Educational Psychology Reader

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology's research-based reflections framed in twenty-first century critical educational psychology. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe for research and course use.

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology's research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.

Autorentext

Greg S. Goodman is Associate Professor of Education at Clarion University of Pennsylvania. His research interests include school psychology, educational psychology, distance learning, and how people learn.

Inhalt

Contents: Greg S. Goodman: Critical Thinking: How Good Questions Affect Classrooms Greg S. Goodman: Coming to a Critical Constructivism: Roots and Branches Stephen Vassallo: Critical Educational Psychology Joe L. Kincheloe: Beyond Reductionism: Difference, Criticality, and Multilogicality in the Bricolage and Postformalism Dengting Boyanton: Behaviorism and Its Effect upon Learning in the Schools Russell A. Barkley: School Interventions for Attention Deficit Hyperactivity Disorder: Where to From Here? Paul Beare/Colleen Torgerson/Kelly Dubois-Gerchak: A Positive Procedure to Increase Compliance in the General Education Classroom for a Student with Serious Emotional Disorders David Weber: The Limitations of a Behavioral Approach in Most Educational Settings Susan Jean Mayer: Dewey s Dynamic Integration of Vygotsky and Piaget David Jardine: On the Origins of Constructivism: The Kantian Ancestry of Jean Piaget s Genetic Epistemology David Jardine: Jean Piaget and the Origins of Intelligence: A Return to «Life Itself» Cathrene Connery/Christina Curran: A Cultural-Historical Teacher Starts the School Year: A Novel Perspective on Teaching and Learning Jeff Duncan-Andrade: To Study Is a Revolutionary Duty Herb Kohl: Eating, Drinking, and Acting: The Magic of Freire Binbin Jiang: English Language Learners: Understanding Their Needs Kamau O. Siwatu/Tehia V. Starker: Preparing Culturally Responsive Teachers Patricia Kolencik: Affective and Motivational Factors for Learning and Achievement Barry J. Zimmerman: Self-Efficacy: An Essential Motive to Learn Kathleen Murphy: Motivation and Reading: Focus on Content Literacy Julia Ellis/Susan Fitzsimmons/Jan Small-McGinley: Encouraging the Discouraged: Students Views for Elementary Classrooms Evangelia Moula: Momentous Historical Events as Incentives to Explore History Making Carol Lee: The Centrality of Culture to the Scientific Study of Learning and Development: How an Ecological Framework in Educational Research Facilitates Civic Responsibility Floyd Beachum/Carlos McCray: Dealing with Cultural Collision in Urban Schools: What Pre-Service Educators Should Know Suzanne Gallagher/Greg S. Goodman: Creating a Classroom Community Culture for Learning Enlivened Spaces for Enhanced Learning Julia Ellis: Researching Children s Place and Space Katherine Crawford-Garrett: Infinite Jurisdiction: Managing Achievement In and Out of School Sheryl Smith-Gilman/Teresa Strong-Wilson/Julia Ellis: Envisioning the Environment as the Third Teacher: Moving Theory into Practice Tamar Jacobson: Teacher and Family Relationships Barbara Thayer-Bacon: Personal and Social Relations in Education Cris Mayo: Relations Are Difficult Susan J. Lenski/Micki M. Caskey: Using the Lesson Study Approach to Plan for Student Learning Steven K. Wojcikiewicz/Zachary B. Mural: Sailing and the Experience of Learning Jianping Shen/Jinzhou Zheng/Sue Poppink: Open Lessons: A Practice to Develop a Learning Community for Teachers David M. Tack: Using Visualization and Deep Breathing Nori Inoue: Social and Personal Development Suzanne Gallagher: Disciplining the Discipline David M. Monetti/James A. Reffel/Jennifer E. Breneiser: An Introductory Argot of Gifted Education Stephen Vassallo: Self-regulated Learning Tim Corcoran/J. Sparks: Inquiry-based Learning with International Students: An Exploration in Pedagogic Values Mary Hollowell/Donna Moye: Therapeutic Art, Poetry, and Personal Essay: Old and New Prescriptions Greg S. Goodman: Alternative School