[O785.Ebook] Download PDF Africa's Ogun: Old World and New (African Systems of Thought)From Indiana University Press

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Africa's Ogun: Old World and New (African Systems of Thought)From Indiana University Press

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The second edition of this landmark work is enhanced by new chapters on Ogun worship in the New World. From reviews of the first edition:

"... an ethnographically rich contribution to the historical understanding of West African culture, as well as an exploration of the continued vitality of that culture in the changing environments of the Americas." ―African Studies Review

"... leav[es] the reader with a sense of the vitality, dynamism, and complexity of Ogun and the cultural contexts in which he thrives.... magnificent contribution to the literature on Ogun, Yoruba culture, African religions, and the African diaspora." ―International Journal of Historical Studies

• Sales Rank: #768259 in Books
• Published on: 1997-06-22
• Released on: 1997-06-22
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x 1.08" w x 6.12" l, 1.30 pounds
• Binding: Paperback
• 416 pages

Review
O ... an ethnographically rich contribution to the historical understanding of West African culture, as well as an exploration of the continued vitality of that culture in the changing environments of the Americas.O NAfrican Studies Review OCults involving OgunNthe ancient African god of iron, warfare, and huntingNtranscend boundaries of ethnicity, race, and class. With more than 40 million adherents, the religion thrives in West Africa, South America, the Caribbean, and North America. Essays in this volume document the widespread appeal of Ogun, with each contributor presenting varying insights into the philosophy of life that Ogun embodies .O NChoice O ... leav[es] the reader with a sense of the vitality, dynamism, and complexity of Ogun and the cultural contexts in which he thrives... magnificent contribution to the literature on Ogun, Yoruba culture, African religions, and the African diaspora.O NInternational Journal of Historical Studies New material in second edition: part 3: Transformations of Ogun A Comparative Analysis of Ogun in Precolonial Yorubaland by J.D.Y. Peel Unveiling the Orisha by Philip Scher Repossession: Ogun in Folklore and Literature by Donald J. Cosentino Ogun and Mind/Body Potentiality: Yoruba Scarification and Painting Traditions in Africa and the Americas by Henry John Drewal and John Mason Ogun: Builder of the LukumiOs House by John Mason

About the Author

Sandra T. Barnes is Professor of Anthropology and Director of African Studies at the University of Pennsylvania. She is author of Patrons and Power: Creating a Political Community in Metropolitan Lagos and Ogun: An Old God for a New Age.

Most helpful customer reviews

6 of 7 people found the following review helpful.
So much info from different authorities
By coulter
This is much better than I had presumed it would be. So much info on Baba Ogun on different aspects of this great Orisha related to his role in warfare, technology, Yoruba culture, etc..with a balance of perspectives from both the continent/Yorubaland and the new world. I can't imagine anyone being disappointed with the amount of information contained in this great book from both scholarly and religious sources.

1 of 1 people found the following review helpful.
If you want to know about Ogun, read this book.
By Jeffery A. Martin
This is a really wonderful collection of scholarly articles about Ogun. I took a workshop 20+ years ago that identified Ogun as my guardian Orisha, and have been curious about him over the years. There is so much conflicting information online that it is difficult for even a professional academic researcher like me to cut through it all. This book did the trick. It was absolutely fantastic in its breadth and clarity. The collection of scholars assembled for it was ideal. I was very grateful someone took the time to create this collection of scholarly essays.

3 of 5 people found the following review helpful.
Very good book
By Davidson
A great book about Ogun's cult. If you want to know Ogun in Africa and in Americas, you need this book.

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[T332.Ebook] Ebook Download Electronic Media Ethics, by Val Limburg

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* Numerous case studies that provide hands-on insight into the ethical issues faced by broadcasters every day * Briefly, succintly gets to the core of today's key ethical issues * Looks at ethics from both programming and business standpoints


Electronic media are everywhere, and at no time in the history of electronic media has it been more important for media professionals to have a firm grounding in ethical principles as they apply to programming, advertising and business. This book
provides that grounding in a practical, hands-on approach. Numerous case studies and a thorough yet accessible, exploration of ethical traditions provide readers with an invaluable guide.

• Sales Rank: #10042773 in Books
• Published on: 1994-01-20
• Original language: English
• Number of items: 1
• Dimensions: .57" h x 6.01" w x 9.22" l,
• Binding: Paperback
• 160 pages

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2 of 2 people found the following review helpful.
Cuts through a tough subject in plain language
By J. D. Stiles
In the interest of full disclosure, I took three classes from Professor Limburg at Washington State University. He's a good guy and teaches in such a way that the subject is understandable and relevant to his students. That's reflected in this book. He uses case studies that directly challenge the reader. It's aimed at people who will or already do make decisions in broadcasting. Limburg also includes the basic history behind media ethics. To gain the full benefit of the material, you really should engage in discussion with other people. The book is a good base.

0 of 0 people found the following review helpful.
reviewing my mentor's work
By Silvia Stein
Val Limburg, PhD, Professor Emeritus of Communication and formerly my teacher at Edward R. Murrow College of Communication was first, as a young man, a Mormon mission volunteer who worked in post WW2 Holland. He witnessed many behaviours that contrasted with his own conservative upbringing and learned to report facts and issues objectively withholding his personal opinions, unless asked. He later worked as a television news producer in Chicago, IL.. After his many careers in television and with spiritual institutions he became a full-time professor at one of America's top ten schools of journalism, and routinely met with great media figures like Ted Koppel, Ted Turner, as well as political figures at the presidential level. I was selected, as a graduate student at Washington State University, to lecture in his media ethics and law courses. His expertise in establishing the 4 step approach in evaluating cases of ethical dispute were to identify 1. the facts, 2. the stake holders and their loyalties, 3. the values involved and 4. the actual as well as possible issues. In contrast to current utilitarian trends which put the masses over the individual Prof. Limburg always advocated the rights of the particularly disadvantaged individual, such as myself, a handicapped lesbian. His Mormon convictions should have influenced his teaching yet he selected me to lecture for him, because he admired my objective approach to prioritize the individual no matter their cultural heritage when faced by prejudices of the masses. Thus, this book is a great primer in understanding how to argue for cultural minorities in face of tyrannies of the masses and the ensuing attitudes of utilitarianism which disadvantage cultural minorities. A masterpiece at the level of Thomas Jefferson Declaration of Independence written by a most unexpected man, a Mormon Church Elder.

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[I637.Ebook] PDF Download Celtic Christianity and Nature: Early Irish and Hebridean Traditions, by Mary Low

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Love of nature is often described as a characteristic feature of Celtic Christianity. Low describes how native beliefs about nature were rejected, transformed, or restated as the peoples of early medieval Ireland and the Hebrews made Christianity their own.With close reference to the period, including extensive primary source material, Low examines the importance of the land, hills and mountains, water, trees, fire, the sun, and the elements in early Christian and biblical imagery. She shows medieval writers' awareness of biblical parallels often overlooked today, addresses the fear of "paganism" in outdoor worship, and familiarizes the reader with new ways of thinking about the relationship between Christianity and primal religions.At a time when Celtic Christianity has been increasingly romanticized, this extremely readable book will prove a useful resource for anyone seeking an environmentally friendly theology of nature.

• Sales Rank: #4672104 in Books
• Published on: 1997-02
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 8.75" h x 5.50" w x .75" l,
• Binding: Paperback
• 232 pages

About the Author
Mary Low teaches Celtic Christianity at the Centre for Continuing Education, University of Edinburgh, and is involved in religious broadcasting as a writer and producer.

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8 of 8 people found the following review helpful.
Good Historical Book
By A Customer
So many books in this subject desend to bad neo-pagan drivel. This book however examines primary source works to give a factual and interesting glimpse into pagan influences in the early Christian Church.

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• Sales Rank: #1699039 in Books
• Published on: 1707
• Binding: Paperback

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Dr. Pearsall directly challenges many of the self-help conventions, which he finds are not solutions but part of the problem. His detoxification program has helped many TSS patients to sweeten it up by changing their mindset and taking back their attention, focusing on what they need, not what they want.

• Sales Rank: #1022023 in Books
• Brand: Brand: Inner Ocean Publishing
• Published on: 2002-05-25
• Original language: English
• Number of items: 1
• Dimensions: 9.24" h x 1.29" w x 6.36" l,
• Binding: Hardcover
• 350 pages

Features

• Used Book in Good Condition

From Publishers Weekly
Clinical psychologist Paul Pearsall (The Heart's Code) believes success and how people define and pursue it can destroy personal health, ruin marriages and create feelings of loneliness and isolation. He criticizes the instinct for executives and soccer moms alike to "multitask," and in Toxic Success: How to Stop Striving and Start Thriving, he teaches readers to find happiness in the "now." Pearsall's "Sweet Success" approach emphasizes shared, collective values (rather than a "me-first" attitude) and reminds people that money does not equal happiness. Workaholics and those who have difficulty knowing when to say when will find much useful advice in this intelligent book.
Copyright 2002 Cahners Business Information, Inc.

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12 of 13 people found the following review helpful.
Living life with your eyes open again.
By Brian, the reader extraordinaire
I was lucky enough to be awarded a trip to Hawaii through my company this year. On the second day of the trip Paul Pearsall (the author) spoke to our group and he forever opened my eyes to the really important things in life. The rest of the trip was better than I ever thought it could have been. I bought his book through my phone (Amazon), and it was waiting for me when I arrived back home.
This is definitely a very life-affirming and eye opening book. Dr. Pearsall will show you many things which have the effect of changing the way you view the world and live in it. His book is firmly grounded in the philosophy and beliefs of the Hawaiian culture. This is not a self-help, "you can do it" "rah-rah-rah" book. This is a real book, of real substance.
I recommend this book for anyone who wants to live a longer, fuller, and more meaningful life. Dr. Pearsall will show you how to be content, calm down, and connect always.

15 of 16 people found the following review helpful.
Mixed reaction
By R. Charleson
This book is about living in the moment and is based on Hawaiian philosophy. It gives many comments from cancer victims, and what they say about what they would do over if given the chance, versus those with Toxic Success Syndrome (TSS) who feel increasingly dissatisfied with life. Those comparisons were very informative, as were the many useful hints and suggestions. The approach to a more value-based, collective philosophy was very appealing.

I appreciated that the book has lots of references. But, I wondered why the author doesn't seem cite his own publications based on his "10-year study of TSS".

Ultimately, at 309 pages, I found the book too long and repetitive. The author says that this is a product of his Hawaiian philosophy and that anyone bothered by it is suffering from "denial of Toxic Success Syndrome" (pg. 222). For me, this was like being taken to a huge feast and then being told I had to eat the whole thing myself in order to avoid starvation.

Further, the author's defensiveness about this seemed contradictory to his Hawaiian philosophy (e.g. pg. 279). Similarly, his criticism of those with TSS as being unable to filter out "every bit of information" (pg. 58) seems to exemplify his own excessive length. He couldn't avoid telling us everything he knows.

Overall, I couldn't decide whether these lapses were due to poor editing, or whether the author hasn't truly incorporated the ideals he espouses. This left me feeling uncomfortable in ways that others, like Ram Dass, Deepak Chopra, and Thomas Moore do not.

19 of 21 people found the following review helpful.
A Loving and Helpful Book
By David Enzel
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• Sales Rank: #6725127 in Books
• Published on: 1983
• Binding: Paperback

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[Q515.Ebook] PDF Ebook Educational Psychology: Developing Learners (6th Edition), by Jeanne Ellis Ormrod

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A leading text for introductory educational psychology courses, Jeanne Ormrod's Educational Psychology: Developing Learners is known for its exceptionally clear and engaging writing, its in-depth focus on learning, and its extensive concrete applications. Its unique approach helps students understand concepts by encouraging them to examine their own learning and then showing them how to apply these concepts as teachers. The book concentrates on core ideas and gives students an in-depth understanding of the central ideas of educational psychology. It helps students truly see and better understand the children and adolescents they will one day teach. More than any other educational psychology text, this text moves seamlessly between theory and applications, features the most extensive and integrated coverage of diversity, and includes innumerable concrete examples--video cases, written cases, student artifacts, and more--to help students connect educational psychology to real children and classrooms.Some new features of the sixth edition include: * an even more accessible text with simplified, and more focused presentation of the core principles; * margin notes that highlight the core concepts and their applications to teaching; * an integrated text and media package that accompanies every new copy of the text that prepares students for their own classroom, supplemented by the Understanding Research and Building Teaching Skills Lab Manual on CD; an access code to Merrill's Teacher Preparation Classroom Website (www. prenhall.com/teacherprep); and access to the new Ormrod Teacher Prep Course (www.prenhall.com/ormrod) which provides a Study Plan, a collection of Pretest and Posttest assessments supported by study material, homework and exercises for students to apply chapter content and build teaching skills. The book's six chapters on learning, wealth of practical applications, and innovative learning package make this the best text to prepare tomorrow's teachers.

• Sales Rank: #262815 in Books
• Published on: 2007-07-13
• Original language: English
• Number of items: 1
• Dimensions: 10.88" h x .95" w x 8.94" l, 3.66 pounds
• Binding: Paperback
• 768 pages

Review

"[…] This is an excellent textbook in its comprehensiveness, depth of coverage, and realistic classroom applications. This is definitely one of the best textbooks currently available in the field."

-Rolando A. Santos, California State University, Los Angeles

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“[…] The features included allow for students to achieve an understanding and application of principles […] Also, student resources are excellent. Students will be able to view the instructor as a guide, rather than one who must interpret the information because of the readability level and writing style used by the author.”

-Sharon Cordell, Roane State Community College

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“We chose Ormrod because of its readability and emphasis on application in real classrooms, as well as the author’s efforts to actively engage the reader through suggested reflections and activities.”

-Pamela Kidder-Ashley, Ph.D., Appalachian State University

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“Many (other) characteristics set Ormrod’s book apart from its competitors and contribute to its excellence: The writing style is lively. […] There are plentiful examples from actual teaching experiences that are good illustrations of their linked constructs. […]Ormrod understands that many students must pass state tests to be certified and is clearly conversant with state exam content. […] I am ecstatic to see diversity, developmental status, and special needs integrated into practically every chapter […] so that it is a part of the everyday life of the teacher. […] This text is definitely written for preservice teachers”

-Susan Carol Losh, Florida State University

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From the Inside Flap
Preface

Soon after I wrote the first edition of Educational Psychology, I had the good fortune to return to a middle school classroom teaching geography to two sections of sixth, seventh, and eighth graders. On my first day back in a K-12 setting, I was quickly reminded of how exciting and energizing the process of teaching growing children can be. This experience confirmed once again what I have always known—that the principles of educational psychology have clear relevance to the decisions a classroom teacher must make on an ongoing basis. How children and adolescents learn and think, how they change as they grow and develop, why they do the things they do, how they are often very different from one another—our understanding of all these things has innumerable implications for classroom practice and, ultimately, for the lives of the next generation.

I have been teaching educational psychology since 1974, and I have loved every minute of it. Because I want the field of educational psychology to captivate you the way it has captivated me, I have tried to make the book interesting, meaningful, and thought-provoking as well as informative. I have a definite philosophy about how future teachers can best learn and apply educational psychology-a philosophy that has guided me as I have written all three editions of this book. More specifically, I believe that you can construct a more accurate and useful understanding of the principles of educational psychology when you:

Focus on core principles of the discipline Relate the principles to your own learning and behavior Mentally "process" the principles in an effective manner Consider numerous classroom applications of the principles

As I will show you in a moment, I have incorporated numerous features into the book that will encourage you to do all of these things. I hope that you will learn a great deal from what educational psychology has to offer, not only about the students you will be teaching but also about yourself—a human being who continues to learn and develop even now. Features of the Book Focusing on Core Principles

Rather than superficially explore every aspect of educational psychology, I have chosen to offer in-depth treatment of the fundamental concepts and principles that have broad applicability to classroom practice. If I myself couldn't imagine how a concept or principle could be of use to a teacher, I left it out. I have highlighted many of the key principles in the Principles/Assumptions tables that appear throughout the book. Relating Principles to Your Own Learning and Behavior A central goal of this text is to help you discover more about yourself as a thinker and learner. If you can understand how you yourself learn, you will be in a better position to understand how your students learn and, as a result, to help them learn more effectively. Throughout the book, I've provided many exercises to help you discover important points firsthand and thereby construct a more complete, meaningful understanding of psychological principles of learning, development, motivation, and behavior. Appearing as Experiencing Firsthand features, these exercises are in some ways similar to the "hands-on" activities that can help students learn in elementary and secondary classrooms. But because I ask you to use your mind rather than your hands, you might more accurately think of them as "head-on" experiences. "Processing" Principles Effectively

Research tells us that many students, including many at the college level, use relatively ineffective strategies for reading, studying, and learning. But research also tells us that students can acquire effective strategies and that when they begin to use such strategies, they find themselves successfully learning and remembering what they read and hear.

One important principle of learning is that people learn and remember new information more effectively when they relate it to what they already know—a process called meaningful learning. I will ask you to reflect on your own knowledge and experiences at the beginning of each chapter and in Thinking About What You Know features at various other spots throughout the book. In addition, some of the margin notes designated with a special (disc) symbol will ask you to consider personal experiences or to recall ideas discussed in previous chapters.

Another effective strategy is organization—making connections among the various pieces of information that you're learning; the Compare/Contrast tables that appear throughout the book will help you organize some of the key ideas in each chapter. Still another learning strategy is elaboration—expanding on information as you study it, drawing inferences, thinking of new examples, making predictions, and so on. Many of the (disc) questions in the margin will encourage you to elaborate on concepts and principles as I describe them. The (triangle) notes in the margin can help you with both organization and elaboration: They may show you how you can connect the material you are reading with ideas presented in later chapters, or they may provide additional, "elaborative" information about those ideas. Taking Principles Into the Classroom

Throughout the text, I consistently apply psychological concepts and principles to class room practice. Some of these applications are summarized and illustrated in Into the Classroom features and Students in Inclusive Settings tables; many others are highlighted with an (apple) in the margin. Furthermore, the (disc) questions will sometimes ask you to consider possible applications in your own specific circumstances as a teacher.

In addition, every chapter begins and ends with case studies. The case study at the beginning of each chapter presents an example of one or more students dealing with a particular classroom learning task. As we proceed through the chapter, we will continually relate our discussion back to this case, helping you connect chapter content to a classroom context. The case study at the end of each chapter focuses on teachers and teaching; it will help you apply ideas you have encountered in the chapter and make instructional decisions based on what you have learned. Changes in the Third Edition

Although most of the content in the second edition remains in the third, I have made several changes to reflect current trends in educational psychology and educational practice. Among the most significant changes to this revision are: the addition of three new chapters, including Learning in the Content Areas, Promoting Learning Through Student Interactions, and Students with Special Educational Needs; new and expanded topics; and a reorganization of Part 3. New Chapter on "Learning in the Content Areas"

Chapter 9 applies principles of cognitive psychology to learning reading, writing, mathematics, science, and social studies. Four general themes—constructive processes, the influence of prior knowledge, metacognition, and developmental differences—and many content-specific teaching strategies appear throughout the chapter. New Chapter on "Promoting Learning Through Student Interactions"

Discussion of instructional strategies has been expanded to two chapters, and Chapter 14 is now devoted exclusively to describing interactive approaches to instruction including: communities of learners, class discussions, reciprocal teaching, cooperative learning, and peer tutoring. New Chapter on "Students with Special Educational Needs"

Chapter 5 describes recent trends in special education and presents numerous strategies for teachers who work in inclusive classrooms. (The "Students in Inclusive Settings" tables that appeared in each chapter of the second edition remain in the third edition as well.) New and Expanded Topics

The third edition includes new sections on contemporary applications of Vygotsky's ideas; theoretical perspectives on language development; heredity, environment, and group differences in intelligence; how procedural knowledge is learned; critical thinking; setting events; behavioral momentum; positive behavioral support; self-regulated learning; lesson plans; direct instruction; and working effectively with parents. Discussions of other topics have, of course, been updated in keeping with recent developments in theory and research. Reorganization of Part 3

Topics related to planning for instruction-identifying instructional goals, conducting task analyses, and developing lesson plans-now appear at the beginning of Chapter 13 ("Choosing Instructional Strategies") and pave the way for the discussion of instructional strategies. Chapter 15 is now devoted entirely to the topic of "Creating and Maintaining a Productive Classroom Environment." Supplementary Materials

Numerous supplements to the textbook are available to enhance your learning and development as a teacher.

Student Study Guide. The Student Study Guide provides many support mechanisms to help you learn and study more effectively. These include focus questions to consider as you read the text, a chapter glossary, application exercises to give you practice in applying concepts and principles of educational psychology to classroom settings, answers to selected margin notes, sample test questions, and several supplementary readings.

Simulations in Educational Psychology and Research (Compact Disk). A compact disk accompanies the third edition of the textbook. This CD contains four activities that resemble actual research studies in educational psychology: "The Pendulum Experiment" (to be used with either Chapter 2 or Chapter 9); "Assessing Moral Reasoning" (to be used with Chapter 3); "Bartlett's Ghosts" (to be used with Chapter 7); and "Intuitive Physics" (to be used with Chapter 7, 8, or 9). As you use the CD, you will find yourself "participating" in the activities in much the same way that students in the original research studies did; the CD will ask you to respond to various situations and then give you feedback about your responses. The CD will also help you connect the activity with educational practice.

Companion Website. You can find the Website for Educational Psychology: Developing Learners at prenhall/ormrod. For each chapter of the book, the Website presents Key Questions that identify the chapter's central issues, a chapter glossary, key terms linked to Internet destinations, and a quick self-test (multiple-choice and essay questions that let you self-assess what you've learned). The Website also provides Syllabus Manager™, which your instructor may use to post and occasionally update the course syllabus, as well as an interactive "Message Board" through which you and your classmates can engage in discussions about chapter content.

Videotapes and MultiMedia Guide. Videos are a highly effective means of visually demonstrating concepts and principles in educational psychology. The eight videotapes that accompany this textbook portray a wide variety of teachers, students, and classrooms in action. Six videos present numerous case studies in many content domains and at a variety of grades levels. Two additional videos are: `A Private Universe" (which examines learner misconceptions in science) and Constance Kamii's "Double-Column Addition: A Teacher Uses Piaget's Theory" (which depicts a constructivist approach to teaching mathematics). Opportunities to react to these videos in class discussions will further enhance your ability to think analytically and identify good teaching practices. Your instructor will have a MultiMedia Guide to help guide and enrich your interpretation and understanding of what you see in the videos.

Instructor's Manual. Available to your instructor are suggestions for learning activities, additional "head-on" exercises, supplementary lectures, case study analyses, discussion topics, group activities, and additional media resources. These have been carefully selected to provide opportunities to support, enrich, and expand on what you read in the textbook.

Transparencies. The transparencies that your instructor may use in class will include tables and classroom exercises similar to those found in your textbook. These transparencies are designed to help you understand, organize, and remember the concepts and principles you are studying.

PowerPoint Slides and Supplementary Lectures and Activities. Your instructor may use a CD-ROM that includes PowerPoint versions of the transparencies, supplementary lectures, and activities that appear in the Instructor's Manual.

Test Bank. Many instructors use the test questions that accompany this textbook. Some items (lower-level questions) will simply ask you to identify or explain concepts and principles you have learned. But many others (higher-level questions) will ask you to apply those same concepts and principles to specific classroom situations—that is, to actual student behaviors and teaching strategies. The lower-level questions assess your basic knowledge of educational psychology. But ultimately, it is the higher-level questions that will assess your ability to use principles of educational psychology in your own teaching practice. Acknowledgments

Although I am listed as the sole author of this textbook, I have been fortunate to have had a great deal of assistance in writing it. First and foremost, I must thank my editor, Kevin Davis, whose ideas, insights, and clear commitment to the field of educational psychology have provided much of the driving force behind my writing and productivity. Kevin is a task master, make no mistake about it, and he always insists that I stretch my talents to the limit. Yet he also provides the guidance (scaffolding) I need to achieve things that initially seem so impossible. After spending countless hours working with Kevin, I can say that he is not only my editor but also my friend.

I am equally indebted to Linda Montgomery, developmental editor for the third edition, whose extensive experience as both an elementary school teacher and an editor have greatly enriched the quality of this edition. Linda's creativity, commitment to excellence, and ongoing support have always been there for me when I've needed them most. I must thank Linda Peterson as well; as developmental editor for both the first and second editions, she helped define much of the pedagogy of the book. Her continuing insistence on application, application, application! kept my focus on the things that future teachers really need to know.

Others at Merrill/Prentice Hall have also contributed in important ways. Copy editor Sue Snyder has gone through my manuscript with a fine-toothed comb and teased out many little places where the text wasn't quite right. Photography editor Nancy Ritz has located many photographs that have given life to the words on the page. And Julie Peters, as production editor for all three editions, has flawlessly coordinated and overseen the entire process of transforming a manuscript into a book—an incredibly complicated task that, in my mind, should far exceed any normal human being's working memory capacity.

In addition, many colleagues across the country have given the book a balance of perspectives that no single author could possibly do on her own. Drs. Margie Garanzini-Daiber and Peggy Cohen provided some of the ideas for the Students in Inclusive Settings tables. Dr. Ann Turnball offered many helpful suggestions for enhancing my discussions of students with special needs. Many other individuals have strengthened the final product considerably by reviewing one or more versions of the book.

Reviewers for the first and second editions were Margaret D. Anderson, SUNY-Cortland; Timothy A. Bender, Southwest Missouri State University; Stephen L. Benton, Kansas State University; Kathryn J. Biacindo, California State University-Fresno; Barbara Bishop, Eastern New Mexico University; Karen L. Block, University of Pittsburgh; Robert Braswell, Winthrop College; Randy L. Brown, University of Central Oklahoma; Kay S. Bull, Oklahoma State University; Margaret W Cohen, University of Missouri-St. Louis; Roberta Corrigan, University of Wisconsin-Milwaukee, Richard D. Craig, Towson State University; Jose Cruz, Jr., The Ohio State University; Peggy Dettmer, Kansas State University; Joan Dixon, Gonzaga University; Leland K. Doebler, University of Montevallo; Joanne B. Engel, Oregon State University; Kathy Farber, Bowling Green State University; William R. Fisk, Clemson University; Roberta J. Garza, Pan American University Brownsville; Cheryl Greenberg, University of North Carolina-Greensboro; Richard Hamilton, University of Houston; Arthur Hernandez, University of Texas-San Antonio; Frederick C. Howe, Buffalo State College; Dinah Jackson, University of Northern Colorado; Janina M. Jolley, Clarion University of Pennsylvania; Caroline Kaczala, Cleveland State University; CarolAnne M. Kardash, University of Missouri-Columbia; Nancy F. Knapp, University of Georgia; Mary Lou Koran, University of Florida; Randy Lennon, University of Northern Colorado; Pamela Manners, Troy State University; Hermine H. Marshall, San Francisco State University; Teresa McDevitt, University of Northern Colorado; Sharon McNeely, Northeastern Illinois University; Michael Meloth, University of Colorado-Boulder; Janet Moursund, University of Oregon; Gary A. Negro, California State University; Judy Pierce, Western Kentucky University; James R. Pullen, Central Missouri State University; Gary F. Render, University of Wyoming; Robert S. Ristow, Western Illinois University; Gregg Schraw, University of Nebraska-Lincoln; Dale H. Schunk, Purdue University; Mark Seng, University of Texas; Johnna Shapiro, University of California Davis; Harry L. Steger, Boise State University; Julianne C. Turner, University of Notre Dame; Alice A. Walker, SUNY-Cortland; Mary Wellman, Rhode Island College; and Jane A. Wolfle, Bowling Green State University.

Coming on board for the third edition were these reviewers: Joyce Alexander, Indiana University; J. C. Barton, Tennessee Technical University; Phyllis Blumenfeld, University of Michigan; M. Arthur Garmon, Western Michigan University; Arthur Hernandez, University of Texas, San Antonio; Mary Lou Koran, University of Florida; Victoria Fleming, Miami University of Ohio; Jennifer Mistretta Hampston, Youngstown State University; Pamela Manners, Troy State University; Bruce E Mortenson, Louisiana State University; Joe Olmi, The University of Southern Mississippi; Helen Osana, University of Missouri, Columbia; Gregory Schraw, University of Nebraska, Lincoln; Dale H. Schunk, Purdue University; Bruce Torg Hofstra University; Ann Turnbull, University of Kansas; Glenn E. Snelbecker, Temple University (ancillary material to text); and Karen Zabrucky, Georgia State University.

Last but certainly not least, I must thank my husband and children, who have been ever so patient as I have spent countless hours either buried in my books and journals or else glued to my computer. Without their continuing support and patience, this book would never have seen the light of day.

J. E. O.

From the Back Cover

Educational Psychology: Developing Learners, 6/e

Jeanne Ellis Ormrod

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A Focus on Core Ideas and Helping You Understand and Apply Those Ideas

• An even more tightly focused presentation, an even more accessible text
• An emphasis on identifying, discussing, and summarizing core concepts and principles that matter in classrooms
• A persistent focus on helping you discover more about yourself as a thinker and learner in Experiencing Firsthand exercises and other features
• Practical teaching strategies and concrete classroom examples in tables and features including Creating a Productive Classroom Environment, Principles/Assumptions, and Into the Classroom

�A Focus on Helping You Truly See and Better Understand Children and Adolescents

• Artifacts from a cross-section of real kids and their classrooms
• Case studies introducing and closing each chapter, and other vignettes
• The Interpreting Artifacts and Behaviors �feature, providing practice in evaluating student work and applying new knowledge authentically
• Developmental progressions of four grade levels and their implications for practice in the Developmental Trends table

A Focus on Providing You an Interactive, Multimedia Learning Experience

• The Understanding Research and Practicing Teaching Skills �lab manual CD packaged with and integrated into the text provides exercises that build core teaching skills, as well as exercise to help you critique and value research
• Merrill’s Teacher Preparation Classroom Website is integrated into the text and will help you tie core concepts to real students and teachers in real classrooms
• The Ormrod Teacher prep Course �at http://www.prenhall.com/ormrod provides chapter pretests and posttests supported by study material to help you make sure you understand course content; homework and exercises help you apply chapter content and practice building teaching skills

Most helpful customer reviews

14 of 14 people found the following review helpful.
Interesting, practical intro to ed'l psych'y for teachers
By Sharon Taylor (staylor@netside.net)
In a highly readable manner, Jeanne Ormrod introduces educational psychology for K-12 teachers. She incorporates many of the learning principles and teaching practices her text espouses by using colorfully illustrated and highlighted multiple formats throughout, such as summaries, case studies, classroom applications and examples, emphasis of major points, and learning exercises. The three major sections address learner diversity, how students learn, and becoming an effective teacher. She outlines seven themes for effective learning which she addresses in every section: interaction, information processing, relevance, classroom climate, challenge, expectations, and diversity. The text cites educational research throughout (there is an index with 44 pages of references) yet the paragraphs have a readibility and easy flow to them. Ormrod's chapters consistently address her goals as an author: focusing on cores principles, relating them to our own behavior, processing them effectively and applying them in the classroom. The phrase "interesting textbook," usually an oxymoron, in this case is well-deserved praise.

6 of 6 people found the following review helpful.
Inside the learning mind....
By Bonney Lane
I found this book to be very informitive in how the mind works and respect to how people learn. I have improved my personal study habits because after reading this book I realized that I was not using the most effective way of keeping things in my long term memory. This book gives a detailed explanation with real life examples of how to approach situations as a teacher or parent who wants to know the inner tickings of the developing learner. If you are more concerned with toddlers though this book only briefly touches on them. This book deals more with school age children. If I were to try and write a review that this book deserves, I would be writing all night. I know that the description of this book is written above and I believe it to be a really good description of the book. I will agree though that this book answers all of the aspects of teaching, learning and the classroom as well as the many theories and approaches to educational psychology.

3 of 3 people found the following review helpful.
Best Educational book I've read so far!
By Stacey Abrams
This book is for my 3rd Education class, and so far it is the best! The author really talks to you (starting around chapter 5/6) like she is sitting at the table with you. She even refers to her own experiences as both a parent and a teacher. The same children resurface throughout the book. Also, she gives concrete examples to help explain her abstract teachings, and she gives specific suggestions in how to use the research and make it work in your classroom. Great book!

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Educational Psychology: Developing Learners (6th Edition), by Jeanne Ellis Ormrod PDF
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Educational Psychology: Developing Learners (6th Edition), by Jeanne Ellis Ormrod PDF

Educational Psychology: Developing Learners (6th Edition), by Jeanne Ellis Ormrod PDF