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Handbook of Educational Psychology
The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research...
Remaking the Concept of Aptitude
The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on aptitudes and those from (especially) European scholars, of which he had exceptional knowledge. A panel of experts and former associates completed this book after his death in 1997, expanding his notes on implications of the theory for instructional design and teaching practice. The panel developed Snow's ideas on where the field should go next, emphasizing promising research strategies. Viewing int...
Contemporary Pioneers in Human Learning and Development
This volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology. This volume contains interviews with leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questions pertaining to their childhood, initial interest in education and psychology, role models, research interests and major findings, future directions of their research, educational implications derived from...
Cognitive Self-Instruction (CSI) for Classroom Processes
Metacognitive strategies such as cognitive self-instruction have important implications for teaching and learning. Cognitive self-instruction (CSI) has proven successful in improving memory, comprehension, problem-solving, and behavioral self-control of both teachers and students. This book is the first to combine the theoretical/conceptual and research aspects of CSI with applied classroom practices. Drawing on over a decade of research and utilization of the methods described here, Manning suggests applications of CSI for classroom strategies, classroom management, and teacher reflection.
Instructional-design Theories and Models
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature o...
Motivation and Self-Regulated Learning
This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.
Big Theories Revisited
This text seeks to revisit major theories of motivation and learning in order to evaluate the relevance of each theory to our complex educational environments. The chapters are written by the renowned authors of theories, or authors who have critiqued theories.
International Handbook of Teachers and Teaching
Recent years have generated a huge increase in the number of research and scholarly works concerned with teachers and teaching, and this effort has generated new and important insights that are crucial for understanding education today. This handbook provides a host of chapters, written by leading authorities, that review both the major traditions of work and the newest perspectives, concepts, insights, and research-based knowledge concerned with teachers and teaching. Many of the chapters discuss developments that are international in scope, but coverage is also provided for education in a number of specific countries. Many chapters also review contemporary problems faced by educators and the dangers posed by recent, politically-inspired attempts to `reform' schools and school systems. The Handbook provides an invaluable resource for scholars, teacher-educators, graduate students, and all thoughtful persons concerned with the best thinking about teachers and teaching, current problems, and the future of education.
Using Qualitative Methods To Enrich Understandings of Self-regulated Learning
First published in 2002. In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social science and education. What can be made of these results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light. Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines-psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics-the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, ...
