Widely acclaimed for its applied, practical and teacher-centered approach, "Psychology Applied to Teaching," 15th Edition, shows how psychological theories can help teachers better understand students as unique individuals and support them as learners. The text is framed to help aspiring and practicing educators see themselves as scholars of practice -- intentional in their inquiry to improve outcomes for every learner. The text blends fresh concepts and contemporary research with long-standing theory and tools for growth. This edition integrates InTASC standards and aligns with the Core Propositions of the National Board for Professional Teaching Standards, offering a roadmap for professional development. Learning Objectives guide your study and connect Knowing and Doing objectives to critical questions explored in every chapter.
1. Applying Psychology to Teaching.
Part I: FACILITATING STUDENT DEVELOPMENT.
2. Theories and Expectations for Development.
3. Identity Development.
Part II: CREATING AND SUSTAINING LEARNING COMMUNITIES.
4. Understanding Performance Differences Through a Systems Lens.
5. Using Assets-Based Pedagogy to Address Performance Differences.
Part III: FACILITATING SIGNIFICANT LEARNING.
6. Learning from the Environment.
7. Learning as an Internal Process.
8. Learning as Critical Construction.
9. Learning as Growth in Motivation and Self Beliefs.
Part IV: CREATING AND SUSTAINING LEARNING-CENTERED PRACTICE.
10. Leading Learning and Learners.
11. Classroom Assessment as Inquiry.
12. Instructional Strategies.
13. Learning from Teaching.
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Jack Snowman
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).
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Rick McCown
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.
- Amy Olson
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Christopher Harris
Christopher Harris is a clinical assistant professor of educational psychology in the Department of Educational Foundations and Leadership at Duquesne University. He has been named the 2025 Catalyst Fellow through Duquesne’s Office of Community Engagement. He earned his doctorate in Educational Psychology from the University of Toledo in 2023. Dr. Harris's research focuses on the self and identity development of Black children, the socio-emotional learning of Black boys and the critical re-examination of educational psychology theories, connecting them with contemporary learners’ diverse experiences and needs.
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New Check for Understanding tasks assess comprehension in every section, aligned with Know learning objectives to support formative assessment and instructional clarity.
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New chapters on identity development and assets-based pedagogy promote equity, inclusion and culturally responsive teaching with diverse voices and examples.
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Performance of Understanding prompts apply knowledge through constructed responses, ideal for in-class discussion, peer assessment and developing professional teaching skills
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Reflect and Connect boxes engage students in analyzing content, reflecting on experiences and practicing intentional inquiry as scholars of practice.
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Try This Tool features introduce improvement science tools for inquiry, collaboration and building a classroom agenda, supporting growth across the career continuum.
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Content aligns with InTASC Standards and NBPTS Core Propositions, emphasizing systems thinking and improvement tools that support professional growth and justice-oriented teaching.
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Organized into four student-focused parts, the text integrates the SoLD model and the WSCC framework to support holistic, equity-driven instructional practice.
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Updated theory applications and a transition guide help instructors adapt from earlier editions, re-examine foundational theories and apply strategies for collaborative models.
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