Ed Psych Insights
About the Book Series
The Ed Psych Insights series translates major topics from educational psychology into accessible primers for general education students, teachers in training, and all education scholars. Thorough yet concise, expert-authored yet highly readable, each Ed Psych Insights book centers on a key construct that already has a high-level evidence base but that is increasingly integrating into teaching and into the Education sector’s broader discourse. Cognition, self-regulation, student assessment, classroom discussion, and emotions are just some of the issues already covered by the volumes of the series so far. Written in language common to stakeholders across Education and readable by the intelligent public, these books offer readers a basic working knowledge of the chosen construct.
Each book is approximately 40,000 words (140 book pages) and addresses the core meaning of its construct, takeaways from existing research, and implications for pedagogy. Rather than include extensive literature reviews or references more typical of scholarly writings, each volume limits in-text citations, instead using superscript numbers to lead readers to references at the end of the book (think Wikipedia). Glossaries are included to familiarize readers with the important terms and concepts described in the book.
The Ed Psych Insights series is edited by Patricia A. Alexander, University of Maryland, USA, and published by Routledge, an imprint of Taylor & Francis.
Learning Simulations in Education
1st Edition
By Brian P. Zoellner
December 09, 2019
Technology-enabled simulations are increasingly used for students in K-12 education and have the potential to improve teaching and learning across domains. Across five chapters, this book explores the psychological foundation of simulation use in instruction, guiding readers through individual ...
Memory in Education
1st Edition
By Robert Z. Zheng, Michael K. Gardner
November 01, 2019
As our understanding of the human memory system broadens and develops, new opportunities arise for improving students’ long-term knowledge retention in the classroom. Written by two experts on the subject, this book explores how scientific models of memory and cognition can inform instructional ...
Physical Activity and Student Learning
1st Edition
By Tara Stevens
June 24, 2019
Discussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of ...
Mathematical Learning and Understanding in Education
1st Edition
By Kristie Newton, Sarah Sword
May 29, 2018
Mathematics holds an essential, ubiquitous presence in the education sector, as do ongoing explorations of its effective teaching and learning. Written by leading experts on mathematics and mathematics education, this book situates issues of student thinking and learning about mathematics within ...
Science Learning and Inquiry with Technology
1st Edition
By Diane Jass Ketelhut, Michael Shane Tutwiler
December 11, 2017
When implemented effectively, technology has great potential to positively connect with learning, assessment, and motivation in the context of K–12 science education and inquiry. Written by leading experts on technology-enhanced science learning and educational research, this book situates the ...
Classroom Discussions in Education
1st Edition
By P. Karen Murphy
September 28, 2017
Classroom discussion is a concept familiar across the field of education and is often employed to support students’ comprehension of text. Edited by a leading expert on classroom discussion, this book situates the topic within the broader context of educational psychology research and theory and ...
Teacher Expectations in Education
1st Edition
By Christine Rubie-Davies
August 25, 2017
The influence of teacher expectations on student outcomes is routinely explored by professors, administrators, teachers, researchers, journalists, and scholars. Written by a leading expert on teacher expectations, this book situates the topic within the broader context of educational psychology ...
Cognition in Education
1st Edition
By Matthew T. McCrudden, Danielle S. McNamara
August 17, 2017
There is commonly-held belief that some people learn better than others because they are born that way. However, research indicates that many people who learn better are simply more strategic: they use effective strategies and techniques to improve their learning. Further, these strategies and ...
Emotions at School
1st Edition
By Reinhard Pekrun, Krista R. Muis, Anne C. Frenzel, Thomas Goetz
August 15, 2017
For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. ...
Self-Regulation in Education
1st Edition
By Jeffrey A. Greene
August 15, 2017
Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars. As educational standards require that students take control of what and how they learn, self-regulation skills are essential to ...
Strategic Processing in Education
1st Edition
By Daniel L. Dinsmore
July 27, 2017
While there are certainly numerous influences on individuals’ learning and performance, cognitive strategies are the processes most directly related to making meaningful progress on a learning task or problem. Written by a leading expert on strategic processing, this book situates the topic within ...
Assessment of Student Achievement
1st Edition
By Gavin T. L. Brown
July 26, 2017
Assessment is a concept familiar across the field of education and is inherent to the work of professors, administrators, teachers, researchers, journalists, and scholars. A multifaceted and politically charged topic, assessment ranges from informal interactions with learners in classrooms to ...