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When I first set out to write Educational Psychology: Theory and Practice, I had a very clear purpose in mind. I wanted to give tomorrow’s teachers the intellectual grounding and practical strategies they will need to be effective instructors. Most of the textbooks published then, I felt, fell into one of two categories: stuffy or lightweight. The stuffy books were full of research but were ponderously written, losing the flavor of the classroom and containing few guides to practice. The lightweight texts were breezy and easy to read but lacked the dilemmas and intellectual issues brought out by research. They contained suggestions of the “Try this!” variety, without considering evidence about the effectiveness of those strategies. My objective was to write a text that: 􀁴􀀁 Presents information that is as complete and up to date as the most research-focused texts but is also readable, practical, and filled with examples and illustrations of key ideas. 􀁴􀀁 Includes suggestions for practice based directly on classroom research (tempered by common sense) so I can have confidence that when you try what I suggest, it will be likely to work. 􀁴􀀁 Helps you transfer what you learn in educational psychology to your own teaching by making explicit the connection between theory and practice through numerous realistic examples. Even though I have been doing educational research since the mid-1970s, I find that I never really understand theories or concepts in education until someone gives me a compelling classroom example; and I believe that most of my colleagues (and certainly teacher education students) feel the same way. As a result, the words for example or equivalents appear hundreds of times in this text. 􀁴􀀁 Appeals to readers; therefore, I have tried to write in such a way that you will almost hear students’ voices and smell the lunch cooking in the school cafeteria as you read.