Educational Psychology Series
About the Book Series
This series has several goals:
- to present the most significant contemporary theory and research on psychology as it is applied to education at all levels – elementary; secondary, and tertiary;
- to present this research in a way that is relevant and accessible to both psychologists and educators;
- to explore new ideas in instruction and assessment that are grounded in theory and tested in classrooms;
- to inform and influence educational policy through the establishment of a solid base of theory and research rather than through the fads and fashions that come and go with the times but that have no base in the psychology of instruction;
- to achieve further integration in the perspectives of education and psychology, as well as to draw together various fields of psychology in order to capitalize on their potential contributions to educational outcomes;
- to explore notions of school reform that are linked to our knowledge about students’ learning, thinking, and motivation; and
- to disseminate ideas from around the world, including Europe, Asia, and Africa, as well as the Americas.
This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.
Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.
Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.
Expanding Definitions of Giftedness: The Case of Young Interpreters From Immigrant Communities
1st Edition
By Guadalupe Valdes
February 01, 2003
This book is about bilingual young people who have been selected by their families to carry out the hard work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young ...
The Pursuit of Excellence Through Education
1st Edition
Edited
By Michel Ferrari
November 01, 2001
Although specific definitions may change over time, few goals are considered more important to education than the pursuit of academic excellence. There are many different viewpoints on this issue today among educational psychologists and other social scientists. One particularly glaring fault line ...
Teaching Undergraduates
1st Edition
By Roger L. Dominowski
July 01, 2001
This practical guide is designed to help college teachers plan their undergraduate courses and deliver high-quality instruction. The book's theme is that teaching is a creative, decision-making, idea-testing enterprise whose purpose is to facilitate student learning in all of its facets. Its goal ...
Perspectives on Thinking, Learning, and Cognitive Styles
1st Edition
Edited
By Robert J. Sternberg, Li-fang Zhang
January 01, 2001
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * ...
Intelligence, Instruction, and Assessment: Theory Into Practice
1st Edition
Edited
By Robert J. Sternberg, Wendy M. Williams
July 01, 1998
Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary, ...
Metacognition in Educational Theory and Practice
1st Edition
Edited
By Douglas J. Hacker, John Dunlosky, Arthur C. Graesser
March 01, 1998
This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized ...
Adult Learning and Development: Perspectives From Educational Psychology
1st Edition
Edited
By M. Cecil Smith, Thomas Pourchot
January 01, 1998
Adult education occurs whenever individuals engage in sustained, systematic learning in order to affect changes in their attitudes, knowledge, skills, or belief systems. Learning, instruction, and developmental processes are the primary foci of educational psychology research and theorizing, but ...
Learning and Awareness
1st Edition
By Ference Marton, Shirley Booth
March 01, 1997
This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the ...