APA Educational Psychology Handbook

Pages: 1843
Item #: 4311503
ISBN: 978-1-4338-0996-5
List Price: $595.00
Member/Affiliate Price: $295.00
Copyright: 2012
Format: Hardcover
Availability: In Stock
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For individuals in the U.S. & U.S. territories

3-Volume Set

• Volume 1. Theories, Constructs, and Critical Issues
• Volume 2. Individual Differences and Cultural and Contextual Factors
• Volume 3. Application to Learning and Teaching

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Overview

The APA Educational Psychology Handbook reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice; in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs; and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations.

  • Volume 1 addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues.
  • Volume 2 includes 21 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs.
  • Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.
Table of Contents

Volume 1: Theories, Constructs, and Critical Issues

Editorial Board

About the Editors-in-Chief

Contributors

Series Preface

Introduction

I. Conceptualization, Research Design, and Foundational Theories

  1. Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis
    Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene
  2. Current and Emerging Design and Data Analysis Approaches
    Jonna M. Kulikowich and Nell Sedransk
  3. Constructivism
    Angela M. O'Donnell
  4. Information Processing
    Richard E. Mayer
  5. Social Cognitive Theory
    Dale H. Schunk
  6. Sociocultural Approaches to Educational Psychology: Theory, Research, and Application
    Artin Göncü and Mary Gauvain

 

II. Theory and Research on Critical Topics: What We Know and Why It Matters

  1. Metacognition in Education
    Carey Dimmitt and Christine B. McCormick
  2. Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning
    P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis
  3. Personal Epistemology: Theory, Research, and Future Directions
    Barbara K. Hofer and Lisa D. Bendixen
  4. Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice
    Kiruthiga Nandagopal and K. Anders Ericsson
  5. Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not
    John Sweller
  6. Working Memory, Learning, and Academic Achievement
    H. Lee Swanson and Tracy Packiam Alloway
  7. Motivation: Past, Present, and Future
    Sandra Graham and Bernard Weiner
  8. Self-Regulation of Learning: Process Approaches to Personal Development
    Barry J. Zimmerman and Andju Sara Labuhn
  9. Self-Concept: A Synergy of Theory, Method, and Application
    Herbert W. Marsh, Man Xu, and Andrew J. Martin

 

III. Emerging Issues and Cutting-Edge Topics

  1. Resistance and Resiliency in a Color-Conscious Society: Implications for Learning and Teaching
    Margaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss Elmore
  2. Evidence-Based Practices in Education
    Bryan G. Cook, Garnett J. Smith, and Melody Tankersley
  3. Genetics and Education: Toward a Genetically Sensitive Classroom
    Claire M. A. Haworth and Robert Plomin
  4. How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students
    James P. Byrnes
  5. Evolutionary Educational Psychology
    David C. Geary

 

Volume 2: Individual Differences and Cultural and Contextual Factors

Editorial Board

I. Individual Differences

  1. Academic Emotions
    Reinhard Pekrun and Elizabeth J. Stephens
  2. From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures
    Richard D. Roberts and Anastasiya A. Lipnevich
  3. Learning Styles and Approaches to Learning
    Adrian Furnham
  4. Gifted and Talented Education: History, Issues, and Recommendations
    Donna Y. Ford
  5. Personality
    Moshe Zeidner and Gerald Matthews
  6. Gender, Motivation, and Educational Attainment
    Judith L. Meece and Karyl J. S. Askew

 

II. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development

  1. Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions
    Avi Kaplan, Idit Katz, and Hanoch Flum
  2. Engagement and Positive Youth Development: Creating Optimal Learning Environments
    David J. Shernoff
  3. Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors
    Stella Vosniadou and Lucia Mason
  4. Moral and Character Education
    Marvin W. Berkowitz

 

III. Cultural and Neighborhood Effects

  1. Ethnic and Racial Identity in Childhood and Adolescence
    Cynthia Hudley and Miles Irving
  2. Factors Affecting the Motivation and Achievement of Immigrant Students
    Tim Urdan
  3. Explaining the Black–White Achievement Gap: An Intergenerational Stratification and Developmental Perspective
    W. Jean Yeung
  4. Neighborhoods, Schools, and Achievement
    Jondou J. Chen and Jeanne Brooks-Gunn

 

IV. Relationships

  1. Child and Adolescent Peer Relations in Educational Context
    Philip C. Rodkin and Allison M. Ryan
  2. Understanding and Preventing Bullying and Sexual Harassment in School
    Dorothy L. Espelage and Melissa K. Holt
  3. Parents' Involvement in Children's Learning
    Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung

 

V. Teachers and Classroom Contexts

  1. Effective Classrooms
    Helen Patrick, Panayota Mantzicopoulos, and David Sears
  2. Spring Cleaning for the "Messy" Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?
    Helenrose Fives and Michelle M. Buehl
  3. Effective Teachers and Teaching: Characteristics and Practices Related to Positive Student Outcomes
    Alysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel
  4. Three Generations of Research on Class-Size Effects
    Peter Blatchford

 

Volume 3: Application to Learning and Teaching

Editorial Board

I. Application Across the Life Span

  1. Early Childhood Education
    Penny Hauser-Cram and Darcy B. Mitchell
  2. Global Perspectives on Education During Middle Childhood
    Scott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo
  3. Adolescence
    Eric M. Anderman
  4. Learning and Assessment of Adult Reading Literacy
    John P. Sabatini

 

II. Assessment and Decision Making in Education

  1. Using Assessment Data to Make Decisions About Teaching and Learning
    John L. Hosp
  2. Large-Scale Assessment for Educational Accountability
    Stephen N. Elliott, Alexander Kurz, and Laura Neergaard
  3. Testing Accommodations for Students With Disabilities
    James M. Royer and Jennifer Randall

 

III. Teaching Core Skills and Content

  1. Current and Historical Perspectives on Reading Research and Instruction
    Michael L. Kamil
  2. Writing
    Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts
  3. Critical Transitions: Arithmetic to Algebra
    Martha Carr
  4. Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change
    Gale M. Sinatra and Clark A. Chinn
  5. Learning Social Studies: An Evidence-Based Approach
    David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen

 

IV. Instructional Methods

  1. The Power of Setting: The Role of Field Experience in Learning to Teach
    Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen
  2. Designing Instruction for the Contemporary Learning Landscape
    Fred Paas, Jeroen J. G. van Merriënboer, and Tamara A. J. M. van Gog
  3. Classroom Applications of Cooperative Learning
    Robert E. Slavin
  4. Strategies Instruction
    Charles A. MacArthur
  5. Problem-Based Learning
    Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas
  6. Application of Technology to Learning
    Roxanna Moreno
  7. Intelligent Tutoring Systems
    Arthur C. Graesser, Mark W. Conley, and Andrew Olney
  8. Homework
    Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent

 

V. Teaching Special Populations

  1. The Education of English Language Learners
    Fred Genesee and Kathryn Lindholm-Leary
  2. Methods for Preventing Early Academic Difficulties
    Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman
  3. A Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social Needs
    Kathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes

Index

Editor Bios

Karen R. Harris, EdD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University, Nashville, Tennessee. Her research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students who are normally achieving; who are at risk; and who face severe learning challenges, especially in the area of writing. She is a Fellow of APA and the former editor of the Journal of Educational Psychology (2003–2008).

She was coeditor of the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2008, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2005, with Steve Graham).

Dr. Harris, with Steve Graham, was the 2005 recipient of the Council for Exceptional Children's Career Research Award, the 2003 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2001 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.

Steve Graham, EdD, is Currey Ingram Professor of Special Education and Literacy in the Department of Special Education at Vanderbilt University, Nashville, Tennessee. His research focuses on identifying the factors involved in writing difficulties and disabilities and on examining the effectiveness of specific prevention and intervention procedures for enhancing writing development.

He is the former editor of both Exceptional Children (2003–2010) and Contemporary Educational Psychology (2001–2003). He was coeditor of the Handbook of Writing Research (2005, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2008, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2005, with Karen R. Harris).

Dr. Graham, with Karen R. Harris, was the 2005 recipient of the Council for Exceptional Children's Career Research Award, the 2003 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2001 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.

Tim Urdan, PhD, is professor of psychology and liberal studies at Santa Clara University, Santa Clara, California. He received his doctorate in psychology and education from the University of Michigan and taught at Emory University before moving to Santa Clara in 1996. His research focuses primarily on student motivation and how it is influenced by cultural and classroom factors.

Dr. Urdan is the coeditor of two book series, Adolescence and Education (with Frank Pajares) and Advances in Motivation and Achievement (with Stuart Karabenick).