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Summary
Summary
Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data.
The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
Table of Contents
| ContentsP.H. Winne and P.A. Alexander Foreword |
| Part I Foundations of the DisciplineD.C.Berliner |
| Educational Psychology: Searching for Essence Throughout a Century of InfluenceR.C.Calfee |
| Educational Psychology in the 21st CenturyE.Bredo |
| Conceptual Confusion and Educational Psychology |
| Part II Development and Individual DifferencesS.G.Paris and F.J. Morrison and K.F. Miller |
| Academic Pathways From Preschool Through Elementary SchoolA. Wigfield and J.P. Byrnes and J.S. Eccles |
| Development During Early and Middle AdolescenceM.C.Smith and T.G. Reio, Jr |
| Adult Development, Schooling, and the Transition to WorkP.L.Ackerman and D.F. Lohman |
| Individual Differences in Cognitive FunctionG.Matthews and M. Zeidner and R.D. Roberts |
| Models of Personality and Affect for Education: A Review and SynthesisD.Fuchs |
| Cognitive Profiling of Children With Genetic Disorders and the Search for a Scientific Basis of Differentiated Education |
| Part III Cognition and Cognitive ProcessJ.Bransford |
| R. StevensD. Schwartz and A. Meltzoff and R. Pea and J. Roschelle and N. Vye and P. Kuhl and P. Bell and B. Barron and B. Reeves and N. Sabelli |
| Learning Theories and Education: Toward a Decade of SynergyG.Schraw |
| Knowledge: Structures and ProcessesM.Pressley and K.R. Harris |
| Cognitive Strategies Instruction: From Basic Research to Classroom InstructionR.E.Mayer and M.C. Wittrock |
| Problem Solving.P.K.MurphyL. Mason |
| Changing Knowledge and Beliefs |
| Part IV MotivationN.E.Perry and J.C. Turner and D.K. Meyer |
| Classrooms as Contexts for Motivating LearningD.H.Schunk and B.J. Zimmerman |
| Competence and Control Beliefs: Distinguishing the Means and EndsE.M.Anderman and C.A. Wolters |
| Goals, Values, and Affect: Influences on Student MotivationR.W.Roeser and S.C. Peck and N.S. Nasir |
| Self and Identity Processes in School Motivation, Learning, and Achievement |
| Part V Educational ContentD.Alvermann |
| M. SimpsonJ. Fitzgerald |
| Teaching and Learning in ReadingS.Graham |
| WritingA.H.Schoenfeld |
| Mathematics Teaching and LearningM.C.Linn and B-S. Eylon |
| Science Education: Integrating Views of Learning and Instruction. B.VanSledrightM. Limón |
| Learning and Teaching Social Studies: A Review of Cognitive Research in History and GeographyA.M.Padilla |
| Second Language Learning: Issues in Research and Teaching |
| Part VI Societal and Cultural PerspectivesJ.Martin |
| Social Cultural Perspectives in Educational PsychologyL.Okagaki |
| Ethnicity, LearningD.F. Halpern |
| Assessing Gender Gaps in Learning and Academic AchievementJ. Juvonen |
| Sense of Belonging, Social Bonds, and School FunctioningP.M. Greenfield and E. Trumbull and H. Keller and C. Rothstein-Fisch and L. Suzuki and B. Quiroz |
| Cultural Conceptions of Learning and Development |
| Part VII The Educational ContextC.Bereiter and M. Scardamalia |
| Education for the Knowledge Age: Design-Centered Models of Teaching and InstructionA.W.Hoy and H. Davis and S.J. Pape |
| Teacher Knowledge and BeliefsT. deJong and J. Pieters |
| The Design of Powerful Learning Environments. J.Brophy |
| Observational Research on Generic Aspects of Classroom TeachingA.M.O'Donnell |
| The Roles of Peers and Group LearningS.P.Lajoie and R. Azevedo |
| Teaching and Learning in Technology-Rich Environments |
| Part VIII Assessment of Learning, Development, and TeachingJ.C.Nesbit and A.F. Hadwin |
| Methodological Issues in Educational PsychologyH.Cooper |
| Research Questions and Research DesignsD.B.Wright |
| The Art of Statistics: A Survey of Moder |