{"product_id":"apa-educational-psychology-handbook-volume-1-theories-constructs-and-critical-issues-volume-2-individual-differences-and-cultural-and-contextual-factors-volume-3-application-to-learning-and-teaching-multiple-component-retail-product-9781433809965","title":"APA Educational Psychology Handbook; Volume 1: Theories, Constructs, and Critical Issues Volume 2: Individual Differences and Cultural and Contextual Factors Volume 3: Application to Learning and Teaching (Multiple-component retail product) 9781433809965","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eAPA Educational Psychology Handbook\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eVolume 1: Theories, Constructs, and Critical Issues Volume 2: Individual Differences and Cultural and Contextual Factors Volume 3: Application to Learning and Teaching\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eKaren R. Harris (Edited by), Steve Graham (Edited by), Timothy Urdan (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781433809965\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eMultiple-component retail product, published 15 November 2011\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e1887 pages\u003cbr\u003e27.9 x 21.6 x 1.5 cm, 0.666 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThe \u003ci\u003eAPA Educational Psychology Handbook\u003c\/i\u003e reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice  in-depth investigation of the range of individual differences and cultural\/contextual factors that affect student achievement, motivation, and beliefs  and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations.\u003cbr\u003e   \u003cul\u003e\n\u003cli\u003eVolume   addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues.\u003c\/li\u003e\n\u003cli\u003eVolume 2 includes 2  chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs.\u003c\/li\u003e\n\u003cli\u003eVolume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cb\u003eVolume  : Theories, Constructs, and Critical Issues\u003c\/b\u003e\u003cp\u003e\u003cb\u003eEditorial Board\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAbout the Editors-in-Chief\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eContributors\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eSeries Preface\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eIntroduction\u003c\/b\u003e\u003c\/p\u003e\n\u003cb\u003eI. Conceptualization, Research Design, and Foundational Theories\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eProjecting Educational Psychology's Future From Its Past and Present: A Trend Analysis\u003cbr\u003e\u003ci\u003ePatricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eCurrent and Emerging Design and Data Analysis Approaches\u003cbr\u003e\u003ci\u003eJonna M. Kulikowich and Nell Sedransk\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eConstructivism\u003cbr\u003e\u003ci\u003eAngela M. O'Donnell\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eInformation Processing\u003cbr\u003e\u003ci\u003eRichard E. Mayer\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eSocial Cognitive Theory\u003cbr\u003e\u003ci\u003eDale H. Schunk\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eSociocultural Approaches to Educational Psychology: Theory, Research, and Application\u003cbr\u003e\u003ci\u003eArtin G amp ouml nc amp uuml  and Mary Gauvain\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eII. Theory and Research on Critical Topics: What We Know and Why It Matters\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eMetacognition in Education\u003cbr\u003e\u003ci\u003eCarey Dimmitt and Christine B. McCormick\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eKnowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning\u003cbr\u003e\u003ci\u003eP. Karen Murphy, Patricia A. Alexander, and Krista R. Muis\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003ePersonal Epistemology: Theory, Research, and Future Directions\u003cbr\u003e\u003ci\u003eBarbara K. Hofer and Lisa D. Bendixen\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eEnhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice\u003cbr\u003e\u003ci\u003eKiruthiga Nandagopal and K. Anders Ericsson\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eHuman Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not\u003cbr\u003e\u003ci\u003eJohn Sweller\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eWorking Memory, Learning, and Academic Achievement\u003cbr\u003e\u003ci\u003eH. Lee Swanson and Tracy Packiam Alloway\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eMotivation: Past, Present, and Future\u003cbr\u003e\u003ci\u003eSandra Graham and Bernard Weiner\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eSelf-Regulation of Learning: Process Approaches to Personal Development\u003cbr\u003e\u003ci\u003eBarry J. Zimmerman and Andju Sara Labuhn\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eSelf-Concept: A Synergy of Theory, Method, and Application\u003cbr\u003e\u003ci\u003eHerbert W. Marsh, Man Xu, and Andrew J. Martin\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eIII. Emerging Issues and Cutting-Edge Topics\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eResistance and Resiliency in a Color-Conscious Society: Implications for Learning and Teaching\u003cbr\u003e\u003ci\u003eMargaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss Elmore\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eEvidence-Based Practices in Education\u003cbr\u003e\u003ci\u003eBryan G. Cook, Garnett J. Smith, and Melody Tankersley\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eGenetics and Education: Toward a Genetically Sensitive Classroom\u003cbr\u003e\u003ci\u003eClaire M. A. Haworth and Robert Plomin\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eHow Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students\u003cbr\u003e\u003ci\u003eJames P. Byrnes\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eEvolutionary Educational Psychology\u003cbr\u003e\u003ci\u003eDavid C. Geary\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eVolume 2: Individual Differences and Cultural and Contextual Factors\u003c\/b\u003e\u003cp\u003e\u003cb\u003eEditorial Board\u003c\/b\u003e\u003c\/p\u003e\n\u003cb\u003eI. Individual Differences\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eAcademic Emotions\u003cbr\u003e\u003ci\u003eReinhard Pekrun and Elizabeth J. Stephens\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eFrom General Intelligence to Multiple Intelligences: Meanings, Models, and Measures\u003cbr\u003e\u003ci\u003eRichard D. Roberts and Anastasiya A. Lipnevich\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning Styles and Approaches to Learning\u003cbr\u003e\u003ci\u003eAdrian Furnham\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eGifted and Talented Education: History, Issues, and Recommendations\u003cbr\u003e\u003ci\u003eDonna Y. Ford\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003ePersonality\u003cbr\u003e\u003ci\u003eMoshe Zeidner and Gerald Matthews\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eGender, Motivation, and Educational Attainment\u003cbr\u003e\u003ci\u003eJudith L. Meece and Karyl J. S. Askew\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eII. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eMotivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions\u003cbr\u003e\u003ci\u003eAvi Kaplan, Idit Katz, and Hanoch Flum\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eEngagement and Positive Youth Development: Creating Optimal Learning Environments\u003cbr\u003e\u003ci\u003eDavid J. Shernoff\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eConceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors\u003cbr\u003e\u003ci\u003eStella Vosniadou and Lucia Mason\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eMoral and Character Education\u003cbr\u003e\u003ci\u003eMarvin W. Berkowitz\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eIII. Cultural and Neighborhood Effects\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eEthnic and Racial Identity in Childhood and Adolescence\u003cbr\u003e\u003ci\u003eCynthia Hudley and Miles Irving\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eFactors Affecting the Motivation and Achievement of Immigrant Students\u003cbr\u003e\u003ci\u003eTim Urdan\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eExplaining the Black amp ndash White Achievement Gap: An Intergenerational Stratification and Developmental Perspective\u003cbr\u003e\u003ci\u003eW. Jean Yeung\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eNeighborhoods, Schools, and Achievement\u003cbr\u003e\u003ci\u003eJondou J. Chen and Jeanne Brooks-Gunn\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eIV. Relationships\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eChild and Adolescent Peer Relations in Educational Context\u003cbr\u003e\u003ci\u003ePhilip C. Rodkin and Allison M. Ryan\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eUnderstanding and Preventing Bullying and Sexual Harassment in School\u003cbr\u003e\u003ci\u003eDorothy L. Espelage and Melissa K. Holt\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eParents' Involvement in Children's Learning\u003cbr\u003e\u003ci\u003eEva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eV. Teachers and Classroom Contexts\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eEffective Classrooms\u003cbr\u003e\u003ci\u003eHelen Patrick, Panayota Mantzicopoulos, and David Sears\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eSpring Cleaning for the  amp quot Messy amp quot  Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?\u003cbr\u003e\u003ci\u003eHelenrose Fives and Michelle M. Buehl\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eEffective Teachers and Teaching: Characteristics and Practices Related to Positive Student Outcomes\u003cbr\u003e\u003ci\u003eAlysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eThree Generations of Research on Class-Size Effects\u003cbr\u003e\u003ci\u003ePeter Blatchford\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eVolume 3: Application to Learning and Teaching\u003c\/b\u003e\u003cp\u003e\u003cb\u003eEditorial Board\u003c\/b\u003e\u003c\/p\u003e\n\u003cb\u003eI. Application Across the Life Span\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eEarly Childhood Education\u003cbr\u003e\u003ci\u003ePenny Hauser-Cram and Darcy B. Mitchell\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eGlobal Perspectives on Education During Middle Childhood\u003cbr\u003e\u003ci\u003eScott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eAdolescence\u003cbr\u003e\u003ci\u003eEric M. Anderman\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning and Assessment of Adult Reading Literacy\u003cbr\u003e\u003ci\u003eJohn P. Sabatini\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eII. Assessment and Decision Making in Education\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eUsing Assessment Data to Make Decisions About Teaching and Learning\u003cbr\u003e\u003ci\u003eJohn L. Hosp\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eLarge-Scale Assessment for Educational Accountability\u003cbr\u003e\u003ci\u003eStephen N. Elliott, Alexander Kurz, and Laura Neergaard\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eTesting Accommodations for Students With Disabilities\u003cbr\u003e\u003ci\u003eJames M. Royer and Jennifer Randall\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eIII. Teaching Core Skills and Content\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eCurrent and Historical Perspectives on Reading Research and Instruction\u003cbr\u003e\u003ci\u003eMichael L. Kamil\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eWriting\u003cbr\u003e\u003ci\u003eGert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eCritical Transitions: Arithmetic to Algebra\u003cbr\u003e\u003ci\u003eMartha Carr\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eThinking and Reasoning in Science: Promoting Epistemic Conceptual Change\u003cbr\u003e\u003ci\u003eGale M. Sinatra and Clark A. Chinn\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning Social Studies: An Evidence-Based Approach\u003cbr\u003e\u003ci\u003eDavid Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eIV. Instructional Methods\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eThe Power of Setting: The Role of Field Experience in Learning to Teach\u003cbr\u003e\u003ci\u003ePam Grossman, Matthew Ronfeldt, and Julia J. Cohen\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eDesigning Instruction for the Contemporary Learning Landscape\u003cbr\u003e\u003ci\u003eFred Paas, Jeroen J. G. van Merri amp euml nboer, and Tamara A. J. M. van Gog\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eClassroom Applications of Cooperative Learning\u003cbr\u003e\u003ci\u003eRobert E. Slavin\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eStrategies Instruction\u003cbr\u003e\u003ci\u003eCharles A. MacArthur\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eProblem-Based Learning\u003cbr\u003e\u003ci\u003eSofie M. M. Loyens, Paul A. Kirschner, and Fred Paas\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eApplication of Technology to Learning\u003cbr\u003e\u003ci\u003eRoxanna Moreno\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eIntelligent Tutoring Systems\u003cbr\u003e\u003ci\u003eArthur C. Graesser, Mark W. Conley, and Andrew Olney\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eHomework\u003cbr\u003e\u003ci\u003eHarris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cb\u003eV. Teaching Special Populations\u003c\/b\u003e\u003col\u003e\n\u003cli\u003eThe Education of English Language Learners\u003cbr\u003e\u003ci\u003eFred Genesee and Kathryn Lindholm-Leary\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eMethods for Preventing Early Academic Difficulties\u003cbr\u003e\u003ci\u003eAdriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman\u003c\/i\u003e\n\u003c\/li\u003e\n\u003cli\u003eA Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social Needs\u003cbr\u003e\u003ci\u003eKathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes\u003c\/i\u003e\n\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cb\u003eIndex\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"American Psychological Association","offers":[{"title":"Brand New","offer_id":52584791539992,"sku":"9781433809965","price":433.99,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/apa-educational-psychology-handbook-volume-1-theories-constructs-and-critical-issues-volume-2-individual-differences-and-cultural-and-contextual-factors-volume-3-application-to-learning-and-teaching-multiple-component-retail-product-9781433809965","provider":"Freshly Printed Books","version":"1.0","type":"link"}