'This wide-ranging and theoretically grounded text is set to become a classic in the psychology of education.'

Alec Webster, Emeritus Professor of Educational Psychology, University of Bristol

'This is an exceptionally strong book that explains the psychology in education in a clear and vivid way. I also appreciated the European approach of the book… I would certainly recommend educators to use this book.'

Sofie Loyens, Assistant Professor at the Department of Psychology, Erasmus University Rotterdam, The Netherlands

This new edition of the European adaptation of Anita Woolfolk’s market-leading US text, Educational Psychology, is unrivalled in its field and should be essential reading for anyone studying or interested in education and learning from a psychology perspective.

Fundamentally rewritten in a European context, this truly comprehensive book combines a thorough grounding in theory with an abundance of examples and illustrations from educational practice.

The second edition has been brought up to date and includes new work in the areas of Assessment for Learning and Attachment Theory, as well as reflecting recent changes in Special Educational Needs provision. Using a wealth of examples, case studies, practical applications and tips from experienced educational practitioners, the text shows how information and ideas drawn from cutting-edge research in educational psychology can be applied to solve the everyday problems of teaching and child development.

Psychology in Education is an invaluable resource and includes a range of textual features appealing to a variety of different reading and learning styles.

Key features in each chapter include:

• Pause and Reflect – encouraging you to question theories and arguments in the book and develop skills in critical thinking.
• Focus on Practice – including teaching tips and practical suggestions based on the theory and research discussed in the chapter.
• In the Classroom – real-world scenarios linking key themes to actual practice.
• Ask the Ed. Psych. – Matt Baker, an educational psychologist, is questioned about some of the main themes of the In the Classroom feature.
• Discussion Points – examining two contrasting perspectives on an important or controversial topic, helping you gain a balanced and informed opinion.
• Connect and Extend – a margin feature highlighting additional research, articles and other useful resources for further reading and information.
• Summary Table – revisiting the main arguments and themes covered in the chapter.
• A comprehensive Glossary explaining key terms.

A website accompanying the book features weblinks and a range of questions to allow you to consolidate and further your understanding: www.pearsoned.co.uk/woolfolkeuro

Dr Anita Woolfolk is a professor of Educational Psychology in the School of Educational Policy and Leadership, The Ohio State University, Columbus, OH, USA

Malcolm Hughes is a Senior Research Fellow in Developmental Psychology at the University of the West of England in Bristol, UK

Dr. Vivienne Walkup is a Senior Lecturer in Education at the University of Derby, UK

This new edition of the European adaptation of Anita Woolfolk's market-leading US text, Educational Psychology, is essential reading for anyone studying or interested in education and learning from a psychology perspective. The second edition includes new work in the areas of Assessment for Learning and Attachment Theory, as well as reflecting recent changes in Special Educational Needs provision. The text shows how information and ideas drawn from cutting-edge research in educational psychology can be applied to solve the everyday problems of teaching and child development. 'This wide-ranging and theoretically grounded text is set to become a classic in the psychology of education.' Alec Webster, Emeritus Professor of Educational Psychology, University of Bristol 'This is an exceptionally strong book that explains the psychology in education in a clear and vivid way. I also appreciated the European approach of the book...I would certainly recommend educators to use this book.' Sofie Loyens, Assistant Professor at the Department of Psychology, Erasmus University Rotterdam, The Netherlands