/memory (which was not addressed).

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. It covers most foundation educational psychology theories/material well. Last, it is an engaging read, and not filled with dry or overly academic language.

This text also has weaknesses. Nearly all citations are 15+ years old. It does not properly address current technology use in the classroom, social development in adolescence and the importance of friends, information processing theory, memory, or the LGBTQ+ community. 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. Out dated Bloom Model & references to learning styles; missing discussion of memory; passing reference to race (as part of culture), nothing about poverty, etc. Missing Social Cognitivism. Really missing links...read more

Inaccuracies due to out of date information/theories
Bias in the sense that White, western is normal diversity is other
Right at beginning does not use person first language, instead referring to "disabled children"

This textbook aligns with another for-profit textbook that cost $220. 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.