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Educational psychology
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Edward Zigler, Yale University, Connecticut
Walter S. Gilliam, Yale University, Connecticut
Stephanie M. Jones, Yale University, Connecticut
Decades of research point to the need for a universal preschool education program in the U.S. to help give our nation's children a sound cognitive and social foundation on which to build future educational and life successes. In addition to enhanced school readiness and improved academic performance, participation in high quality preschool programs has been linked with reductions in grade retentions and school drop out rates, and cost savings associated with a diminished need for remedial educational services and justice services. This book brings together nationally renowned experts from the fields of psychology, education, economics and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of a universal preschool program in America, and provide guiding principles upon which such a system can best be founded.
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Nel Noddings, Stanford University, California
How can schools prepare students for real life? What should students learn in high school that is rarely addressed today? Critical Lessons recommends sharing highly controversial issues with high school students, including “hot” questions on war, gender, advertising, and religion.
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K. Anders Ericsson, Florida State University
Neil Charness, Florida State University
Paul J. Feltovich, University of Western Florida
Robert R. Hoffman, University of Western Florida
This is the first handbook where the world's foremost ??xperts on expertise??review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.
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Jacqueline Leighton, University of Alberta
Mark Gierl, University of Alberta
The purpose of this book is to identify how educational tests, especially large-scale tests given to students in grades K-12, can be improved so that they produce better information about what students know and don't know. By consulting and integrating psychological research into the design of educational tests, it is now possible to create new test items that students understand better than old test items. Moreover, these new test items help identify where students may be experiencing difficulties in learning.
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Harry Daniels, University of Bath
Michael Cole, University of California, San Diego
James V. Wertsch, Washington University, St Louis
L. S. Vygotsky was an early twentieth century Russian social theorist whose writing exerts a significant influence on the development of social theory in the early twenty first century. His non-deterministic, non-reductionist account of the formation of mind provides current theorietical developments with a broadly drawn yet very powerful sketch of the ways in which humans shape and are shaped by social, cultural, and historical conditions. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, academics, and practioners with a critical perspective on Vygotsky and his work.
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H. Carl Haywood, Vanderbilt University, Tennessee
Carol S. Lidz
Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psychoeducational assessment. This book offers an introduction to diagnostic assessors in psychology, education, and speech/language pathology to the basic ideas, principles, and practices of dynamic assessment. Most importantly, the book presents an array of specific procedures developed and used by the authors that can be applied to clients of all ages in both clinical and educational settings. The authors discuss their approach to report-writing, with a number of examples to demonstrate how they incorporate dynamic assessment into a comprehensive approach to assessment. The text concludes with a discussion of issues and questions that need to be considered and addressed. Two appendixes include descriptions of additional tests used by the authors that are adapted for dynamic assessment, as well as information about dynamic assessment procedures developed by others and sources for additional information about this approach.
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Robert J. Sternberg, Yale University, Connecticut
Henry L. Roediger III, Washington University, St Louis
Diane F. Halpern, Claremont McKenna College, California
Good scientific research depends on critical thinking at least as much as factual knowledge; psychology is no exception to this rule. And yet, despite the importance of critical thinking, psychology students are rarely taught how to think critically about the theories, methods, and concepts they must use. This book shows students and researchers how to think critically about key topics such as experimental research, statistical inference, case studies, logical fallacies, and ethical judgments.
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Yuriy V. Karpov, Touro College, New York
Russian followers of Vygotsky have expanded his ideas into a theory that integrates cognitive, motivational, and social aspects of child development--emphasizing the role of children's activity as mediated by adults in their development. This theory has become the basis for an innovative analysis of periods in child development and of the mechanism of children's transitions from one period to the next. The neo-Vygotskian approach to child development is thus introduced to English-speaking readers in this volume.
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R. Keith Sawyer, Washington University, St Louis
Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
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Richard Mayer, University of California, Santa Barbara
During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized. This reference constitutes an original work devoted to comprehensive coverage of research and theory in the field of multimedia learning. It focuses on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation Games, virtual reality, and computer-supported, in-class presentations.
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Okhee Lee, University of Miami
Aurolyn Luykx, University of Miami
The achievement gaps in science and the under-representation of minorities in science-related fields have long been a concern of the nation. This book examines the roots of this problem by providing a comprehensive, ??tate of the field??analysis and synthesis of current research on science education for minority students. Research from a range of theoretical and methodological perspectives is brought to bear on the question of how and why our nation's schools have failed to provide equitable learning opportunities with all students in science education. From this wealth of investigative data, the authors propose a research agenda for the field of science education - identifying strengths and weaknesses in the literature to date as well as the most urgent priorities for those committed to the goals of equity and excellence in science education.
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James C. Kaufman, California State University, San Bernardino
John Baer, Rider University, New Jersey
To what extent do creativity and imagination decline in childhood? Declines in levels of skill are quite uncommon, yet many have observed just such an unusual pattern with regard to the development of creativity and of the imagination. Is it the process of schooling itself, with its focus on the acquisition of knowledge and correct, rather than imaginative, answers that promotes the decline? This book explores the questions from a variety of perspectives. Essays by psychologists and educators discuss the relationships among creativity, reason, and knowledge.
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James C. Kaufman, California State University, San Bernardino
Robert J. Sternberg, Yale University, Connecticut
What constitutes a creative person? Different cultures have different perspectives on what it means to be creative, yet it is nearly always the American or Western perspective that is represented in the psychological literature. The goal of this handbook is to present a truly international and diverse set of perspectives on the psychology of human creativity. Distinguished international scholars have contributed to this book's chapters on the history and current state of creativity research and theory in their respective parts of the world. Much of the work discussed has never before been available in English.
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Stanton Wortham, University of Pennsylvania
This book describes how social identification and academic learning can deeply depend on each other, through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerged and how students learned curriculum in one classroom. The book traces the identity development of two students across an academic year, showing how they developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them and showing how students learned about curricular themes in part because the two students were socially identified in ways that illuminated those themes. The book's distinctive contribution is to demonstrate in detail how social identification and academic learning can become deeply interdependent.
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David Barton, Lancaster University
Karin Tusting, Lancaster University
The concept of "communities of practice" (Lave and Wenger 1991, Wenger 1998) has become influential in education, management, and social sciences in recent years. This volume emphasizes the significance of language, power, and social context in understanding how communities of practice work. Domains of empirical research reported include schools, police stations, adult basic education, higher education and multilingual settings. The relationship between communities of practice and literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk is also evaluated.
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D. Bob Gowin, Cornell University, New York
Marino C. Alvarez, Tennessee State University
Focusing on the mind and its ability to seek answers to unknown or unanswered questions, this book's theory of educating provides the foundation for using V diagrams by students, educators, researchers, and parents. Teachers make lesson plans using V diagrams and concept maps and become expert coaches in guiding student performances. Students learn to enhance their knowledge by changing from question-answerers to question-askers. Parents share the learning experience with their children and the childrens' teachers and administrators.
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Robert Sternberg, Yale University, Connecticut
Jennifer Jordan, Yale University, Connecticut
At a time when poor choices are being made by notably intelligent and powerful individuals, this book analyzes a form of reasoning and decision-making that is not only productive and prudent, but serves as well a beneficial purpose for society. A Handbook of Wisdom includes contributions from some of the most prominent scholars in the field of wisdom research. Written from multiple perspectives, including psychology, philosophy, and religion, this book gives the reader an in-depth understanding of wisdom's past, present, and possible future direction within literature, science, and society.
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Robert J. Sternberg, Yale University, Connecticut
Janet E. Davidson, Lewis and Clark College
What does it really mean to be gifted and how can schools or other institutions identify, teach, and evaluate the performance of gifted children? The second edition of Conceptions of Giftedness describes the major conceptions of what it means to be gifted, and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and to enable the major researchers in the field to compare and contrast the strengths of their theoretical models.
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Ann M. Gallagher, Law School Admissions Council, Newton, PA
James C. Kaufman, California State University, San Bernardino
This book explores gender differences in math performance--and why males outperform females on high stakes standardized tests but not in the classroom. These differences are important because scores on such tests are generally used in decisions that have important consequences for students such as college admissions and job placement. The contributions in this volume present a variety of theories and research that help to explain the differences, and highlight the consequences. Illustratively, if females receive lower scores on the tests, they are likely to be exposed to fewer opportunities thereafter.
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Robert J. Sternberg, Yale University, Connecticut
Jean E. Pretz, Yale University, Connecticut
Written by well-known experts, this book is about psychological research on intelligence and the various factors that influence its development. The volume summarizes and synthesizes the past 30 years of literature on intelligence. Each author takes a different experimental approach to the subject, spanning research on neuroscience and perceptual speed to research on problem solving and metacognition.
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Arnetha F. Ball, Stanford University, California
Sarah Warshauer Freedman, University of California, Berkeley
Contributed by authors who write from various disciplinary perspectives, the essays in this book clarify the learning theories of Mikhail Bakhtin and address the application of his concepts to contemporary issues. In addition, the authors are joined by other scholars in a Bakhtinian dialogue. Together, they address questions that readers may have about Bakhtinian theory and its application to everyday teaching practices.
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Dean Keith Simonton, University of California, Davis
Where do major scientific breakthroughs come from? Do they arise from the logic of the scientific method, or do they result from flashes of genius? Are they the products of some mysterious zeitgeist, or spirit of the times, or do they emerge from chance or serendipity? Dean Simonton provides an answer, not by choosing one explanation and ignoring the others, but rather by unifying all four perspectives into a single theory in which chance plays the primary role, but with the significant involvement of logic, genius and zeitgeist.
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Sasha A. Barab, Indiana University
Rob Kling, Indiana University
James H. Gray, SRI International, Stanford, California
This volume explores the theoretical, design, learning, and methodological questions relevant to designing for and researching web-based communities to support the learning process. Coming from diverse academic backgrounds, the authors examine what we do and do not know about the processes and practices of designing communities to support educational processes. Taken as a collection, the chapters point to the challenges and complex tensions that emerge when designing for a web-supported community, especially when the focal practice of the community is learning.
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Robert J. Sternberg, Yale University, Connecticut
This first international handbook of intelligence ever published provides a truly international perspective on the nature of intelligence. It covers intelligence theory, research, and practice from all over the globe. Areas include Great Britain, Australia, French-speaking countries, German-speaking countries, Spanish-speaking countries, India, Japan, Israel, Turkey, and China. The authors, internationally recognized experts in the field of intelligence, represent not just their own viewpoint, but rather, the full variety of viewpoints indigenous to the area about which they write. Each chapter deals with definitions and theories of intelligence, history of research, current research, assessment techniques, and comparison across geographical regions for the area under discussion. An intergrative final chapter synthesizes the diverse international viewpoints.
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