Handbook of Educational Psychology
David C. Berliner, Robert C. Calfee
Routledge, Feb 1, 2013 - Education - 1080 pages
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.
Part II DEVELOPMENT AND INDIVIDUAL DIFFERENCES
Part III SCHOOL CURRICULUM AND PSYCHOLOGY
Part IV TEACHING AND INSTRUCTION
ability ability grouping activities adolescents American analysis approach assessment attitudes attribution theory attributions behavior beliefs boys Cambridge changes Child Development classroom cognitive competence concepts constructs context correlations cultural deﬁned deﬁnition Developmental Psychology difﬁculty domain educa Educational Psychology Educational Research effects effort emotional ences environments ethnicity evaluation example factor analysis factors ﬁeld ﬁndings ﬁrst ﬁt gender differences girls goals grade groups high school Hillsdale identiﬁed important individual differences inﬂuence instruction intelligence interaction intrinsic motivation involved issues journal of Educational knowledge Lawrence Erlbaum Associates learned helplessness learners learning disabilities math mathematics measures ment mental mental retardation metacognitive orientation outcomes parents perceptions performance perspective Pintrich practice processes programs psychometric reﬂect Review rewards role scientiﬁc scores self-concept self-regulated learning signiﬁcant situations skills Social Psychology speciﬁc Sternberg strategies structure style tasks teachers teaching tests theoretical theory tion tional transfer understanding University Press variables York