APA Educational Psychology Handbook

Volume 1: Theories, Constructs, and Critical Issues

Editorial Board

About the Editors-in-Chief

Contributors

Series Preface

Introduction

I. Conceptualization, Research Design, and Foundational Theories

1. Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis
   Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene
2. Current and Emerging Design and Data Analysis Approaches
   Jonna M. Kulikowich and Nell Sedransk
3. Constructivism
   Angela M. O'Donnell
4. Information Processing
   Richard E. Mayer
5. Social Cognitive Theory
   Dale H. Schunk
6. Sociocultural Approaches to Educational Psychology: Theory, Research, and Application
   Artin Göncü and Mary Gauvain

 

II. Theory and Research on Critical Topics: What We Know and Why It Matters

7. Metacognition in Education
   Carey Dimmitt and Christine B. McCormick
8. Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning
   P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis
9. Personal Epistemology: Theory, Research, and Future Directions
   Barbara K. Hofer and Lisa D. Bendixen
10. Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice
    Kiruthiga Nandagopal and K. Anders Ericsson
    
11. Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not
    John Sweller
12. Working Memory, Learning, and Academic Achievement
    H. Lee Swanson and Tracy Packiam Alloway
13. Motivation: Past, Present, and Future
    Sandra Graham and Bernard Weiner
14. Self-Regulation of Learning: Process Approaches to Personal Development
    Barry J. Zimmerman and Andju Sara Labuhn
15. Self-Concept: A Synergy of Theory, Method, and Application
    Herbert W. Marsh, Man Xu, and Andrew J. Martin

 

III. Emerging Issues and Cutting-Edge Topics

16. Resistance and Resiliency in a Color-Conscious Society: Implications for Learning and Teaching
    Margaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss Elmore
17. Evidence-Based Practices in Education
    Bryan G. Cook, Garnett J. Smith, and Melody Tankersley
18. Genetics and Education: Toward a Genetically Sensitive Classroom
    Claire M. A. Haworth and Robert Plomin
19. How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students
    James P. Byrnes
20. Evolutionary Educational Psychology
    David C. Geary

 

Volume 2: Individual Differences and Cultural and Contextual Factors

Editorial Board

I. Individual Differences

1. Academic Emotions
   Reinhard Pekrun and Elizabeth J. Stephens
2. From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures
   Richard D. Roberts and Anastasiya A. Lipnevich
3. Learning Styles and Approaches to Learning
   Adrian Furnham
4. Gifted and Talented Education: History, Issues, and Recommendations
   Donna Y. Ford
5. Personality
   Moshe Zeidner and Gerald Matthews
6. Gender, Motivation, and Educational Attainment
   Judith L. Meece and Karyl J. S. Askew

 

II. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development

7. Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions
   Avi Kaplan, Idit Katz, and Hanoch Flum
8. Engagement and Positive Youth Development: Creating Optimal Learning Environments
   David J. Shernoff
9. Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors
   Stella Vosniadou and Lucia Mason
10. Moral and Character Education
    Marvin W. Berkowitz

 

III. Cultural and Neighborhood Effects

11. Ethnic and Racial Identity in Childhood and Adolescence
    Cynthia Hudley and Miles Irving
12. Factors Affecting the Motivation and Achievement of Immigrant Students
    Tim Urdan
13. Explaining the Black–White Achievement Gap: An Intergenerational Stratification and Developmental Perspective
    W. Jean Yeung
14. Neighborhoods, Schools, and Achievement
    Jondou J. Chen and Jeanne Brooks-Gunn

 

IV. Relationships

15. Child and Adolescent Peer Relations in Educational Context
    Philip C. Rodkin and Allison M. Ryan
16. Understanding and Preventing Bullying and Sexual Harassment in School
    Dorothy L. Espelage and Melissa K. Holt
17. Parents' Involvement in Children's Learning
    Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung

 

V. Teachers and Classroom Contexts

18. Effective Classrooms
    Helen Patrick, Panayota Mantzicopoulos, and David Sears
19. Spring Cleaning for the "Messy" Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?
    Helenrose Fives and Michelle M. Buehl
20. Effective Teachers and Teaching: Characteristics and Practices Related to Positive Student Outcomes
    Alysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel
21. Three Generations of Research on Class-Size Effects
    Peter Blatchford

 

Volume 3: Application to Learning and Teaching

Editorial Board

I. Application Across the Life Span

1. Early Childhood Education
   Penny Hauser-Cram and Darcy B. Mitchell
2. Global Perspectives on Education During Middle Childhood
   Scott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo
3. Adolescence
   Eric M. Anderman
4. Learning and Assessment of Adult Reading Literacy
   John P. Sabatini

 

II. Assessment and Decision Making in Education

5. Using Assessment Data to Make Decisions About Teaching and Learning
   John L. Hosp
6. Large-Scale Assessment for Educational Accountability
   Stephen N. Elliott, Alexander Kurz, and Laura Neergaard
7. Testing Accommodations for Students With Disabilities
   James M. Royer and Jennifer Randall

 

III. Teaching Core Skills and Content

8. Current and Historical Perspectives on Reading Research and Instruction
   Michael L. Kamil
9. Writing
   Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts
10. Critical Transitions: Arithmetic to Algebra
    Martha Carr
11. Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change
    Gale M. Sinatra and Clark A. Chinn
12. Learning Social Studies: An Evidence-Based Approach
    David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen

 

IV. Instructional Methods

13. The Power of Setting: The Role of Field Experience in Learning to Teach
    Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen
14. Designing Instruction for the Contemporary Learning Landscape
    Fred Paas, Jeroen J. G. van Merriënboer, and Tamara A. J. M. van Gog
15. Classroom Applications of Cooperative Learning
    Robert E. Slavin
16. Strategies Instruction
    Charles A. MacArthur
17. Problem-Based Learning
    Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas
18. Application of Technology to Learning
    Roxanna Moreno
19. Intelligent Tutoring Systems
    Arthur C. Graesser, Mark W. Conley, and Andrew Olney
20. Homework
    Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent

 

V. Teaching Special Populations

21. The Education of English Language Learners
    Fred Genesee and Kathryn Lindholm-Leary
22. Methods for Preventing Early Academic Difficulties
    Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman
23. A Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social Needs
    Kathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes

Index

Karen R. Harris, EdD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University, Nashville, Tennessee. Her research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students who are normally achieving; who are at risk; and who face severe learning challenges, especially in the area of writing. She is a Fellow of APA and the former editor of the Journal of Educational Psychology (2003–2008).

She was coeditor of the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2008, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2005, with Steve Graham).

Dr. Harris, with Steve Graham, was the 2005 recipient of the Council for Exceptional Children's Career Research Award, the 2003 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2001 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.

Steve Graham, EdD, is Currey Ingram Professor of Special Education and Literacy in the Department of Special Education at Vanderbilt University, Nashville, Tennessee. His research focuses on identifying the factors involved in writing difficulties and disabilities and on examining the effectiveness of specific prevention and intervention procedures for enhancing writing development.

He is the former editor of both Exceptional Children (2003–2010) and Contemporary Educational Psychology (2001–2003). He was coeditor of the Handbook of Writing Research (2005, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2008, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2005, with Karen R. Harris).

Dr. Graham, with Karen R. Harris, was the 2005 recipient of the Council for Exceptional Children's Career Research Award, the 2003 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2001 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.

Tim Urdan, PhD, is professor of psychology and liberal studies at Santa Clara University, Santa Clara, California. He received his doctorate in psychology and education from the University of Michigan and taught at Emory University before moving to Santa Clara in 1996. His research focuses primarily on student motivation and how it is influenced by cultural and classroom factors.

Dr. Urdan is the coeditor of two book series, Adolescence and Education (with Frank Pajares) and Advances in Motivation and Achievement (with Stuart Karabenick).