SAGE Directions in Educational Psychology

Front Cover
Neil J Salkind
SAGE, Oct 15, 2010 - Psychology - 2064 pages
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Educational psychology is a broad field characterized by the study of individuals in educational settings and how they develop and learn. It incorporates information from such sub-disciplines such as developmental psychology, human development across the life span, curriculum and instruction, motivation, and measurement and assessment. Neil Salkind has mined the rich and extensive backlist of SAGE education and psychology journals to pull together a collection of almost 100 articles to be the definitive research resource on education psychology.

Section One: Human Growth and Development focuses on the processes involved in human growth and development including ages and stages of development, different theoretical perspectives and the role and effectiveness of early intervention among other topics.

Section Two: Cognition, Learning and Instruction concentrates on the mechanisms, through which individuals learn and retain information.

Section Three: Motivation explores why individuals seek out goals and what the mechanisms are that characterize this search as it relates to learning.

Section Four: Measurement, Assessment and Statistics looks at the topics that are critical to understanding individual differences, the growth in the use of computers as assessment tools, qualitative and quantitative methods, statistical techniques and evaluation.

 

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Contents

A Developmental Perspective
237
48 Evolutionary Perspectives on Human Motivation
247
Protests and Accusations Do Not Alter the Results
263
Implications for Adult Education and Training
279
A Measure of Intrinsic Extrinsic and Amotivation in Education
291
Reconsidered Once Again
305
Understanding Achievement and Motivation in Catholic School Students
333
A Crosscultural Validation Study
345

A Conceptualization at the Interface of Child and Culture
81
7 Conceptualizing Adult Development
103
Results from the NICHD Study of Early Child Care
119
Two Case Studies
151
New Directions in Developmental Theory Methods and Research
171
Early Language Experience and Brain Development
181
Transfer of Technology Transfer of Culture
191
A Psychological Clinic
207
The Role of SelfEfficacy Beliefs and Personal Goal Setting
231
15 The Dangerous and the Good? Developmentalism Progress and Public Schooling
245
16 The Scientific Humanism of G Stanley Hall
287
17 Growing Old Or Older and Growing
299
Longitudinal Studies in Adolescence
311
Sage Directions in Educational Psychology
329
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME II
331
Contents Volume II
333
Human Development Continued
1
19 Motor Development as Foundation and Future of Developmental Psychology
3
20 Physical Growth
31
21 Mental Development during the Preadolescent and Adolescent Periods
79
Curriculum Instruction and Learning
91
Continuities and Discontinuities in an Educational Idea
93
Behavioral Structural or Perceptual?
123
The Impact of Bilingualism on Cognitive Development
159
Toward a Science of Design
189
26 The Emergence of Cognitive Psychology
211
27 The Advancement of Learning
227
28 Paradigms of Knowledge and Instruction
249
29 Health Promotion by Social Cognitive Means
267
30 Models of the Learner
291
Learning to Use Language
299
The Scientist as Model of Human Nature
303
33 History Culture Learning and Development
333
34 Biology and Cognition
351
35 Neural Bases of Intelligence and Training
369
Sage Directions in Educational Psychology
395
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME III
397
Contents Volume III
399
Curriculum Instruction and Learning Continued
1
An Introduction to Advances in Theory and Research
3
37 Cognitive Demands of New Technologies and the Implications for Learning Theory
51
38 Cognitive Conceptions of Learning
79
39 Meaning in Complex Learning
109
40 Phases of Meaningful Learning
141
41 Growth Development Learning and Maturation as Factors in Curriculum and Teaching
161
Motivation
173
42 Maslow Monkeys and Motivation Theory
175
A Critique
195
Motivation and Giftedness
215
45 An Empirical Test of Maslows Theory of Motivation
219
The Intersection of a Deeper Level of Intrinsic Motivation
223
55 Achievement Motivation in Children of Three Ethnic Groups in the United States
361
56 Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students
369
A Question of Motivation
387
Sage Directions in Educational Psychology
419
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME IV
421
Contents Volume IV
423
Motivation Continued
1
Yields for Theory Current Issues and Educational Practice
3
59 Classroom and Individual Differences in Early Adolescents Motivation and SelfRegulated Learning
45
First Step toward a Theory of Academic Motivation?
67
A Developmental Construct Validity Study of Elementary School High School and UniversityCollege Students
87
A Quantitative Synthesis
121
63 Academic Motivation and Achievement among Urban Adolescents
135
Some Intervention Implications
157
A MetaAnalysis
179
66 Motivation in Transition
241
Research Design Measurement and Statistics and Evaluation
261
67 Why P Values Are Not a Useful Measure of Evidence in Statistical Significance Testing
263
Blurring the Distinctions between ps and as in Psychological Research
283
Experimental Design
313
70 What Can We Learn from International Assessments?
325
71 Power Control and Validity in Research
353
72 Testing Reasoning and Reasoning about Testing
371
Sage Directions in Educational Psychology
443
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME V
445
Contents Volume V
447
Research Design Measurement and Statistics and Evaluation Continued
1
73 Magnitudes of Experimental Effects in Social Science Research
3
74 Hypothesis Testing in Relation to Statistical Methodology
23
75 On Examinee Choice in Educational Testing
43
Evidence from the Measurement Theories of Thorndike Thurstone and Rasch
83
77 If Statistical Significance Tests Are BrokenMisused What Practices Should Supplement or Replace Them?
99
From James McKeen Cattell to Carl Emil Seashore
115
A Review of Four Recent Books about the Father of Behavioral Statistics
131
80 Regression towards the Mean Historically Considered
137
The Social Origins of Scientific Innovation
151
82 A History of Effect Size Indices
179
83 The Role of Assessment in a Learning Culture
193
84 The Place of Theory in Educational Research
215
Development and Perspectives
231
86 Tests as Research Instruments
243
87 My Current Thoughts on Coefficient Alpha and Successor Procedures
257
88 Handbook of Evaluation Research
285
89 A Model for Studying the Validity of MultipleChoice Items
305
A Taxonomy of Approaches and an Outline of Strengths and Weaknesses
319
91 Standardized Testing
351
92 The Place of Statistics in Psychology
359
93 Education in Statistics and Research Design in School Psychology
367
94 The Role of Measurement Error in Familiar Statistics
377
95 Qualitative Methods and the Development of Clinical Assessment Tools
393
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About the author (2010)

Neil J. Salkind received his PhD from the University of Maryland in Human Development, and after teaching for 35 years at the University of Kansas, he remains as a Professor Emeritus in the Department of Psychology and Research in Education, where he continues to collaborate with colleagues and work with students. His early interests were in the area of children’s cognitive development, and after research in the areas of cognitive style and (what was then known as) hyperactivity, he was a postdoctoral fellow at the University of North Carolina’s Bush Center for Child and Family Policy. His work then changed direction and the focus was on child and family policy, specifically the impact of alternative forms of public support on various child and family outcomes. He has delivered more than 150 professional papers and presentations; written more than 100 trade and textbooks; and is the author of Statistics for People Who (Think They) Hate Statistics (Sage), Theories of Human Development (Sage), and Exploring Research (Prentice Hall). He has edited several encyclopedias, including the Encyclopedia of Human Development, the Encyclopedia of Measurement and Statistics, and the recently published Encyclopedia of Research Design. He was editor of Child Development Abstracts and Bibliography for 13 years and lives in Lawrence, Kansas, where he likes to letterpress print (see https://sites.google.com/site/bigboypressofks/ for more), read, swim with the Lawrence River City Sharks, bake brownies (see the recipe at http://www.statisticsforpeople.com/The_Brown.html), and poke around old Volvos and old houses

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