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This text has received wide acclaim for its applied, practical, and student-oriented approach to educational psychology, which demonstrates how complex psychological theories apply to the everyday experiences of in-service teachers. Coverage of educational psychology is framed so that the aspiring and developing teachers who read it can see themselves as engaged learners: professionals who continuously seek, find, and test better ways to help their students succeed. PSYCHOLOGY APPLIED TO TEACHING, 14th Edition, combines fresh concepts and contemporary research with long-standing theory and applications to create a textbook that addresses the needs of today's teachers and students. This edition also features integration of InTASC Standards, new Learning Objectives correlated with chapter headings and summaries, new Guides to Reading and Studying, new first-person accounts (Improving Practice through Inquiry: One Teacher's Story), and more.

Jack Snowman, Southern Illinois University

Jack Snowman is Professor Emeritus of Educational Psychology at Southern Illinois University. He earned his Ph.D. in educational psychology at Indiana University in 1975. His research is in the area of cognitive and learning strategies. His recent publications include "Learning Tactics and Strategies" in COGNITIVE CLASSROOM LEARNING (Academic Press, 1986) and "Explorations in Mnemonic Training" in IMAGERY AND RELATED MNEMONIC PROCESSING (Springer-Verlag, 1987).

Rick McCown, Duquesne University

Rick McCown is Professor in the School of Education at Duquesne University, PA. He earned his Ph.D. at Indiana University in 1980. He is active in the Educational Psychology community, including leading presentations at the American Educational Research Association conference. A colleague of Jack Snowman for 25 years, Dr. McCown shares Snowman's views about the role of educational psychology in teacher education. He is an accomplished writer, with published papers (one of which was co-authored with Snowman), journal articles, and book chapters.
  • The new edition is completely updated to reflect recent research and new developments in social, emotional, and cognitive development; learning processes; motivation; classroom assessment and management; standardized testing; bilingual education; inclusion of students with disabilities; and the use of technology to support student learning and achievement.
  • The authors include new material on cyberbullying and school-wide programs to prevent bullying (Ch. 12); the effects of scaffolding, how technology supports thinking and sharing, “Adventure Learning” (Ch. 13); the problems involved with and modifications to No Child Left Behind, the effects of high-stakes assessment on curricula, and how Race to the Top and the Common Core Standards have changed state assessments (Ch. 15).
  • New integrated coverage of Interstate Teacher Assessment and Support Consortium (InTASC) Standards includes a list of standards to be addressed at the beginning of each chapter, icons highlighting the coverage throughout the text, and a Standards Correlation Grid on the inside front and back covers to help students make connections between what they learn in the text and the professional standards.
  • New Learning Objectives at the beginning of each chapter correlate with main chapter heading-guiding students' reading and showing them what they need to learn, process, and understand in the chapter. Learning Objectives are integrated into the end-of-chapter summary, reinforcing students' knowledge and skills with respect to chapter material.
  • A new Guide to Reading and Studying at the beginning of each chapter enhances learning by summarizing key points that students will learn about in the chapter. These points also appear in the page margins next to the relevant text discussions, highlighting their importance. The complete guides are available as Digital Downloads at the book's website, Education CourseMate. Students can download the guides, often customize them, and use them to review key concepts.
  • A new feature, Improving Practice through Inquiry: One Teacher's Story, is a first-person account from a current or former teacher that describes how that individual solved an instructional problem related to some part of the chapter's content.
  • New Did You Get It? quizzes allow students to measure their performance against the learning objectives in each chapter. One question for each learning objective is featured in the textbook to encourage students to go to, take the full quiz, and check their understanding.
  • New and updated topics include: how to help adolescents develop a strong identity (Ch. 2); how various social interactions affect young children's competence, the effect of being accepted by a peer group on achievement in elementary school (Ch. 3); a recent general definition of intelligence, gender differences in school performance (Ch. 4); the effect of bilingual education programs versus English immersion programs; how social class affects achievement, motivation, and attitudes (Ch. 5); and the effects of computer-based instruction and integrated learning systems on achievement (Ch. 7).
  • Chapter 8, “Information-Processing Theory,” includes a new section with explanations of why people forget and another new section on the development of children's memory skills, expanded discussions of the effect of attention on memory, and two new Suggestions for Teaching (one on the use of chunking and another on the power of distributed practice).
  • Chapter 10, “Constructivist Learning Theory, Problem Solving, and Transfer,” includes updated research on the effectiveness of discovery learning as well as new material and research on the use of situated learning, the effectiveness of problem-based learning, flipping the classroom as an example of constructivist teaching, and “Quest Atlantis” (a virtual world for students and their teachers).
  • Based on research on designs for teaching and learning, the book frames effective teaching as being the result of a systematic and continual inquiry process of collecting and analyzing data about one's instructional efforts. Chapter 1 introduces a four-part model called “teaching as inquiry” to help students better understand how that process works. The book also addresses how teacher inquiry is supported through formative assessment practices.
  • Suggestions for Teaching provide concrete teaching examples that highlight the application of psychological research in the classroom. This real-world connection helps pre-service teachers understand the value of their Educational Psychology course in their development as an educator. For ease of reference, these sections are printed on a colored background and tabbed.
  • TeachSource Video Case boxes integrate the text with video cases, bringing key topics to life and simulating classroom observation by referring students to relevant cases that they can view online at Education CourseMate. Critical-thinking questions, artifacts, and bonus footage help students reflect on the videos.
  • Take a Stand! provides students with brief models of how to articulate a compelling position on an educational issue. The feature is extended with additional resources and pedagogy at Education CourseMate.
  • Pause and Reflect sections prompt students to stop and think about a concept, make connections between concepts, and relate theory and actual classroom practice. These features also encourage students to relate their own experiences to what they are reading.
  • Chapter 16, “Becoming a Better Teacher by Becoming a Reflective Teacher,” features a guide for setting up and using a Reflective Journal.
  • Revealing Assumptions and Challenging Assumptions are chapter-opening and chapter-ending vignettes that encourage aspiring teachers to confront and reflect on problematic assumptions about teaching and learning-and to understand how and why the assumptions could be an obstacle to effective teaching.
  • To help teachers understand and cope with the wide range of student diversity they will almost certainly face, the book includes extensive treatment of this issue in Chapter 4, “Understanding Student Differences,” and Chapter 5, “Addressing Cultural and Socioeconomic Diversity.” Chapter 6, “Accommodating Student Variability,” shows how principles of universal design for learning (UDL) are being employed via technology. Teaching ideas specific to diversity (e.g., emerging work on critical constructivism in Chapter 10) appear in other chapters as well.
  • Each chapter contains at least one section on how technology can be used to address the chapter's themes. Current design research appears across chapters, including a major project on a multi-user virtual environment (MUVE) called Quest Atlantis.
1. Applying Psychology to Teaching.
2. Theories of Psychosocial and Cognitive Development.
3. Age-Level Characteristics.
4. Understanding Student Differences.
5. Addressing Cultural and Socioeconomic Diversity.
6. Accommodating Student Variability.
7. Behavioral Learning Theory: Operant Conditioning.
8. Information-Processing Theory.
9. Social Cognitive Theory.
10. Constructivist Learning Theory, Problem Solving, and Transfer.
11. Motivation and Perceptions of Self.
12. Classroom Management.
13. Approaches to Instruction.
14. Assessment of Classroom Learning.
15. Understanding Standardized Assessment.
16. Becoming a Better Teacher by Becoming a Reflective Teacher.
Each MindTap product offers the full, mobile-ready textbook combined with superior and proven learning tools at one affordable price. Students who purchase digital access can add a print option at any time when a print option is available for their course.

This Cengage solution can be seamlessly integrated into most Learning Management Systems (Blackboard, Brightspace by D2L, Canvas, Moodle, and more) but does require a different ISBN for access codes. Please work with your Cengage Learning Consultant to ensure the proper course set up and ordering information. For additional information, please visit the LMS Integration site.

Standalone Digital Access — Ultimate Value

Recommended and most popular

  • ISBN-10: 1305390687
  • ISBN-13: 9781305390683
  • Bookstore Wholesale Price $98.00
  • RETAIL $98.00

Textbook Only Options

Traditional eBook and Print Options

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  • ISBN-10: 1305354958
  • ISBN-13: 9781305354951
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  • ISBN-10: 1285734556
  • ISBN-13: 9781285734552
  • Bookstore Wholesale Price $210.00
  • RETAIL $278.95

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.


Online Instructor's Manual with Test Bank

ISBN: 9781285736488
Revised by Rick McCown, the Instructor’s Manual with Test Bank (IMTB) provides an organizing framework that enables instructors to efficiently select and access instructional components that accompany the text. The manual also provides a model syllabus, activities, discussion topics, formative assessments, and a test bank. The formative assessments are those that experienced educational psychology instructors have found to be effective in engaging aspiring teachers in the classroom; for instance, through activities that check comprehension and understanding of concepts, and help pre-service teachers construct factual, conceptual, procedural, and metacognitive knowledge. Thoroughly revised by Jack Snowman, the Test Bank includes test items consisting of multiple-choice items in alternate forms, short-answer questions, and essay questions. Each multiple-choice and short-answer question reflects a Key Point and either the Knowledge, Comprehension, Application, or Analysis level of Bloom’s Taxonomy. Feedback booklets allow instructors to point out misconceptions in students’ reasoning. Available online, the IMTB makes it easy for instructors to import organizational tools, activities, and assessments that they wish to use in class.

Online PowerPoint®

ISBN: 9781285736501
These vibrant Microsoft® PowerPoint® lecture slides for each chapter assist you with your lecture, by providing concept coverage using images, figures, and tables directly from the textbook.

Cengage Learning Testing, powered by Cognero Instant Access

ISBN: 9781285979175

CourseMate, 1 term (6 months) Instant Access

ISBN: 9781285770895
Cengage Learning's Education CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate includes the eBook (MindTap™ Reader), quizzes, Digital Downloads of the book's Guides to Reading and Studying, TeachSource Video Cases, flashcards, and more-as well as Engagement Tracker, a first-of-its-kind tool that monitors student engagement in the course. The accompanying instructor website, available through, offers access to password-protected resources such as PowerPoint® lecture slides and the online Instructor's Manual with Test Bank.


CourseMate, 1 term (6 months) Instant Access

ISBN: 9781285770895
Cengage Learning's Education CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. Access the eBook (MindTap™ Reader), Did You Get It? quizzes, Digital Downloads of the book's Guides to Reading and Studying, TeachSource Video Cases, flashcards, and more in your Education CourseMate. Go to