《教育心理学：理论与实践》（第12版，英文版）由美国著名教育心理学家、约翰·霍普金斯大学的罗伯特·斯莱文教授撰写，是一部经典的教育心理学教科书，为明日之教师提供必要的基础知识和实用策略，使之成为有效的教育者。
与市场上那些只讲述大量研究、冗长晦涩的教科书和缺乏科学性的肤浅教科书不同，这本教科书兼具科学性和实用性，介绍了教育心理学领域内的主要理论、基本概念、基本规律与方法，通过大量的真实案例将理论与实践明确地联系起来，教会读者如何将教育心理学的理论知识迁移到现实的课堂教学中，成长为一名“有意识的教师”。作者秉承了理论知识与实用策略并举、多元教学理念与方法并存的特色，每一章都以一幕场景开始，阐释该章强调的实践问题，之后的“理论应用于实践”和“有意识的教师”专栏则提供了进一步的具体策略，以供教师用来改善学生的学习。
本书具有极强的可读性，在写作上，作者努力做到让读者在阅读时有身临其境的感觉，似乎能听到学生的话语，闻到学校食堂午餐的香味。
近年来，教育心理学和教育实践领域已经发生了大量变化，为了反映这些变化，第12版对全书进行了修订，增补了新实例，精炼了语言，删除了过时的或无关紧要的内容，全书引用文献多达2000余篇，其中75%出自2000年之后。本书既可作为高等院校教育心理学课程的教材或参考书，供心理学、教育学专业的教师、学生及研究者使用，也适合各类教育工作者参考阅读。

罗伯特·斯莱文（Robert E.Slavin），是美国约翰·霍普金斯大学教育研究与改革中心主任、英国约克大学有效教育研究中心主任以及“让所有人都成功”基金会主席。他于1975年在约翰·霍普金斯大学获社会关系学博士学位，迄今撰写了200余篇关于合作学习、能力分组、学校和班级组织、废除种族歧视、纳入主流、研究评论以及实证改革等方面的论文和书中章节。斯莱文博士的著作（包括与他人合著）多达20部，包括《合作学习》《学校和班级组织》《针对高危学生的有效方案》《预防早期的学业失败》《200万儿童：让所有人都成功》《拉丁裔学生的有效项目》《问责制时代的教育研究》。1985年，斯莱文博士因应用项目研究而荣获了美国教育研究会（AERA）颁发的雷蒙德·卡特尔早期职业奖；1988年，他在美国教育研究会主办的学术期刊上获得了帕尔默·约翰逊论文奖；1994年获得查尔斯·达纳奖，1998年获得美国国家教育委员会颁发的詹姆斯·布赖恩特·科南特奖，2000年获得州首席教育官员联合会颁发的杰出贡献奖；2008年他在美国教育研究会主办的杂志上再次获得帕尔默·约翰逊论文奖，2009年获得AERA研究综述奖。

List of Features
CHAPTER ONE Educational Psychology: A Foundation for Teaching
What Makes a Good Teacher
Knowing the Subject Matters (But So Does Teaching Skill)
Mastering Teaching Skills
Can Good Teaching Be Taught
The Intentional Teacher
21st Century Skills
Common Core and College- and Career-Ready Standards
What Is the Role of Research in Educational Psychology
The Goal of Research in Educational Psychology
The Value of Research in Educational Psychology to You the Teacher
Teaching as Decision Making
Research + Common Sense = Effective Teaching
Research on Effective Programs
THEORY INTO PRACTICE Teaching as Decision Making
Impact of Research on Educational Practice
THEORY INTO PRACTICE How to Be an Intelligent Consumer of Educational Psychology Research
How Can I Become an Intentional Teacher
Teacher Certification
Beyond Certification
Summary
Key Terms
Self-Assessment: Practicing for Licensure
CHAPTER TWO Cognitive Development
How Do Children Develop Cognitively
Aspects of Development
Issues of Development
How Did Piaget View Cognitive Development
How Development Occurs
Piaget's Stages of Development
How Is Piaget's Work Viewed Today
Criticisms and Revisions of Piaget's Theory
Neo-Piagetian Views of Development
THEORY INTO PRACTICE Educational Implications of Piaget's Theory
How Did Vygotsky View Cognitive Development
How Development Occurs
THEORY INTO PRACTICE Classroom Applications of Vygotsky's Theory
How Did Bronfenbrenner View Development
How Do Language and Literacy Develop
Language and Literacy Development during the Preschool Years
THEORY INTO PRACTICE Promoting Literacy Development in Young Children
Language and Literacy Development during the Elementary and Secondary Years
THEORY INTO PRACTICE Teaching Children to Read
THE INTENTIONAL TEACHER Teaching in Light of Principles of Cognitive, Language, and Literacy Development
Summary
Key Terms
Self-Assessment: Practicing for Licensure
CHAPTER THREE Social, Moral, and Emotional Development
What Are Some Views of Personal and Social Development
Erikson's Stages of Psychosocial Development
Implications and Criticisms of Erikson's Theory
What Are Some Views of Moral Development
Piaget's Theory of Moral Development
Kohlberg's Stages of Moral Reasoning
Criticisms of Kohlberg's Theory
How Do Children Develop Socially and Emotionally
Socioemotional Development during the Preschool Years
Socioemotional Development during the Elementary Years
THEORY INTO PRACTICE Promoting the Development of Self-Esteem
THEORY INTO PRACTICE Developing Social-Emotional Skills
Socioemotional Development during the Middle School and High School Years
……
CHAPTER FOUR Student Diversity
CHAPTER FIVE Behavioral and Social Theories of Learning
CHAPTER SIX Cognitive Theories of Learning
CHAPTER SEVEN The Effective Lesson
CHAPTER EIGHT Student-Centered and Constructivist Approaches to Instruction
CHAPTER NINE Grouping, Differentiation, and Technology
CHAPTER TEN Motivating Students to Learn
CHAPTER ELEVEN Effective Learning Environments
CHAPTER TWELVE Learners with Exceptionalities
CHAPTER THIRTEEN Assessing Student Learning
CHAPTER FOURTEEN Standardized Tests and Accountability
Appendix Using This Text to Prepare for the Praxis" Principles of Learning and Teaching Exam
Glossary
References
Name Index
Subject Index