APA Educational Psychology Handbook
Volume 1: Theories, Constructs, and Critical Issues Volume 2: Individual Differences and Cultural and Contextual Factors Volume 3: Application to Learning and Teaching
Published on 15. November 2011
Book
Hardback
1887 pages
978-1-4338-0996-5 (ISBN)
Description
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 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 2 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.
Volume 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 2 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.
More details
Series
Edition
Three Volumes
Language
English
Place of publication
Washington DC
United States
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
ISBN-13
978-1-4338-0996-5 (9781433809965)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
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 (2 3 amp ndash 2 8).
She was coeditor of the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2 8, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Steve Graham).
Dr. Harris, with Steve Graham, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 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 (2 3 amp ndash 2 ) and Contemporary Educational Psychology (2 amp ndash 2 3). He was coeditor of the Handbook of Writing Research (2 5, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2 8, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Karen R. Harris).
Dr. Graham, with Karen R. Harris, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 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 99 . 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).
She was coeditor of the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2 8, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Steve Graham).
Dr. Harris, with Steve Graham, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 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 (2 3 amp ndash 2 ) and Contemporary Educational Psychology (2 amp ndash 2 3). He was coeditor of the Handbook of Writing Research (2 5, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2 8, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Karen R. Harris).
Dr. Graham, with Karen R. Harris, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 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 99 . 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).
Content
Volume : Theories, Constructs, and Critical IssuesEditorial Board
About the Editors-in-Chief
Contributors
Series Preface
Introduction
I. Conceptualization, Research Design, and Foundational Theories
Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis
Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene
Current and Emerging Design and Data Analysis Approaches
Jonna M. Kulikowich and Nell Sedransk
Constructivism
Angela M. O'Donnell
Information Processing
Richard E. Mayer
Social Cognitive Theory
Dale H. Schunk
Sociocultural Approaches to Educational Psychology: Theory, Research, and Application
Artin G amp ouml nc amp uuml and Mary Gauvain
II. Theory and Research on Critical Topics: What We Know and Why It Matters
Metacognition in Education
Carey Dimmitt and Christine B. McCormick
Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning
P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis
Personal Epistemology: Theory, Research, and Future Directions
Barbara K. Hofer and Lisa D. Bendixen
Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice
Kiruthiga Nandagopal and K. Anders Ericsson
Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not
John Sweller
Working Memory, Learning, and Academic Achievement
H. Lee Swanson and Tracy Packiam Alloway
Motivation: Past, Present, and Future
Sandra Graham and Bernard Weiner
Self-Regulation of Learning: Process Approaches to Personal Development
Barry J. Zimmerman and Andju Sara Labuhn
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
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
Evidence-Based Practices in Education
Bryan G. Cook, Garnett J. Smith, and Melody Tankersley
Genetics and Education: Toward a Genetically Sensitive Classroom
Claire M. A. Haworth and Robert Plomin
How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students
James P. Byrnes
Evolutionary Educational Psychology
David C. Geary
Volume 2: Individual Differences and Cultural and Contextual FactorsEditorial Board
I. Individual Differences
Academic Emotions
Reinhard Pekrun and Elizabeth J. Stephens
From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures
Richard D. Roberts and Anastasiya A. Lipnevich
Learning Styles and Approaches to Learning
Adrian Furnham
Gifted and Talented Education: History, Issues, and Recommendations
Donna Y. Ford
Personality
Moshe Zeidner and Gerald Matthews
Gender, Motivation, and Educational Attainment
Judith L. Meece and Karyl J. S. Askew
II. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development
Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions
Avi Kaplan, Idit Katz, and Hanoch Flum
Engagement and Positive Youth Development: Creating Optimal Learning Environments
David J. Shernoff
Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors
Stella Vosniadou and Lucia Mason
Moral and Character Education
Marvin W. Berkowitz
III. Cultural and Neighborhood Effects
Ethnic and Racial Identity in Childhood and Adolescence
Cynthia Hudley and Miles Irving
Factors Affecting the Motivation and Achievement of Immigrant Students
Tim Urdan
Explaining the Black amp ndash White Achievement Gap: An Intergenerational Stratification and Developmental Perspective
W. Jean Yeung
Neighborhoods, Schools, and Achievement
Jondou J. Chen and Jeanne Brooks-Gunn
IV. Relationships
Child and Adolescent Peer Relations in Educational Context
Philip C. Rodkin and Allison M. Ryan
Understanding and Preventing Bullying and Sexual Harassment in School
Dorothy L. Espelage and Melissa K. Holt
Parents' Involvement in Children's Learning
Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung
V. Teachers and Classroom Contexts
Effective Classrooms
Helen Patrick, Panayota Mantzicopoulos, and David Sears
Spring Cleaning for the amp quot Messy amp quot Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?
Helenrose Fives and Michelle M. Buehl
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
Three Generations of Research on Class-Size Effects
Peter Blatchford
Volume 3: Application to Learning and TeachingEditorial Board
I. Application Across the Life Span
Early Childhood Education
Penny Hauser-Cram and Darcy B. Mitchell
Global Perspectives on Education During Middle Childhood
Scott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo
Adolescence
Eric M. Anderman
Learning and Assessment of Adult Reading Literacy
John P. Sabatini
II. Assessment and Decision Making in Education
Using Assessment Data to Make Decisions About Teaching and Learning
John L. Hosp
Large-Scale Assessment for Educational Accountability
Stephen N. Elliott, Alexander Kurz, and Laura Neergaard
Testing Accommodations for Students With Disabilities
James M. Royer and Jennifer Randall
III. Teaching Core Skills and Content
Current and Historical Perspectives on Reading Research and Instruction
Michael L. Kamil
Writing
Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts
Critical Transitions: Arithmetic to Algebra
Martha Carr
Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change
Gale M. Sinatra and Clark A. Chinn
Learning Social Studies: An Evidence-Based Approach
David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen
IV. Instructional Methods
The Power of Setting: The Role of Field Experience in Learning to Teach
Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen
Designing Instruction for the Contemporary Learning Landscape
Fred Paas, Jeroen J. G. van Merri amp euml nboer, and Tamara A. J. M. van Gog
Classroom Applications of Cooperative Learning
Robert E. Slavin
Strategies Instruction
Charles A. MacArthur
Problem-Based Learning
Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas
Application of Technology to Learning
Roxanna Moreno
Intelligent Tutoring Systems
Arthur C. Graesser, Mark W. Conley, and Andrew Olney
Homework
Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent
V. Teaching Special Populations
The Education of English Language Learners
Fred Genesee and Kathryn Lindholm-Leary
Methods for Preventing Early Academic Difficulties
Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman
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
About the Editors-in-Chief
Contributors
Series Preface
Introduction
I. Conceptualization, Research Design, and Foundational Theories
Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis
Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene
Current and Emerging Design and Data Analysis Approaches
Jonna M. Kulikowich and Nell Sedransk
Constructivism
Angela M. O'Donnell
Information Processing
Richard E. Mayer
Social Cognitive Theory
Dale H. Schunk
Sociocultural Approaches to Educational Psychology: Theory, Research, and Application
Artin G amp ouml nc amp uuml and Mary Gauvain
II. Theory and Research on Critical Topics: What We Know and Why It Matters
Metacognition in Education
Carey Dimmitt and Christine B. McCormick
Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning
P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis
Personal Epistemology: Theory, Research, and Future Directions
Barbara K. Hofer and Lisa D. Bendixen
Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice
Kiruthiga Nandagopal and K. Anders Ericsson
Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not
John Sweller
Working Memory, Learning, and Academic Achievement
H. Lee Swanson and Tracy Packiam Alloway
Motivation: Past, Present, and Future
Sandra Graham and Bernard Weiner
Self-Regulation of Learning: Process Approaches to Personal Development
Barry J. Zimmerman and Andju Sara Labuhn
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
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
Evidence-Based Practices in Education
Bryan G. Cook, Garnett J. Smith, and Melody Tankersley
Genetics and Education: Toward a Genetically Sensitive Classroom
Claire M. A. Haworth and Robert Plomin
How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students
James P. Byrnes
Evolutionary Educational Psychology
David C. Geary
Volume 2: Individual Differences and Cultural and Contextual FactorsEditorial Board
I. Individual Differences
Academic Emotions
Reinhard Pekrun and Elizabeth J. Stephens
From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures
Richard D. Roberts and Anastasiya A. Lipnevich
Learning Styles and Approaches to Learning
Adrian Furnham
Gifted and Talented Education: History, Issues, and Recommendations
Donna Y. Ford
Personality
Moshe Zeidner and Gerald Matthews
Gender, Motivation, and Educational Attainment
Judith L. Meece and Karyl J. S. Askew
II. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development
Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions
Avi Kaplan, Idit Katz, and Hanoch Flum
Engagement and Positive Youth Development: Creating Optimal Learning Environments
David J. Shernoff
Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors
Stella Vosniadou and Lucia Mason
Moral and Character Education
Marvin W. Berkowitz
III. Cultural and Neighborhood Effects
Ethnic and Racial Identity in Childhood and Adolescence
Cynthia Hudley and Miles Irving
Factors Affecting the Motivation and Achievement of Immigrant Students
Tim Urdan
Explaining the Black amp ndash White Achievement Gap: An Intergenerational Stratification and Developmental Perspective
W. Jean Yeung
Neighborhoods, Schools, and Achievement
Jondou J. Chen and Jeanne Brooks-Gunn
IV. Relationships
Child and Adolescent Peer Relations in Educational Context
Philip C. Rodkin and Allison M. Ryan
Understanding and Preventing Bullying and Sexual Harassment in School
Dorothy L. Espelage and Melissa K. Holt
Parents' Involvement in Children's Learning
Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung
V. Teachers and Classroom Contexts
Effective Classrooms
Helen Patrick, Panayota Mantzicopoulos, and David Sears
Spring Cleaning for the amp quot Messy amp quot Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?
Helenrose Fives and Michelle M. Buehl
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
Three Generations of Research on Class-Size Effects
Peter Blatchford
Volume 3: Application to Learning and TeachingEditorial Board
I. Application Across the Life Span
Early Childhood Education
Penny Hauser-Cram and Darcy B. Mitchell
Global Perspectives on Education During Middle Childhood
Scott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo
Adolescence
Eric M. Anderman
Learning and Assessment of Adult Reading Literacy
John P. Sabatini
II. Assessment and Decision Making in Education
Using Assessment Data to Make Decisions About Teaching and Learning
John L. Hosp
Large-Scale Assessment for Educational Accountability
Stephen N. Elliott, Alexander Kurz, and Laura Neergaard
Testing Accommodations for Students With Disabilities
James M. Royer and Jennifer Randall
III. Teaching Core Skills and Content
Current and Historical Perspectives on Reading Research and Instruction
Michael L. Kamil
Writing
Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts
Critical Transitions: Arithmetic to Algebra
Martha Carr
Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change
Gale M. Sinatra and Clark A. Chinn
Learning Social Studies: An Evidence-Based Approach
David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen
IV. Instructional Methods
The Power of Setting: The Role of Field Experience in Learning to Teach
Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen
Designing Instruction for the Contemporary Learning Landscape
Fred Paas, Jeroen J. G. van Merri amp euml nboer, and Tamara A. J. M. van Gog
Classroom Applications of Cooperative Learning
Robert E. Slavin
Strategies Instruction
Charles A. MacArthur
Problem-Based Learning
Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas
Application of Technology to Learning
Roxanna Moreno
Intelligent Tutoring Systems
Arthur C. Graesser, Mark W. Conley, and Andrew Olney
Homework
Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent
V. Teaching Special Populations
The Education of English Language Learners
Fred Genesee and Kathryn Lindholm-Leary
Methods for Preventing Early Academic Difficulties
Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman
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