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• Handbook of Psychology
• Contents
• Handbook of Psychology Preface
• Volume Preface
• Contributors
• Chapter 1 Educational Psychology: Contemporary Perspectives
• Introduction to Educational Psychology
• Current Presentations of the Field
• Distinctiveness of This Volume
• Overview of This Volume
• Cognitive and Regulatory Contributions to Learning, Development, and Instruction
• Contemporary Theories of Intelligence
• Self-Regulation and Learning
• Metacognition and Learning
• Motivation and Classroom Learning
• Sociocultural, Instructional, and Relational Processes
• Vygotsky and Sociocultural Approaches Teaching and Learning
• Moral Character Development
• Cooperative Learning and Achievement
• Relationships Between Teachers and Children
• School Adjustment
• Early Education and Curriculum Applications
• Early Childhood Education
• Psychology of Literacy and Literacy Instruction
• Mathematics Learning
• Learning With Digital Media: Contemporary Theory and Research
• Psychology in the Schools
• School Psychology
• Gifted Education Programs and Procedures
• School-Related Behavior Disorders
• Perspectives on Educational Programs, Research, and Policy
• Learning and Pedagogy in Initial Teacher Preparation
• Educational Programs, Research, and Policy
• Educational Psychology and Educational Transformation
• Future Perspectives in Educational Psychology
• Summary
• References
• Chapter 2 Contemporary Theories of Intelligence
• Why Theories of Intelligence Matter to Society
• The Pervasiveness of Intelligence-Related Measurements
• The Societal System Created by Tests
• The Discovery of an Invisible Hand of Nature?
• A Societal Invention?
• A Synthesis?
• Classical Theories of Intelligence and Their Contemporary Counterparts
• Implicit Theories
• Explicit Theories
• Implicit Theories
• Explicit Theories
• Conclusions
• Challenges to Traditional Theories and Beliefs About Intelligence
• References
• Chapter 3 Self-Regulation and Learning
• Self-Regulation and Learning
• Theories of Self-Regulation
• Assumptions
• Operant Theory
• Self-Monitoring
• Self-Instruction
• Information Processing Theory
• Social Constructivist Theory
• Social Cognitive Theory
• Self-Regulation Research
• Effective Self-Regulatory Processes
• Operation of Self-Regulatory Processes During Learning
• Interventions to Enhance Self-Regulation
• Self-Regulated Strategy Development
• Self-Reflection and Self-Regulated Learning
• Future Research Directions
• Self-Regulation and Human Development
• Self-Regulation and the Curriculum
• Self-Regulation Across Cultures
• Self-Regulation During Learning With Technology
• Conclusion
• References
• Chapter 4 Metacognition, Learning, and Instruction
• Introduction
• Definition of Metacognition
• Metacognition and Self-Regulation
• Metacognition and Executive Function
• Assessment of Metacognition
• Verbal Report Methods
• Metacognitive Questionnaires
• Judgments of Performance
• General and Domain-Specific Metacognitive Knowledge and Skills
• Metacognition and Reading
• Metacognition and Writing
• Metacognition and Problem Solving in Science and Mathematics
• Instructional Interventions
• Middle School and High School Students
• College Students
• Learning Environments to Promote Metacognition
• Teacher-Led Learning Environments
• Metacognition in Computer-Based Learning Environments
• Conclusion: Future Research on Metacognition
• References
• Chapter 5 Motivation and Classroom Learning
• Motivation and Classroom Learning
• Conceptual Formulations
• Self-Determination Theory
• Attribution Theory
• Social Cognitive Theory
• Expectancy-Value Theory
• Achievement Goal Theory
• Summary
• Research Findings on Classrooms and Motivation
• The Teacher Matters
• How Do Teachers Communicate Messages About Motivation to Students?
• Instructional Practices Affect Motivation
• Using Rewards
• Evaluation Practices
• Selecting Appropriate Academic Tasks
• Summary
• Discussion
• Areas for Future Research
• Conclusion
• References
• Chapter 6 Vygotsky and Sociocultural Approaches to Teaching and Learning
• Vygotsky and Sociocultural Theory
• Historical and Biographical Background
• The Search for Method
• Vygotsky’s Methodological Approach
• Ethnographic Research Methods
• Vygotsky’s Analysis of Elementary and Higher Mental Functions
• Functional Systems Analysis
• Individual and Social Processes in Learning
• Learning and Development
• Teaching/Learning
• Sociocultural Approaches to Context
• Mediation and Higher Psychological Processes
• Language Acquisition
• Meaning and Verbal Thinking
• Language Acquisition and Concept Formation
• Context and Concept Formation
• Sociocultural Approaches to Second-Language Acquisition and Development
• Vygotsky’s Influence on Literacy Research
• A Study of Second Language Writers
• Vygotsky’s Contributions to Educational Reform
• Special Needs Children and Development
• Assessment and Standardized Testing
• Collaboration in Education
• Conclusion
• References
• Chapter 7 Moral-Character Education
• Moral-Character Education
• Moral-Character Education: Assumptions and Paradigms
• Immanence and Inevitability
• Character Psychology
• Paradigms
• Boundary Issues
• Theoretical Approaches
• Moral Stage Theory
• Social Domain Theory
• Moral Self-Identity
• Programmatic Approaches
• CEP Principles
• What Works?
• Effective Delivery Mechanisms
• Are Traditional Intervention Methods Frequently Effective?
• Explanations for Null or Negative Effects of Interventions
• Indirect or “Stealthy” Interventions
• Conclusion and Implications
• References
• Chapter 8 Cooperative Learning and Achievement: Theory and Research
• Four Major Theoretical Perspectives on Cooperative Learning and Achievement
• Motivational Perspective
• Social Cohesion Perspective
• Cognitive Perspectives
• What Factors Contribute to Achievement Effects of Cooperative Learning?
• Structuring Group Interactions
• Group Goals and Individual Accountability
• Are There Alternatives to Group Goals and Individual Accountability?
• Reconciling the Four Perspectives
• Which Students Gain Most From Cooperative Learning? Important Subpopulations
• Outcomes Other Than Achievement
• Directions for Additional Research
• References
• Chapter 9 Relationships Between Teachers and Children
• Relationships Between Teachers and Children
• Conceptual and Methodological Considerations
• Examining the Goals of the 2003 Review a Decade Later
• Concordance Between Relationships With Parents and Teachers
• Associations Between Teacher-Child Relationships and Outcomes Across the School Years
• Moderating Role of Teacher-Child Relationships in Relation to Risk
• Training Teachers From a Relational Perspective
• Conclusions and Future Directions
• Future Directions
• References
• Chapter 10 School Adjustment
• School Adjustment
• Defining School Adjustment
• Research on Social Aspects of School Adjustment
• Social Goal Pursuit
• Behavioral Competence: Prosocial and Socially Responsible Behavior
• Interpersonal Relationships With Peers and Teachers
• Summary
• Social Influences on School Adjustment
• Conclusions and Provocations for the Field
• Defining School Adjustment
• Developmental Processes
• Theory Building
• Research Methods and Designs
• References
• Chapter 11 Early Childhood Education: Improving Outcomes for Young Children and Families
• Early Childhood Education
• Benefits of Education in the Early Years
• History of Early Childhood Education Research: Evidence for Improved Outcomes
• Cost-Benefit Analysis
• High-Quality Early Childhood Programs
• Philosophical and Historical Foundations
• Early Childhood Programs
• General Models
• Evidence-Based Early Intervention Approaches
• Response to Intervention (RtI)/Recognition and Response (R&R)
• Benefits and Challenges of Using RtI in Preschool Settings
• A Framework for a Linked, Comprehensive Early Education System
• Future Directions
• Universal Preschool
• The Impact of Technology on Early Childhood Education
• Summary and Conclusions
• References
• Chapter 12 The Psychology and Pedagogy of Reading Processes
• Examining Basic Reading Processes
• Word-Level Processes
• Text-Level Processes
• Instructional Contexts for Reading Development
• Word Level Instruction
• Text-Level Instruction
• Examining Policy Contexts for Reading Research and Practice
• References
• Chapter 13 Mathematical Learning
• Mathematical Learning
• The Growth of Argument
• Conversational Structure as a Resource for Developing Mathematical Argument
• Reasoning About Hypothetical States
• Supporting the Development of Mathematical Argument in Designed Learning Environments
• Principles of Design for Disciplinary Dialogue
• Reprise of Mathematical Argument in Light of Dialogic Design
• Inscriptions and Visualizations
• Disciplinary Practices of Inscription and Notation
• The Development of Inscriptions as Tools for Thought
• Inscriptions as Mediators of Mathematical Activity and Reasoning
• Modeling Perspectives on Mathematics Learning
• What Are Mathematical Models?
• How Does Modeling Interact With “Purer” Forms of Mathematical Thinking?
• Designing for Modeling
• Entr´ee to Modeling
• Raising the Conceptual Ante With Modeling
• Implications
• References
• Chapter 14 Engaged Learning With Digital Media: The Points of Viewing Theory
• Contexts and Intellectual History
• Instructional Technology: CAI Beginnings
• Cognitive Science and AI Research
• Kinds of Digital Media Learning
• Digital Media for Information
• Digital Media for Literacy in STEM
• Digital Media as Thinking Tool
• Digital Media for Scaffolding
• Digital Media for Cognitive Partnering
• Media for Social Constructionism
• Digital Media for Collaborative and Distance Learning
• Digital Media as Perspectivity-Sharing
• Digital Media for Playing and Learning With Games
• Emotion, Empathy, Affective Computing, and Pespective-Taking
• Digital Media for Embodied Cogntion/Learning
• Pioneering Learning Environments
• Logo
• Squeak
• Boxer
• HyperCard
• Constellations/WebConstellations/Orion 1.0/Orion 2.0
• Adventures of Jasper Woodbury
• CSILE/Knowledge Forum
• StarLogo and NetLogo
• MOOSE Crossing
• SimCalc
• Participatory Sims
• CoVis
• National Geographic Kids Network
• Tapped In
• CoWeb
• WebGuide
• Challenging Questions
• Models of Mind or Culture Creation?
• Paradigm Shift With Digital Media or Incremental Changes?
• Developmental or Narrative Appoaches to Learning Theory?
• Bricolage and/or the Ecology of Digital Media Technologies
• Distributed Cognition and Situated Learning
• Conclusion
• References
• Chapter 15 School Psychology
• Introduction
• Brief History of School Psychology
• Professional School Psychology
• Training and Credentialing
• Publications
• Legal and Ethical Influences
• School Psychology and Assessment
• Standardized Testing
• Contemporary and Alternative Assessment Practices
• Current Perspectives on School Psychology Service Delivery
• Data-Based Decision Making
• Response-to-Intervention Models
• Evidence-Based Practice
• Problem-Solving Consultation
• Culturally Responsive Practice
• Expanded Roles for School Psychologists
• School Restructuring and Systems Change
• Pediatric Psychology
• Working With Families
• Research and Evaluation
• Conclusion
• References
• Chapter 16 Gifted Education Programs and Procedures
• Gifted Education Programs and Procedures
• Conceptions of Giftedness
• Other Issues in Defining Giftedness and Talent
• The Education of Gifted Children
• Identification of Giftedness and Talent
• Instructional Issues
• The Future of Gifted Education
• References
• Chapter 17 The School-Related Behavior Disorders Field: A Source of Innovation and Best Practices fo
• Brief History and Overview of the BD Field
• The Current and Future Projected Status of the BD Field
• Development of Conceptual Formulations, Assessment Tools, and Evidence-Based Strategies
• Deployment of School Resources and Improved Teacher Management of Escalated Student Interactions
• Development of Computerized Procedures for the Archival Analysis of Student Disciplinary Records, th
• The Development and Adoption of Evidence-Based Interventions and Innovations That Produce Improved S
• The Classification of School-Related Social Skills and Best Practices in Teaching Social Skills
• Objectives of Social Skills Instruction
• Promoting Skills Acquisition
• Enhancing Skills Performance
• Removing or Eliminating Competing Problem Behaviors
• Creating a Prevention Agenda for Schools
• Conclusion
• References
• Appendix A: Results of the 2010 OSEP Summit Conference on the Current and Desired States of the BD F
• Chapter 18 Learning and Pedagogy in Initial Teacher Preparation
• Introduction
• Current Landscape for Teacher Education
• Rigor and Methodological Pluralism in Research on Learning to Teach
• Situating This Chapter in a Larger Conversation
• Evolving Conceptual Frameworks to Study Learning to Teach
• Behaviorist Perspective
• Cognitive Constructivist Perspectives
• Summary of Conceptual Frameworks
• Defining a Knowledge Base for Teacher Candidates
• How Teacher Candidates Learn to Teach
• Role of Prior Beliefs
• Role of Subject Matter Knowledge and Pedagogical Content Knowledge
• Role of Mentors and Colleagues
• Role of Tools That Mediate Learning
• Role of Settings for Learning
• Three Integrative Models of Learning to Teach
• Summary of Learning to Teach
• Pedagogical Practices in Initial Teacher Preparation
• Conclusion: The Promise of Situative Perspectives to Study Learning to Teach
• References
• Chapter 19 Educational/Psychological Intervention Research Circa 2012
• Educational/Psychological Intervention Research Circa 2012
• Contemporary Methodological Issues: An Overview
• Evidence-Based Interventions and Practices
• “Quantitative” Versus “Qualitative” Research Approaches
• Research Methodology and the Concept of Credible Evidence
• Credible Versus Creditable Intervention Research
• Components of CAREful Intervention Research
• “Good” Evidence Is Hard to Find
• The “Evidence” of Educational Intervention Research
• Additional Forms of Contemporary Intervention Research “Evidence”
• Summary Comments
• Enhancing the Credibility of Intervention Research
• Educational/Psychological Research Versus Medical Research
• A Stage Model of Educational/Psychological Intervention Research
• Implementing a Randomized Classroom Trials Study
• Commitment of Federal Funds to Randomized Classroom Trials Research
• Additional Comments
• Closing CredibilityArguments
• References
• Chapter 20 Educational Psychology and Educational Transformation
• Introduction
• The Continuing Contributions of Research on Effective Reform
• How Educational Psychology Has and Is Being Defined
• What Have We Learned About Learning, Teaching, Cognition, Motivation, Development, and Individual Di
• Defining Educational Reform, Transformation, and the Status of 21st-Century Reform Efforts
• Sensing the Urgency of the Need to Reform and Transform
• So What Has Changed in the Past Decade of Research?
• The Role of Educational Psychology in Reform Efforts
• The Need for a Learner- and Learning-Centered Contextualized Approach
• Understanding the Social and Relational Nature of Natural Learning
• The Need for Ecological Approaches and Emergent Systems Views
• Rethinking What Kind of Standards We Need in Reform and Transformation Efforts
• What We Know About Our Youth
• The Need for Holistic Models That Transform the Current Educational Paradigm
• The Learner-Centered Psychological Principles (LCPs)
• Defining “Learner-Centered”
• What the Research Tells Us About “Learner-Centered” Definitions
• Contributions of Educational Psychology to Effective Reform
• Dealing With Increased Student Diversity
• Looking More Deeply at the Diversity Issue
• Matching Research Methods and Models to Research on Diversity
• Studying Development of Academic Motivation
• Understanding Learner-Centered Practices for Young Children
• Mismatches With Current Educational Regulations and Testing Policies
• Mismatches With Current Educational Regulations and Testing Policies
• The Increased Interest in and Value of Studen tPerceptions of Classroom Practices
• Developing Students’ Metacognitive and Self-Regulation Competencies
• New Competencies Being Investigated
• Research-Validated Principles of Continuing Relevance
• Redefining Intelligence and Giftedness
• Rethinking Intelligence
• Rethinking Giftedness
• Understanding Components of Effective Teachers, Teaching, and Teacher Development
• Defining Effective Teachers
• Defining Effective Teaching
• Defining Effective Teacher Development
• Capitalizing on Advances in Teaching and Learning Technologies
• Building New Learning Communities and Cultures
• What Research Directions Are Needed?
• Basic Research Directions
• Applied Research Directions
• Producing Credible Research: Implementation and Evaluation Considerations
• Research and Evaluation Issues in Technology-Based Learning Environments
• Expanding the Standards and Assessment Agenda
• Pulling Research Findings Together
• How Can Educational Psychology’s Knowledge Base Best Be Applied to Educational Reform Issues in the
• Implications for Application in Systemic Reform Efforts
• Implications for Application in Curriculum, Instruction, and Assessment
• Implications for Application in New Learning Communities and Cultures
• What Policy Issues Are Implied From the Application of Educational Psychology's Knowledge Ba
• Policy Issues Related to Definitions of Intelligence and Ability
• Policy Issues Related to New Teacher and Student Roles in Teaching, Learning, and Assessment
• Policy Issues Related to Individualization of Learning Content and Experiences
• Policy Issues Related to Content and Curriculum That Meets Whole Learner Needs
• Policy Issues Related to Diversity and Inclusion of All Learners
• Policy Issues Related to Testing and Accountability
• Conclusions
• References
• Chapter 21 Future Perspectives in Educational Psychology
• Introduction
• Organization of This Chapter
• Theoretical Integration Efforts
• Future Issues Regarding Theoretical Integration Efforts
• Relational Processes in Educational Settings
• Future Issues Regarding Relational Processes in Educational Settings
• Cultural Influences on Learning
• Future Issues Regarding Cultural Influences on Learning
• Biological Influences on Learning
• Future Issues Regarding Biological Influences on Learning
• Effective Assessment and Evaluation Practices
• Future Issues Regarding Effective Assessment and Evaluation Practices
• Instructional Advances
• Individual Instructional Innovations
• Classroom Instructional Innovations
• Technological Instructional Innovations
• Future Issues Regarding Instructional Advances
• Systemic Efforts to Improve Education
• Teacher Preparation
• Credible Research
• Multitiered School System Reform
• Future Systemic Efforts to Improve Education
• Final Conclusions
• References
• References
• Author Index
• Subject Index