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contentsEducational Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Learning and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Cognitive Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Assessment and Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Backlist Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalog

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educational psychology

NEW

The Reviewer’s Guide to Quantitative Methods in the Social SciencesEdited by Gregory R. Hancock, University of Maryland, College Park, USA and Ralph O. Mueller, University of Hartford, USA

The Reviewer’s Guide to Quantitative Methods in the Social Sciences is designed for evaluators of research manuscripts and proposals in the social and behavioral sciences, and beyond. Its thirty-one uniquely structured chapters cover both traditional and emerging methods of quantitative data analysis, which neither junior nor veteran reviewers can be expected to know in detail. The book updates

readers on each technique’s key principles, appropriate usage, underlying assumptions, and limitations. It thereby assists reviewers to offer constructive commentary on works they evaluate, and also serves as an indispensable author’s reference for preparing sound research manuscripts and proposals.

The chapters cover virtually all of the popular classic and emerging quantitative techniques, thus helping reviewers to evaluate a manuscript’s methodological approach and it’s data analysis. In addition, the volume serves as an indispensable reference tool for those designing their own research.

Chapters are written by methodological and applied scholars who are expert in the particular quantitative method being reviewed.

February 2010: 7 x 10: 448ppHb: 978-0-415-96507-1: £120.00Pb: 978-0-415-96508-8: £44.99eBook: 978-0-203-86155-4

For more information, visit: www.routledge.com/9780415965088

NEW2nd Edition

The Psychology of EducationMartyn Long, Educational Psychologist, UK, Clare Wood, University of Coventry, UK, Terri Passenger, Nuffield Hospital Cheltenham, UK and Kieron Sheehy and Karen Littleton, both at The Open University, UK

Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author emphasizes an evidence-based approach, providing practical suggestions to improve learning outcomes and fictional case studies are used to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real world contexts.

‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading.

This book is essential reading for undergraduate students of Education Studies and Psychology as well as trainee teachers on BA, BEd and PGCE courses. It will also be of use to postgraduates training to be educational psychologists.

November 2010: 7-1/2 x 9-3/4: 448ppHb: 978-0-415-48689-7: £75.00Pb: 978-0-415-48690-3: £24.99eBook: 978-0-203-84009-2


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NEW iN 2011

Handbook of Self-Regulation of Learning and PerformanceEdited by Barry J. Zimmerman, City University of New York, USA and Dale H. Schunk, University of North Carolina, Greensboro, USA

Series: Educational Psychology Handbook

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. Part of the impetus for studying academic self-regulation came from research showing that learners’ skills and abilities did not fully explain differences in student achievement. Research indicated that other factors such as self-regulation and motivation are also quite important.

This will be the first handbook to integrate into a single volume all aspects of the field of self regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences.



NEW

Educational Psychology: Concepts, Research and ChallengesEdited by Christine Rubie-Davies, University of Auckland, New Zealand

Educational Psychology: Concepts, Research and Challenges brings together the latest research across many areas of educational psychology, introducing and reporting on the most effective methodologies for studying teachers and learners and providing overviews of current debates within the field. With chapters from international authors, this advanced level textbook provides theoretical overviews and research

findings from across the field including:

•teachingandlearning

•researchmethods

•motivationandinstruction

•curriculum–reading,writing,math

•cognition

•SENandbehaviourmanagement

•socioculturalandsocioemotionalperspectives

•assessmentandevaluation.

Educational psychology has historically had a focus on students with particular learning needs. This book provides a discussion about the gradual movement toward inclusion and the possibility of developing a more cohesive and potentially more effective education system for all students. It also provides recent research into effective behaviour management and presents specific and valuable techniques employed in applied behaviour analysis as well as analysis on the motivation of students and how home and society in general can contribute to constraining or enhancing student learning.



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l Educational PsychologistEditor: Gale M. Sinatra, University of Nevada, Las Vegas, USA

For more information on Educational Psychologist, or to access an Online Sample Copy please visit the URL below:

tandf.co.uk/journals/HEDP

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2nd Edition

Developments in Educational PsychologyEdited by Kevin Wheldall, Macquarie University, Australia

’Wheldall asks himself and his readers what has transpired within the field of educational psychology … and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers.’ – Professor

Paul Kirschner, The Open University, UK, British Journal of Educational Technology

In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty-five years or so and assess how far we have progressed.

Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.

2009: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-46998-2: £80.00Pb: 978-0-415-46993-7: £24.99eBook: 978-0-203-87467-7


Handbook of Motivation at SchoolEdited by Kathryn Wentzel and Allan Wigfield, both at University of Maryland, College Park, USA

The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school.

2009: 6-3/4 x 9-3/4: 704ppHb: 978-0-8058-6284-3: £180.00Pb: 978-0-8058-6290-4: £85.00eBook: 978-0-203-87949-8


NEW3rd Edition

Motivating Students to LearnJere E. Brophy, Michigan State University, USA

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools and classrooms. The author employs an eclectic approach to

motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing ’repair work’ with students who have become discouraged or disaffected learners.



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NEW

Understanding Psychological Theories of MotivationAn Introductory Guide

Richard Remedios, Durham University, UK

We all think we know what motivation is. At an experiential level, we observe motivated behaviour all the time; we talk confidently about the causes of motivation both for ourselves and others. As part of our roles as educators, we try to influence motivation. In this sense we already have a working knowledge of motivation; it is part of our everyday experience, vocabulary, and behaviour.

But the problem is that it is this very familiarity with motivation that leads students to have folk understandings of motivation; some of these understandings may align themselves with theory but many do not. So when translating experience of motivation to writing about motivation academically, it is important to know the difference between a folk understanding and a robust theory.

This book is for students who have heard about theories of motivation but have never studied any of them in particular detail. It will take you through the major theories in motivation, explain them to you, point you to the evidence that supports the various theories and tell you about the major debates within each theory. In short, if you have an interest in motivation but have never studied at an academic level, then there should be something for you in this book.

December 2010: 7-1/2 x 9-3/4: 240ppHb: 978-0-415-56143-3: £75.00Pb: 978-0-415-56144-0: £23.99


NEW

Handbook of Research on Schools, Schooling and Human DevelopmentEdited by Judith L. Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne S. Eccles, University of Michigan, USA

Children spend more time in school than in any social institution outside the home. Schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to

describe various models and methods for studying schooling effects. Key features include:

•Comprehensive Coverage–Thisisthefirstbooktoprovide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies.

•Cross-Disciplinary–Thisvolumebringstogetherthedivergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy.

•Chapter Structure–Toensurecontinuity,chapterauthors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy.

•Methodologies–Chaptersincludedinthetextfeaturevarious methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.

May 2010: 8-1/2 x 11: 536ppHb: 978-0-8058-5948-5: £160.00Pb: 978-0-8058-5949-2: £85.00eBook: 978-0-203-87484-4


Full Table of ContentsFor full table of contents on all titles

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NEW

Parental Involvement and Academic SuccessWilliam Jeynes, California State University, Long Beach, USA

Providing an objective assessment of the influence of parental involvement and what aspects of parental participation can best maximize the educational outcomes of students, this volume is structured to guide readers to a thorough understanding of the history, practice, theories, and impact of parental involvement. Cutting-edge research and meta-analyses offer vital insight into how different types of

students benefit from parental engagement and what types of parental involvement help the most.

Unique among works on the topic, Parental Involvement and Academic Success:

•usesmeta-analysistoenablereaderstounderstandwhatthe overall body of research on a given topic indicates

•examinesresearchresultsintermsoftheirpracticalimplications

•focusessignificantlyontheinfluenceofparentalinvolvement on minority students’ academic success.

Important reading for anyone involved in home-school relations/parental involvement in education, this book is highly relevant for courses devoted to or which include treatment of the topic.

September 2010: 6 x 9: 256ppHb: 978-0-415-99053-0: £85.00Pb: 978-0-415-99054-7: £23.99eBook: 978-0-203-84344-4


Handbook of School-Family PartnershipsEdited by Sandra L. Christenson, University of Minnesota, USA and Amy L. Reschly, University of Georgia, USA

Family and community involvement are increasingly touted as a means of improving both student and school-level achievement. This has led to an increase in policies, initiatives, and goals designed to address family involvement in schools. Once recognized and implemented, such family-school partnerships can lead to the following benefits: enhanced communication and

coordination between parents and educators; continuity in developmental goals and approaches across family and school contexts; shared ownership and commitment to educational goals; increased understanding of the complexities of children’s situations; and the pooling of family and school resources to find and implement quality solutions to shared goals.

2009: 6-3/4 x 9-3/4: 544ppHb: 978-0-415-96375-6: £185.00Pb: 978-0-415-96376-3: £70.00eBook: 978-0-203-87604-6


Handbook of Education Policy ResearchEdited by Gary Sykes and Barbara Schneider, both at Michigan State University, USA and David N. Plank, University of California, Berkeley, USA

Educational policy continues to be of major concern. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored handbook.

2009: 8-1/2 x 11: 1064ppHb: 978-0-415-98991-6: £200.00Pb: 978-0-415-98992-3: £80.00eBook: 978-0-203-88096-8


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Handbook of Positive Psychology in SchoolsEdited by Rich Gilman, Cincinnati Children’s Hospital, USA, E. Scott Huebner, University of South Carolina, USA and Michael J. Furlong, University of California, Santa Barbara, USA

National surveys consistently reveal that an inordinate number of students report high levels of boredom, anger, and stress in school, which often leads to their disengagement from critical learning and social development. If the ultimate goal of schools is to educate young people to become responsible and critically thinking citizens who can succeed in life, understanding factors that

stimulate them to become active agents in their own leaning is critical. A new field labeled ’positive psychology’ is one lens that can be used to investigate factors that facilitate a student’s sense of agency and active school engagement.

2009: 7 x 10: 520ppHb: 978-0-8058-6361-1: £180.00Pb: 978-0-8058-6362-8: £85.00


Metacognition in Young ChildrenShirley Larkin, University of Exeter, UK

This book examines theories of metacognition of particular relevance to primary school age children, drawing on empirical research from psychology and education.

2009: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-46357-7: £75.00Pb: 978-0-415-46358-4: £24.99eBook: 978-0-203-87337-3


Handbook of Metacognition in EducationEdited by Douglas J. Hacker, University of Utah, USA, John Dunlosky, Kent State University, USA and Arthur C. Graesser, University of Memphis, USA

Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field:

•representsanintersectionof education, cognitive science, and technology

•servesasagatewaytothe literature for researchers and

practitioners interested in one or more of the wide array of topics included; and

•setsthestandardforscholarshipfortheoreticalresearchand practical applications in this field.

The Handbook of Metacognition in Education is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

2009: 7 x 10: 464ppHb: 978-0-8058-6353-6: £170.00 Pb: 978-0-8058-6354-3: £65.00 eBook: 978-0-203-87642-8


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NEW

Attachment Theory and the Teacher-Student RelationshipA Practical Guide for Teachers, Teacher Educators and School Leaders

Philip Riley, Monash University, Australia

How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional

teaching relationships, classroom management, and collegial harmony: equally important information for school leaders, teacher mentors and proteges.

Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the current literature on classroom management:

•theeffectsofteachers’attachmentstyleontheformationand maintenance of classroom and staffroom relationships

•theimportanceofattachmentprocessesinscaffoldingteachers’ and students emotional responses to daily educational tasks; and

•thedegreeofinfluencethesefactorshaveonteachers’classroom behaviour, particularly management of student behaviour.

Based on recent developments in adult attachment theory, this book highlights the key aspects of teacher-student relationships that teachers and teacher educators should know. As such, it will be of great interest to educational researchers, teacher educators, students, and training teachers.

September 2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-56261-4: £75.00Pb: 978-0-415-56262-1: £24.99eBook: 978-0-203-84578-3


Psychology for the Classroom Series

Series edited by Alan Pritchard and John Woollard

NEW

Psychology for the Classroom: Constructivism and Social LearningAlan Pritchard and John Woollard, University of Southampton, UK

Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and

strategies, including the use of e-learning and multimedia. Throughout the book, theory is linked with its practical implications for everyday teaching and learning.

Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking to provide effective teaching and learning within a constructivist framework.

April 2010: 6-1/4 x 9-1/4: 120ppHb: 978-0-415-49479-3: £70.00Pb: 978-0-415-49480-9: £17.99eBook: 978-0-203-85517-1


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Psychology for the Classroom Series (continued)

NEW

Psychology for the Classroom: BehaviourismJohn Woollard, University of Southampton, UK

Psychology for the Classroom: Behaviourism describes and reflects upon the foundations of behaviourism and the proliferation of behaviourist techniques in common practice today. Through examples drawn from research, presentation of theory, description of pedagogy and illustration by vignette, this book informs teachers and allows them to modify their teaching in order to take account of what is now known about the

way that carefully planned curriculum and appropriately reinforced behaviours lead to learning. There is a particular emphasis upon the role of the traditional principles of behaviourist learning theory and practice to contemporary issues and strategies in e-learning.

The author has taken a broad sweep of what has been written and promoted to educators in the area of behaviourist theory and practice, and the result is an informative and potentially very useful guide which should be read by all of us who are interested in, or responsible for, planning and encouraging effective teaching and learning.

June 2010: 6-1/4 x 9-1/4: 144ppHb: 978-0-415-49398-7: £70.00Pb: 978-0-415-49399-4: £17.99eBook: 978-0-203-85142-5


NEW

Psychology for the Classroom: E-learningJohn Woollard, University of Southampton, UK

Psychology for the Classroom: E-learning provides a lively and accessible introduction to the the developing nature of technology-supported teaching and learning and the educational psychology associated with those developments. The author provides a broad, unbiased and practical analysis of e-learning theory and practice, with a particular focus on the developing theories and practice of cybergogy

as well as an interpretation of conventional theories of behaviourism, cognitivism and constructivism in the light of e-learning.

This book explores how these developments are presenting new opportunities, contexts and environments for learning including: virtual learning environments, cybergogy, social networking, social justice, cyber-bullying, new patterns of learning, visualisations, neural networking, algorithm, and programmed learning.

Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice.

Appealing to practising teachers and students alike, this book provides a valuable and practical guide to the theory and application of e-learning, and is applicable to all those responsible for providing effective teaching and learning.

December 2010: 6-1/4 x 9-1/4: 144ppHb: 978-0-415-59092-1: £75.00Pb: 978-0-415-59093-8: £18.99


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NEW

Handbook of Youth Prevention ScienceBeth Doll, University of Nebraska, Lincoln, USA William Pfohl, Western Kentucky University, USA and Jina S. Yoon, Wayne University, USA

The Handbook of Youth Prevention Science describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, e.g. substance abuse, conduct disorders, or criminality. This produced ’silos’ of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping

goals, strategies, and impacts of prevention programs. This Handbook reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community. Throughout the book, preventive interventions are seen as complementary components of effective mental health programs, not as replacements for therapeutic interventions.

This book is suitable for researchers, instructors, and graduate students in the child and adolescent mental health professions: school psychology, school counseling, special education, school social work, child clinical psychology and the libraries serving them.

March 2010: 6-1/4 x 9-1/4: 484ppHb: 978-0-8058-6331-4: £140.00Pb: 978-0-8058-6332-1: £85.00eBook: 978-0-203-86641-2


Transforming ThinkingPhilosophical Inquiry in the Primary and Secondary Classroom

Catherine C. McCall, University of Strathclyde, UK

Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.

Readers are guided through the creation of a Community of

Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work.

Including chapters on the theory and development of Philosophical Inquiry, the creation of a community, and using CoPI with groups of different ages, this book forms essential reading for teachers, professionals, and community workers.

2009: 6-1/4 x 9-1/4: 240ppPb: 978-0-415-47668-3: £19.99


Handbook of Cultural Developmental ScienceEdited by Marc H. Bornstein, National Institute of Child Health and Human Development, USA

This contemporary and scholarly resource of culture in development covers theoretical, methodological, substantive, and ethnic issues as well as geographic approaches. Each chapter includes an introduction, historical and demographic considerations, theory, an overview of the most important classical and modern research studies, recommended future directions in theory and research, and a conclusion. The chapters focus on children from the prenatal stage through adolescence.

2009: 7 x 10: 624ppHb: 978-0-8058-6330-7: £47.50 | eBook: 978-1-4106-1782-8


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Comprehensive Planning for Safe Learning EnvironmentsA School Professional’s Guide to Integrating PhysicalandPsychologicalSafety–Preventionthrough Recovery

Melissa A. Reeves, Winthrop University, USA, Linda M. Kanan, Intervention Coordinator in the Cherry Creek School District, USA and Amy E. Plog, Creating Caring Communities, USA

Series: School-Based Practice in Action

This book provides school administrators, school-based mental health professionals, and other educational professionals with the framework and tools needed to establish a comprehensive safe learning environment. The authors identify four necessary phases to achieve this (prevention, preparedness, response, and recovery) and provide numerous examples and tools to help readers create safe environments, while also

addressing students’ academic, emotional, and social needs. An accompanying CD contains several valuable resources, such as forms, handouts, articles, and monitoring tools.

2009: 6 x 9: 371ppHb: 978-0-415-99834-5: £58.00Pb: 978-0-415-99835-2: £19.00eBook: 978-0-203-87986-3


NEW

Handbook of Research on Learning and InstructionEdited by Richard E. Mayer, University of California, Santa Barbara, USA and Patricia A. Alexander, University of Maryland, College Park, USA

Series: Educational Psychology Handbook

During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics.

The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, history, and mathematics, as well as learning to move effectively, think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods –feedback,examples,self-explanation,peerinteraction,cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations.

December 2010: 7 x 10: 560ppHb: 978-0-415-80460-8: £160.00Pb: 978-0-415-80461-5: £85.00eBook: 978-0-203-83908-9


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For more information on the Journal of Educational & Psychological Consultation, or to access an Online Sample Copy please visit the URL below:

tandf.co.uk/journals/HEPC

See Also:

Educational Psychology Backlist TitlesSee page 28 for more details.

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learning and instruction

Constructivist InstructionSuccess or Failure?

Edited by Sigmund Tobias, Teachers College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA

Constructivist Instruction: Success or Failure? brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research

support and adverse research findings. This volume presents:

•theevidenceforandagainstconstructivism

•thechallengesfrominformation-processingtheorists;and

•commentariesfromleadingresearchersinareassuchastext comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives.

2009: 6 x 9: 392ppHb: 978-0-415-99423-1: £100.00Pb: 978-0-415-99424-8: £34.99eBook: 978-0-203-87884-2


BESTSELLER

Visible LearningA Synthesis of over 800 Meta-analyses Relating to Achievement

John Hattie, University of Auckland, New Zealand

This unique and ground-breaking book is the result of 15 years of research and synthesizes over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to

improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.

Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning.

2008: 6-3/4 x 9-3/4: 392ppHb: 978-0-415-47617-1: £85.00Pb: 978-0-415-47618-8: £25.99eBook: 978-0-203-88733-2


4th Edition

Creativity in the ClassroomSchools of Curious Delight

Alane Jordan Starko, Eastern Michigan University, USA

Thefourtheditionofthiswell-knowntextcontinuesthemissionofitspredecessors–tohelpteachers link creativity research and theory to the everyday activities of classroom teaching. Part 1 includes information on models and theories of creativity, characteristics of creative people, and talent development. Part 2 includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities in ways that support students’ creativity.

2009: 7 x 10: 368ppHb: 978-0-415-99706-5: £100.00 | Pb: 978-0-415-99707-2: £39.99 | eBook: 978-0-203-87149-2


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2nd Edition

Learning, Creating, and Using KnowledgeConcept Maps as Facilitative Tools in Schools and Corporations

Joseph D. Novak, Florida Institute for Human & Machine Cognition, USA

This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Joseph D. Novak’s pioneering theory of education presented in the first edition remains viable and

useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational that is, concept maps, created with the use of CMapTools and the V diagram.

2009: 6 x 9: 336ppHb: 978-0-415-99184-1: £90.00Pb: 978-0-415-99185-8: £32.99eBook: 978-0-203-86200-1


NEW

The Pedagogy of CreativityAnna Herbert, Lund University, Sweden

The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert’s investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom, asking the following questions:

•Whatmightamethodologywhichtapsintodifferentforms of creativity look like?

•Couldsuchamethodologysupportcurrentneuropsychological theories of memory and learning?

•Whataretheconsequencesofimaginaryandsymbolicorders of knowledge for the understanding of both conscious and unconscious creativity in the classroom?

Exploring the ideas of a number of psychological analysts including Jacques Lacan’s four discourses, concepts of ‘the other’ and the theories of Postructuralist thinkers including Levinas, Mead and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments.

Herbert clearly communicates both theoretical positions and their bearing on classroom practice. Teachers at all levels will benefit from this innovative approach to creativity, as will school psychologists and other professionals interested in the links between psychoanalysis and pedagogy.

February 2010: 6-1/4 x 9-1/4: 160ppHb: 978-0-415-54886-1: £75.00Pb: 978-0-415-54887-8: £22.99eBook: 978-0-203-85546-1


rel

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l Educational PsychologyEditor: Kevin Wheldall, Macquarie University, Sydney, Australia

For more information on Educational Psychology, or to access an Online Sample Copy

please visit the URL below:

tandf.co.uk/journals/EdPsych

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NEW iN 2011

The Routledge International Handbook of Creative LearningEdited by Julian Sefton-Green and Pat Thomson, both at University of Nottingham, UK, Liora Bresler, University of Illinois at Urbana-Champaign, USA and Ken Jones, University of Keele, UK

Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints, and updated versions of previous publications, this book brings together major theorists and current research.

Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists.

Sections consists of:

•ageneralintroductiontothefieldofcreativelearning

•artslearningtraditions,withsubsectionsondiscreteartforms such as drama and visual art

•accountsofpracticefromartist-teacherpartnerships

•wholeschoolchangeandreforms

•curriculumchange

•assessment

•evaluativecasestudiesofimpactandeffect

•globalstudiesofpolicychangearoundcreativelearning.

January 2011: 6-3/4 x 9-3/4: 512ppHb: 978-0-415-54889-2: £125.00


NEW

Researching Creative LearningMethods and Issues

Edited by Pat Thomson and Julian Sefton-Green, both at University of Nottingham, UK

It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and ensuring that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century.

There are programmes, projects, and initiatives that have consistently attempted to offer such change and transformation. The UK programme, Creative Partnerships, is the largest of these, but there are significant initiatives in many other parts of the world today including France, Norway, Canada, and the US. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity.



Recommend key titles to your librarian today!

Ensure that your library has access to all the latest publications.

Visit www.routledge.com/info/librarian.asp today and complete our online

Library Recommendation Form.

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NEW

Teaching for Student LearningBecoming an Accomplished Teacher

Richard I. Arends, Central Connecticut University, USA and Ann Kilcher, Paideia Consulting Group, Canada

Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning.

Key features include the following:

•Evidence-Based Practice–Thisthemeisdevelopedthrough: 1) an ongoing review and synthesis of research on teaching and learning and the resulting guidelines for practice and 2) boxed research summaries within the chapters.

•Instructional Repertoire Theme–Throughoutthebook teaching is viewed as an extremely complex activity that requires a repertoire of instructional strategies that, once mastered, can be drawn upon to fit specific classrooms and teaching situations.

•Standards-based School Environments–Educationtoday is dominated by standards-based school environments. Unlike competing books, this one describes these environments and shows how they impact curriculum design and learning activities. The objective is to show how teachers can make standards-based education work for them.

•Pedagogical Features–Inadditiontoanend-of-bookglossary, each chapter contains research boxes, reflection boxes, itemized end-of-chapter summaries, and end-of-chapter learning activities.

•Website–Anaccompanyingwebsitecontainsavarietyof field-oriented and site-based activities that teachers can do alone or with colleagues.



NEW iN 2011

Thinking Lessons for Thinking ClassroomsTools for Teachers

Carol McGuinness, Carol Curry, Angela Eakin and Noel Sheehy, all at Queen’s University, Belfast, North Ireland

Series: Improving Practice (TLRP)

Developing broader learning goals have become a national priority for many countries and great emphasis is being placed on developing the quality of children’s thinking and learning.

Thinking Lessons for Thinking Classrooms will help primary schools seeking new ways to promote children’s thinking. Focusing on skills such as: information processing, reasoning, enquiry, being creative, evaluating, problem-solving, decision-making, and working with others, the book shows teachers how to design and teach thinking lessons across the curriculum. This practical handbook is divided into three parts:

•Whatis’thinking’?

•Howcanthinking-lessonsbedesigned?

•Howaretheybesttaught?

It guides teachers on how to get started and provides plenty of examples of case studies from classroom teachers who have already used the methodology. A brief theoretical framework is also provided for teachers to interpret and to advance their current practice.

For those teachers who are ready to advance their practice, it explores issues related to planning schemes of work, progression in developing thinking skills, observing and assessing thinking, as well as advice related to how teachers can share their practice.

December 2011: 8-1/4 x 11-3/4: 144ppPb: 978-0-415-45454-4: £22.99


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Learning to be a Person in SocietyPeter Jarvis, University of Surrey, UK

Learning is a lifelong process and we are the result of our own learning. But how exactly do we learn to be a person through living? In this book, Peter Jarvis draws together all the aspects of becoming a person into the framework of learning. Considering the ongoing, ’nature versus nurture’ debate over how we become people, Jarvis’s study ofnurture–whatlearningisprimarilyabout–buildsona

detailed recognition of our genetic inheritance and evolutionary reality. It demonstrates the ways in which we become social human beings: internalising, accommodating and rejecting the culture to which we are exposed (both primarily and through electronic mediation) while growing and developing as human beings and people.

As learning theory moves away from traditional, single-discipline approaches it is possible to place the person at the centre of all thinking about learning, by emphasising a multi-disciplinary approach. This wide-ranging study draws on established research from a number of disciplines into the complexities that make us who we are.

2009: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-41902-4: £75.00Pb: 978-0-415-41903-1: £22.99


The Social Psychology of the ClassroomElisha Babad, The Hebrew University of Jerusalem, Israel

Series: Routledge Research in Education

Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. This book addresses this gap by focusing on the social psychology of the classroom, providing the relevant social psychological knowledge and facilitating the application of that knowledge in the practice of the teacher in the classroom.

2009: 6 x 9: 280ppHb: 978-0-415-99929-8: £65.00 Pb: 978-0-415-88259-0: £22.50 eBook: 978-0-203-87247-5


New Perspectives on Learning and Instruction Series

Series Edited by Mien Segers

NEW

Use of Representations in Reasoning and Problem SolvingAnalysis and Improvement

Edited by Ton de Jong, University of Twente, Netherlands, Lieven Verschaffel, Erik de Corte and Jan Elen, all at Katholieke Universiteit Leuven, Belgium

Use of Representations in Reasoning and Problem Solving brings together contributions from some of the world’s leading researchers in educational and instructional psychology, instructional design, and mathematics and science education to document the role which external representations play in our understanding, learning and communication. Traditional research has focused on the

distinction between verbal and non-verbal representations, and the way they are processed, encoded and stored by different cognitive systems. The contributions here challenge these research findings and address the ambiguity about how these two cognitive systems interact, arguing that the classical distinction between textual and pictorial representations has become less prominent.

This book uses empirical research findings to take a fresh look at the processes which take place when learning via external representations.

July 2010: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-55673-6: £85.00Pb: 978-0-415-55674-3: £27.99eBook: 978-0-203-84782-4


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New Perspectives on Learning and Instruction Series (continued)

NEW

Researching and Understanding Educational NetworksRobert McCormick and Alison Fox, both at The Open University, UK, Patrick Carmichael and Richard Procter, both at University of Cambridge, UK

In the twenty-first century, what could be more important than networks? Such is the power of their influence and attendant technologies that it is unsurprising that our thinking about networks is permeated with images and metaphors from electronic networks. This orientation may equally influence thinking about education, whether that is of students or teachers.

Researching and Understanding Educational Networks extends the discussion of educational networks in a unique and novel way by relating it to teacher learning.

This book presents analyses of the problems with existing theories of teacher learning, which for example draw on ideas of ’communities of practice’, and explores what network theories can be brought to the problem of how teachers and schools create and share new knowledge about practice. Innovative networking theories discussed include:

•socialnetworkanalysis

•socialcapitaltheories

•actor-networktheory

•investigationsofelectronicnetworksincludingcomputer-meditated conferencing

•howpeoplelearnateventssuchasconferences.

June 2010: 6-1/4 x 9-1/4: 296ppHb: 978-0-415-49482-3: £85.00Pb: 978-0-415-49483-0: £27.99eBook: 978-0-203-84917-0


NEW

Learning Across SitesNew Tools, Infrastructures and Practices

Edited by Sten R. Ludvigsen, Andreas Lund and Ingvill Rasmussen, all at Intermedia, University of Oslo, Norway and Roger Säljö, University of Goteborg, Sweden

Learning Across Sites brings together a diverse range of contributions from leading international researchers, to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in

networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:

•Howarelearningactivitiesorganised?

•Howaretoolsandinfrastructuresused?

•Whatcompetencesareneededtoparticipateinspecialised activities?

•Whatcountsasknowledgeinmultipleanddiversesettings?

•Wherecanparallelsbedrawnbetweenworkplaces?

Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

September 2010: 6-1/4 x 9-1/4: 392ppHb: 978-0-415-58175-2: £85.00Pb: 978-0-415-58176-9: £27.99eBook: 978-0-203-84781-7


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Contemporary Perspectives on Reading and SpellingEdited by Clare Wood, University of Coventry, UK and Vincent Connelly, Oxford Brookes University, UK

With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing.

Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills.

2009: 6-1/4 x 9-1/4: 304ppHb: 978-0-415-49716-9: £80.00Pb: 978-0-415-49717-6: £24.99eBook: 978-0-203-87783-8


Transformation of Knowledge through Classroom InteractionEdited by Baruch Schwarz, The Hebrew University of Jerusalem, Israel, Tommy Dreyfus, Tel Aviv University, Israel and Rina Hershkowitz, Weizmann Institute of Science, Israel

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms. Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education.

2009: 6-1/4 x 9-1/4: 336ppHb: 978-0-415-49224-9: £85.00Pb: 978-0-415-49225-6: £25.99eBook: 978-0-203-87927-6


NEW

Interdisciplinary Perspectives on Learning to ReadCulture, Cognition and Pedagogy

Edited by Kathy Hall, University College Cork, Ireland, Usha Goswami, University of Cambridge, UK, Colin Harrison, University of Nottingham, UK, Sue Ellis, University of Strathclyde, UK and Janet Soler, The Open University, UK

Series: Routledge Psychology in Education

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that

must inform decisions about the development of reading in schools. This book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:

•comprehension

•genderandliteracyattainment

•phonicsanddecoding

•digitalliteracyathomeandschool

•bilinguallearnersandreading

•dyslexiaandspecialeducationalneeds

•evidencebasedliteracy

•visualtexts.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

March 2010: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-56123-5: £80.00Pb: 978-0-415-56124-2: £24.99eBook: 978-0-203-85652-9


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NEW iN 2011

Design Research on Learning and Thinking in Educational SettingsEnhancing Intellectual Growth and Functioning

Edited by David Yun Dai, University at Albany, USA

Series: Educational Psychology

The central question this book addresses is how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints? More specifically:

•Howcanspecificdomainsorsubjectmatterscanbetaught for broad intellectual development?

•Howcantechnologycanbeintegratedinenhancinghuman functioning?

•Howcanthesocialorganizationofclassroomlearningcan be optimized to create social norms for promoting deep intellectual engagement and personal growth?

Part 1 provides an overview of the foundations of instructional design for intellectual development and functioning, setting up an overarching framework. Parts 2 and 3 focus on substantive models for teaching subject matters and for technology- and community-enhanced designs. Each chapter presents the theoretical basis for the model and what educational and developmental issues it is designed to address, reviews how the conceptual model was developed and materialized in specific educational settings through design research; explains the distinct components and organizational features in the instructional design and how they are orchestrated in authentic learning settings to serve the instructional goals; and discusses what lessons can be learned from building these instructional models about enhancing intellectual functioning and promoting intellectual growth, conceptually as well as methodologically.

July 2011: 6 x 9: 240ppHb: 978-0-415-88050-3: £95.00Pb: 978-0-415-88051-0: £34.99eBook: 978-0-203-84957-6


NEW

Learning to Solve ProblemsA Handbook for Designing Problem-Solving Learning Environments

David H. Jonassen, University of Missouri, USA

This book provides a comprehensive, up-to-date look at problem solving research and practice over the last 15 years. Key features include the following:

•Teaching Focus–Thebookis not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments.

•Illustrative Cases–Aricharrayof cases illustrates how to build problem-solving learning environments. Part 2 introduces six different functions of cases and also describes the parameters of a case.

•Chapter Integration–Keytheoriesandconceptsareaddressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated.

•Author Expertise–Aprolificresearcherandwriter,theauthor has been researching and publishing books and articles on learning to solve problems for the past 15 years.

This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.

September 2010: 6 x 9: 464ppHb: 978-0-415-87193-8: £100.00Pb: 978-0-415-87194-5: £49.99eBook: 978-0-203-84752-7


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NEW

Educational DialoguesUnderstanding and Promoting Productive Interaction

Edited by Karen Littleton, The Open University, UK and Christine Howe, University of Cambridge, UK

Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.

Drawing upon a broad range of theoretical perspectives, this collection examines:

•theoreticalframeworksforunderstandingteachingandlearning dialogues

•teacher-studentandstudent-studentinteractioninthecurricular contexts of mathematics, literacy, science, ICT and philosophy

•thesocialcontextssupportingproductivedialogues

•implicationsforpedagogicdesignandclassroompractice.

Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts.

January 2010: 6-1/4 x 9-1/4: 368ppHb: 978-0-415-46215-0: £80.00Pb: 978-0-415-46216-7: £24.99eBook: 978-0-203-86351-0


NEW

Freud and EducationDeborah Britzman, York University, Canada

Theconceptofeducation–itsdangers and promises and its illusionsandrevelations–threadsthroughout Sigmund Freud’s body of work. This introductory volume, by pscychoanalytic authority Deborah Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives, the unconscious, the development of

morality, and transference have changed throughout Freud’s oeuvre. An ideal text for courses in education studies, human development, and curriculum studies, Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice.

September 2010: 5 x 7 3/4: 160ppHb: 978-0-415-80225-3: £75.00Pb: 978-0-415-80226-0: £18.99eBook: 978-0-203-84150-1


Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg, The Open University, UK

This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Helene Guldberg argues that we need to identify what the realproblemsare–andhowmuchthey matter.

2009: 6-1/4 x 9-1/4: 216ppHb: 978-0-415-47722-2: £75.00Pb: 978-0-415-47723-9: £17.99eBook: 978-0-203-87041-9


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NEW

Education – An ’Impossible Profession’?Psychoanalytic Explorations of Learning and Classrooms

Tamara Bibby, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

In classrooms and lectures we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Education – An ’Impossible Profession’? extends the ways in which we might think about these processes by offering a refreshing reconsideration of key educational experiences including those of:

•beingjudgedandassessed,bothformallyandinformally

•adaptingtodifferentgroupsfordifferentpurposes

•strugglingtothinkunderpressure,and

•learningtorecogniseandadapttotheexpectationsofothers.

This book brings psychoanalysis to new audiences, graphically illustrating its importance to understandings of teaching, learning and classrooms. Drawing on the author’s original research, it considers the classroom context, including policy demands and professional pressures, and the complexity of peer and pedagogic relationships and interactions asking how these might be being experienced and what implications such experiences might have for learners and teachers.

The discussions will be of interest not only to teachers, leading-learners and teacher-educators, but also to individuals interested in education policy, professional practice and theories of education.

September 2010: 6-1/4 x 9-1/4: 170ppHb: 978-0-415-55265-3: £75.00 Pb: 978-0-415-55266-0: £22.99eBook: 978-0-203-84445-8


NEW

The Instructional Design Knowledge BaseTheory, Research, and Practice

James D. Klein, Arizona State University, USA, Rita C. Richey and Monica W. Tracey, both at Wayne State University, USA

The Instructional Design Knowledge Base: Theory, Research and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems,

communication, learning, early instruction, media, conditions-based, constructivist design and performance-improvement theories.

Features include:

•richrepresentationsoftheIDliterature

•concisetheorysummaries

•specificexamplesofhowtheoryisappliedtopractice

•recommendationsforfutureresearch

•aglossaryofrelatedterms

•acomprehensivelistofreferences.

A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking.

October 2010: 7 x 10: 272ppHb: 978-0-415-80200-0: £100.00Pb: 978-0-415-80201-7: £32.99eBook: 978-0-203-84098-6


See Also:

Learning and Instruction Backlist TitlesSee page 29 for more details.

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Instructional-Design Theories and Models, Volume IIIBuilding a Common Knowledge Base

Edited by Charles M. Reigeluth, Indiana University, USA and Alison A. Carr-Chellman, The Pennsylvania State University, USA

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base begins the daunting task of developing a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field.

2009: 6 x 9: 432ppHb: 978-0-8058-6456-4: £26.99eBook: 978-0-203-87213-0


The New Handbook of Administrative Supervision in CounselingPatricia G. Henderson

Sponsored by the Association for Counselor Education and Supervision.

To deliver excellent, culturally responsive services to clients, a successful administrative supervisor must provide leadership to professional counselors, manage counseling services, and work effectively within their agency. The New Handbook of Administrative Supervision in Counseling is written for first line supervisors who work in mental health agencies, private practices, or in schools. It highlights the skills needed to fulfill eighteen job responsibilities such as implementing your vision, advocating for services and staff members, navigating the politics inherent in work environments, team building, managing budgets and other realities, while still maintaining your own professional integrity and development. Useful forms and self-directed exercises are provided to facilitate personal reflection.

2009: 6 x 9: 372ppHb: 978-0-415-99583-2: £95.00 Pb: 978-0-415-99584-9: £46.99eBook: 978-0-203-88730-1

For more information, visit:www.routledge.com/9780415995849

NEW

Instructional Design for TeachersImproving Classroom Practice

Alison A. Carr-Chellman, The Pennsylvania State University, USA

Good instructional design is the key to great instruction. Instructional Design for Teachers focuses on the instructional design process specifically for K-12 teachers. It introduces a new, common-sense model of instructional design to take K-12 teachers through the instructional design process step-by-step, with a special emphasis on preparing, motivating, and encouraging new and ongoing

use of instructional design principles.

Each chapter contains framing questions, common errors, easy-to-use rules of thumb, clearly stated outcomes, and examples to show ID in action. The basic model and its application within constructivism and user-design will help teachers adapt from a behavioral approach to a more open, student-centered design approach. Combining basics with strategies to implement this model in the most advanced instructional approaches, this book empowers teachers and learners to use good instructional design with the most recent research-based approaches to learning.

Instructional Design for Teachers shows how instructional design principles can impact instructional moments in positive and practical ways. It is perfect for basic ID courses and introductory Curriculum courses, and will be easily accessible to in-service as well as pre-service teachers.

August 2010: 6 x 9: 176ppHb: 978-0-415-80323-6: £100.00Pb: 978-0-415-80324-3: £23.99eBook: 978-0-203-84727-5


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Behavior Analysis for Effective TeachingJulie S. Vargas, B.F. Skinner Foundation, USA

Modern teachers increasingly encounter students who enter their classroom with low motivation, learning problems, or disruptive behavior. The mission of this book is to provide teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices. At the same

time, the book explains the behavioral science on which behavioral practices are based.

2009: 7 x 10: 392ppHb: 978-0-415-99007-3: £130.00Pb: 978-0-415-99008-0: £52.50eBook: 978-0-203-87980-1


NEW

Extending IntelligenceEnhancement and New Constructs

Edited by Patrick C. Kyllonen and Richard D. Roberts, both at Educational Testing Service, USA and Lazar Stankov

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized aroundfivethemes–enhancementviainstruction;enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement.

Extending Intelligence: Enhancement and New Constructs is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

January 2010: 6 x 9: 488ppPb: 978-0-415-87780-0: £24.99eBook: 978-1-4106-1788-0


Vygotsky in Action in the Early YearsThe ’Key to Learning’ Curriculum

Galina Dolya, Curriculum Director of Key to Learning, and Education Consultant, UK

Vygotsky in Action in the Early Years is based on the concepts of Lev Vygotsky, one of the twentieth century’s most influential theorists in the field of early years education. Drawing upon the Key to Learning curriculum, the author shows how you can encourage young children to become independent learners.

Vygotsky in Action in the Early Years transforms Vygotsky’s theory

of child development into clear, accessible activities for children between the ages of three and seven, and explains the theory underpinning the practice, enabling practitioners to achieve this in their own setting.

This invaluable resource includes access to online ready-to-use activities providing a total of over 600 specially designed learning experiences, in 12 teacher-friendly curriculum modules.

2009: 8-1/4 x 11-3/4: 176ppPb: 978-0-415-55229-5: £29.99eBook: 978-0-203-86481-4


rel

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l Educational Psychology in PracticeEditor: Stephanie James, The Psychological Service, Highland Council, UK

For more information on Educational

Psychology in Practice, or to access an Online Sample Copy please visit the URL below:

tandf.co.uk/journals/EPIP

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cognitive development

NEW

Developmental Cognitive Science Goes to SchoolEdited by Nancy L. Stein and Stephen Raudenbush, both at The University of Chicago, USA

This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable ’who’s who’ of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who are using basic learning theories from their respective disciplines to create better learning environments in school settings.

Developmental Cognitive Science Goes to School:

•presentsevidence-basedstudiesthatdescribemodelsofcomplex learning within specific subject-area disciplines

•focusesondomainknowledgeandhowthisknowledgeis structured in different domains across the curriculum

•givescriticalattentiontothetopicoftheabilitytoovercome errors and misconceptions.

•addressesmodelsthatshouldbeusedtobegininstructionfor populations of children who normally fail at schooling.

This is a must-read volume for all researchers, students, and professionals interested in evidence-based educational practices and issues related to domain-specific teaching and learning.

December 2010: 6 x 9: 416ppHb: 978-0-415-98883-4: £90.00Pb: 978-0-415-98884-1: £32.99eBook: 978-0-203-83753-5


NEW

How We ThinkA Theory of Goal-Oriented Decision-Making and its Educational Applications

Alan H. Schoenfeld, University of California at Berkeley, USA

Series: Studies in Mathematical Thinking and Learning

Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides compelling evidence for a concrete approach that describes how teachers, and individuals more generally, navigate their way through in-the-moment decision-making in well-practiced domains. Applying his theoretical model to detailed representations and analyses of teachers at work as well as of professionals outside education, Schoenfeld argues that understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes effective or ineffective behavior in the classroom and beyond.

September 2010: 6 x 9: 328ppHb: 978-0-415-87864-7: £95.00 Pb: 978-0-415-87865-4: £29.99 eBook: 978-0-203-84300-0


Introducing Neuroeducational ResearchNeuroscience, Education and the Brain from Contexts to Practice

Paul Howard-Jones, Bristol University, UK

Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

2009: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-47200-5: £85.00 | Pb: 978-0-415-47201-2: £24.99 | eBook: 978-0-203-86730-3


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cognitive development

NEW6th Edition

Developmental ScienceAn Advanced Textbook, Sixth Edition

Edited by Marc H. Bornstein and Michael E. Lamb, Cambridge University, UK

Noted as one of the most comprehensive textbooks in the field, Developmental Science: An Advanced Textbook, introduces readers to all of areas in developmental psychology: neuroscience, genetics, perception, cognition, language, emotion, self, and social interaction. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and

measurement and analytic techniques used to understand the area of human development under review. The relevance of the field is illustrated through engaging applications in each chapter. As a whole, this highly-respected text illuminates substantive phenomena in developmental science, its applications across the life span, and its relevance to everyday life.

Each chapter in the new edition was substantially revised to reflect the current state of the field. Two new chapters highlight the many modern developments. Each chapter features an introduction, up-to-date overviews of the field, summary and conclusion, and numerous classical and contemporary references.

October 2010: 7 x 10: 848ppHb: 978-1-84872-871-4: £49.95eBook: 978-0-203-84676-6


Routledge Revivals

NEW

Beyond the Information Given Jerome S. Bruner, New York University, USAIn this book are gathered together Jerome S. Bruner’s major papers on the ’psychology of knowing’. Spanning virtually the entire range of knowledge acquired from infancy onwards, they present the complete spectrum of his research, theories, and ideas concerning perception, thought, skills (of the eye, hand, ear, tongue and mind) developed in childhood, mental representation and cognition, the process of discovery and the nature and techniques of education. This will be invaluable not only for students of psychology, but also for a wider readership including teachers, doctors, biologists, sociologists and all who are interested in child development.

January 2010: 6-1/4 x 9-1/4: 530ppHb: 978-0-415-57395-5: £95.00Pb: 978-0-415-57624-6: £25.00


NEW

Making Sense The Child’s Construction of the World

Edited by Jerome S. Bruner, New York University, USA and Helen Haste

The growing child comes to understand the world, makes sense of experience and becomes a competent social individual. First published in 1978, Making Sense reflected the way in which developmental psychologists had begun to look at these processes in increasingly naturalistic, social situations. Rather than seeing the child as working in isolation, the authors of this collection take the view that ’making sense’ involves social interaction and problem-solving. They particularly emphasize the role of language; its study both reveals the child’s grasp of the frames of meaning in a particular culture, and demonstrates the subtleties of concept development and role-taking.

July 2010: 5-1/2 x 8-1/2: 216ppHb: 978-0-415-58099-1: £65.00


See Also:

Cognitive Development Backlist TitlesSee page 29 for more details.

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assessment and testing

Handbook of Formative AssessmentEdited by Heidi Andrade, University at Albany, SUNY, USA and Gregory J. Cizek, University of North Carolina at Chapel Hill, USA

Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments

to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years.

2009: 6-3/4 x 9-3/4: 392ppHb: 978-0-415-99319-7: £110.00Pb: 978-0-415-99320-3: £65.00eBook: 978-0-203-87485-1


Single Subject Research Methodology in Behavioral SciencesDavid L. Gast, University of Georgia, USA

This book is written for student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices. The basic tenet of single-subject research methodology is that the individual is of primary importance and that each individual study participant serves as his or her own control. It

is because of this focus on the individual that clinicians and educators have been using single-subject research designs for over 40 years to answer applied research questions. Although the methodology has its roots in behavioral psychology and applied behavioral analysis, it has been used by applied researchers across a variety of disciplines such as special education, speech and communication sciences, language and literacy, therapeutic recreation, occupational therapy, and social work.

2009: 7 x 10: 488ppHb: 978-0-8058-6276-8: £115.00Pb: 978-0-8058-6277-5: £55.00eBook: 978-0-203-87793-7


See Also:

Assessment and Testing Backlist TitlesSee page 29 for more details.

ProposalsIf you have an idea for a new book in the area please contact us using the details found at the front of the catalog.

For guidance on how to structure your proposal please visit:

www.routledge.com/info/authors

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classroom management

NEW2nd Edition

Bullying in North American SchoolsEdited by Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA and Susan M. Swearer, University of Nebraska at Lincoln, USA

Thirty-three states have now passed statutes mandating that schools have a bullying policy in place, a remarkable increase since the first edition of Bullying in North American Schools published in 2004. Although these statutes vary in their requirements, most school districts realize that bullying behavior has to be addressed through a targeted prevention and intervention program. This book provides an exciting compilation of research on bullying in school-aged youth by a representative group of researchers, including developmental, social, counseling, school, and clinical psychologists. Its social-ecological perspective illustrates the complexity of bullying behaviors and offers suggestions for data-based decision-making to intervene and reduce those behaviors. The book provides empirical guidance for schools as they develop bullying prevention and intervention programs or evaluate existing programs.

Key Features include:

•Ecological Perspective–Thebookisorganizedbyasocial-ecological perspective in which bullying is examined across multiple contexts including individual characteristics, peer and family influences, and classroom dynamics. An introductory chapter explains the tenets of the social-ecological framework and how each chapter exemplifies this perspective.

•Empirical Research–Chaptersincludebasicresearchdata on bullying and victimization from samples in the United States and Canada. Evaluation data for existing programs are also presented.

•Implications for Practice–Serviceproviders(teachers,school psychologists, counselors, school administrators, school social workers, psychotherapists in private practice) will learn the practical implications of various types of programs and how to choose and implement one that fits their school ecology.

•Expertise–Chapterauthorsareallleadersintheareaofbullying research in the United States and Canada.

October 2010: 7 x 10: 356ppHb: 978-0-415-80654-1: £100.00Pb: 978-0-415-80655-8: £43.99eBook: 978-0-203-84289-8


Handbook of Bullying in SchoolsAn International Perspective

Edited by Shane R. Jimerson, University of California, Santa Barbara, USA, Susan M. Swearer, University of Nebraska, Lincoln, USA and Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA

The Handbook of Bullying in Schools provides a comprehensive review and analysis of what is known about the worldwide bullying phenomena. It is the first volume to systematically review and integrate what is known about how cultural and regional issues affect bullying behaviour and its prevention.

Key features include the following:

•Comprehensive–Forty-onechapters bring together conceptual, methodological, and preventive findings from this loosely coupled field of study, thereby providing a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner.

•International Focus–Approximatelyforty-percentofthe chapters deal with bullying assessment, prevention, and intervention efforts outside the USA.

•Chapter Structure–Toprovidecontinuity,chapterauthors follow a common chapter structure: overview, conceptual foundations, specific issues or programs, and a review of current research and future research needs.

•Implications for Practice–Acriticalcomponentofeachchapter is a summary table outlining practical applications of the foregoing research.

•Expertise–Theeditorsandcontributorsincludeleadingresearchers, teachers, and authors in the bullying field, most of whom are deeply connected to organizations studying bullying around the world.

2009: 7 x 10: 624ppHb: 978-0-8058-6392-5: £185.00Pb: 978-0-8058-6393-2: £75.00eBook: 978-0-203-86496-8


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classroom management

Improving the Context for InclusionPersonalising Teacher Development through Collaborative Action Research

S.M.B. Davies, Trinity College, University of Wales, UK and Andy Howes and Sam Fox, both at University of Manchester, UK

Series: Improving Learning

This timely book addresses the need for increasing multi-agency capacity in schools, as the success of initiatives such as ‘Every Child Matters’ or ‘personalised learning’ depends on teachers understanding the challenges faced by young people in learning effectively and happily in their school.

The authors of this thought-provoking book present and analyse case studies of collaborative action research,

illustrating what is needed in practice for teachers to engage with inclusion for the benefit of their pupils and themselves.

2009: 5-1/2 x 8-1/2: 208ppHb: 978-0-415-47341-5: £75.00Pb: 978-0-415-47342-2: £22.99eBook: 978-0-203-87513-1


Building and Restoring Respectful Relationships in SchoolsA Guide to Using Restorative Practice

Richard Hendry, Edinburgh University, UK

Building and Restoring Respectful Relationships in Schools is a practical resource to help relieve the pressure on schools and education services by leading them to plan and implement restorative approaches in their day-to-day work.

Richard Hendry offers a vision for how our schools could be, if we are willing to embrace a ‘way of being’ that nurtures personal responsibility in a climate of mutual respect. As well as showing teachers how to

reduce disruption and develop good relationships, this book is also about improving learning in schools and building skills for life. Building and Restoring Respectful Relationships in Schools is essential reading for all teachers, especially department and year heads, as well as headteachers, policy makers and researchers.

2009: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-54398-9: £75.00Pb: 978-0-415-54427-6: £19.99eBook: 978-0-203-83463-3


Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions?

For more information visit www.routledge.com.

ViEW iNSidE RoutlEdgE Books

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backlist titles

Title Author Date Format & ISBN Price

educational psychologyThe Dangerous Rise of Therapeutic Education Kathryn Ecclestone and 2008 Hb: 978-0-415-39700-1 £85.00 www.routledge.com/9780415397018 Dennis Hayes Pb: 978-0-415-39701-8 £19.99

Fostering Change in Institutions, Environments, and David C. Berliner and 2008 Hb: 978-0-8058-6386-4 £105.00 People: A festschrift in Honor of Gavriel Salomon Haggai Kupermintz eBook: 978-0-203-86854-6 www.routledge.com/9780805863864

Handbook of Moral and Character Education Larry P. Nucci and Darcia Narvaez 2008 Hb: 978-0-8058-5960-7 £140.00 www.routledge.com/9780805859614 Pb: 978-0-8058-5961-4 £65.00 eBook: 978-0-203-93143-1

Handbook of Research on Adult Learning Edited by M Cecil Smith with 2008 Hb: 978-0-8058-5819-8 £180.00 and Development Nancy DeFrates-Densch Pb: 978-0-8058-5820-4 £65.00 www.routledge.com/9780805858204 eBook: 978-0-203-88788-2

Human Development from Early Childhood to Wolfgang Schneider and 2008 Hb: 978-0-8058-6107-5 £60.00 Early Adulthood: Findings from a 20 Year Merry Bullock Pb: 978-0-8058-6108-2 £29.95 Longitudinal Study www.routledge.com/9780805861082

4th Edition: Peer Power, Book One: Judith A. Tindall 2008 Pb: 978-0-415-96232-2 £18.50 Workbook: Becoming an Effective Peer Helper and Conflict Mediator www.routledge.com/9780415962322

4th Edition: Peer Power, Book One: Strategies Edited by Judith A. Tindall 2008 Pb: 978-0-415-96231-5 £18.50 for the Professional Leader: Becoming an Effective Peer Helper and Conflict Mediator www.routledge.com/9780415962315

3rd Edition: Peer Power Judith A. Tindall 2008 Pb: 978-0-415-96233-9 £18.50 www.routledge.com/9780415962339

3rd Edition: Peer Power, Book Two: Judith A. Tindall 2008 Pb: 978-0-415-96234-6 £18.50 Workbook: Applying Peer Helper Skills www.routledge.com/9780415962346

2nd Edition: Peer Programs: An In-Depth Look Judith A. Tindall and 2008 Pb: 978-0-415-96236-0 £29.95 at Peer Programs: Planning, Implementation, David R. Black and Administration www.routledge.com/9780415962360

School-Based Mental Health: A Practitioner’s Ray W. Christner and 2008 Hb: 978-0-415-95558-4 £28.00 Guide to Comparative Practices Rosemary B. Mennuti www.routledge.com/9780415955584

Want more information on a book?

Visit the direct URL found at the bottom of the title description.

29


backlist titles

Title Author Date Format & ISBN Price

learning and instruction Learners, Learning and Educational Activity: Judith Ireson 2008 Hb: 978-0-415-41407-4 £83.00 www.routledge.com/9780415414067 Pb: 978-0-415-41406-7 £23.99 eBook: 978-0-203-92909-4

The Means to Grow Up: Reinventing Robert Halpern 2008 Hb: 978-0-415-96032-8 £90.00 Apprenticeship as a Developmental Pb: 978-0-415-96033-5 £26.99 Support in Adolescence www.routledge.com/9780415960335

Vygotsky and Research Harry Daniels 2008 Hb: 978-0-415-39592-2 £83.00 www.routledge.com/9780415395939 Pb: 978-0-415-39593-9 £24.99 eBook: 978-0-203-89179-7

Vygotsky at Work and Play Lois Holzman 2008 Hb: 978-0-415-42294-9 £29.95 www.routledge.com/9780415422949

2nd Edition: Ways of Learning: Learning Theories Alan Pritchard 2008 Pb: 978-0-415-46608-0 £17.99 and Learning Styles in the Classroom BESTSELLER eBook: 978-0-203-88724-0 www.routledge.com/9780415466080

Contemporary Theories of Learning for College Knud Illeris 2008 Pb: 978-0-415-47344-6 £20.99 Contemporary Theories of Learning www.routledge.com/9780415473446

Introducing Vygotsky: A Guide for Practitioners Sandra Smidt 2008 Pb: 978-0-415-48057-4 £17.99 and Students in Early Years Education www.routledge.com/9780415480574

3rd Edition: Motivation and Learning Strategies Myron H. Dembo and Helena Seli 2007 Pb: 978-0-8058-6229-4 £28.99 for College Success: A Self-Management Approach BESTSELLER www.routledge.com/9780805862294

cognitive development Applied Cognitive Research in K-3 Classrooms Edited by S. Kenneth Thurman 2008 Hb: 978-0-8058-5821-1 £95.00 www.routledge.com/9780805858228 and Catherine A. Fiorello Pb: 978-0-8058-5822-8 £34.99 eBook: 978-0-203-93268-1

Cognitive Development: The Learning Brain Usha Goswami 2007 Hb: 978-1-84169-530-3 £52.50 www.routledge.com/9781841695310 Pb: 978-1-84169-531-0 £29.95

International Handbook of Research on Stella Vosniadou 2008 Hb: 978-0-8058-6044-3 £180.00 Conceptual Change Pb: 978-0-8058-6045-0 £70.00 www.routledge.com/9780805860450 eBook: 978-0-203-87481-3

assessment and testingThe Future of Test-Based Educational Accountability Edited by Katherine E. Ryan 2008 Hb: 978-0-8058-6470-0 £65.00 www.routledge.com/9780415873215 and Lorrie A. Shepard Pb: 978-0-415-87321-5 £35.99 eBook: 978-0-203-89509-2

Measurement and Statistics for Teachers Malcolm Van Blerkom 2008 Hb: 978-0-415-99565-8 £100.00 www.routledge.com/9780805864571 Pb: 978-0-8058-6457-1 £52.50 eBook: 978-0-203-88786-8

Testing Times: The Uses and Abuses of Assessment Gordon Stobart 2008 Hb: 978-0-415-40474-7 £83.00 www.routledge.com/9780415404754 Pb: 978-0-415-40475-4 £23.99 eBook: 978-0-203-93050-2

Unlocking Assessment: Understanding for Sue Swaffield 2008 Pb: 978-0-415-45313-4 £19.99 Reflection and Application eBook: 978-0-203-93093-9 www.routledge.com/9780415453134

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index

AAlexander, Patricia A. . . . . . . . . . . . . . . . . 10Andrade, Heidi. . . . . . . . . . . . . . . . . . . . . 25Applied Cognitive Research in K-3 Classrooms. . . . . . . . . . . . . . . . . . . 29Arends, Richard I.. . . . . . . . . . . . . . . . . . . 14Attachment Theory and the Teacher-Student Relationship . . . . . . . . . 7

BBabad, Elisha . . . . . . . . . . . . . . . . . . . . . . 15Behavior Analysis for Effective Teaching . . 22Berliner, David C. . . . . . . . . . . . . . . . . . . . 28Beyond the Information Given (Routledge Revivals) . . . . . . . . . . . . . . . 24Bibby, Tamara. . . . . . . . . . . . . . . . . . . . . . 20Black, David R. . . . . . . . . . . . . . . . . . . . . . 28Bornstein, Marc H. . . . . . . . . . . . . . . . . 9, 24Bresler, Liora . . . . . . . . . . . . . . . . . . . . . . 13Britzman, Deborah. . . . . . . . . . . . . . . . . . 19Brophy, Jere E. . . . . . . . . . . . . . . . . . . . . . . 3Bruner, Jerome S. . . . . . . . . . . . . . . . . . . . 24Building and Restoring Respectful Relationships in Schools . . . . . . . . . . . . 27Bullock, Merry . . . . . . . . . . . . . . . . . . . . . 28Bullying in North American Schools . . . . . 26

CCarmichael, Patrick . . . . . . . . . . . . . . . . . 16Carr-Chellman, Alison A. . . . . . . . . . . 21, 22Christenson, Sandra L. . . . . . . . . . . . . . . . . 5Christner, Ray W. . . . . . . . . . . . . . . . . . . . 28Cizek, Gregory J. . . . . . . . . . . . . . . . . . . . 25Cognitive Development . . . . . . . . . . . . . . 29Comprehensive Planning for Safe Learning Environments . . . . . . . . . . . . . . . . . . . . 10Connelly, Vincent. . . . . . . . . . . . . . . . . . . 17Constructivist Instruction . . . . . . . . . . . . . 11Contemporary Perspectives on Reading and Spelling . . . . . . . . . . . . . . . . . . . . . 17Contemporary Theories of Learning . . . . . 29Creativity in the Classroom. . . . . . . . . . . . 11Critical Youth Studies (series) . . . . . . . . . . 29Curry, Carol . . . . . . . . . . . . . . . . . . . . . . . 14

dDai, David Yun . . . . . . . . . . . . . . . . . . . . . 29Dangerous Rise of Therapeutic Education, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Daniels, Harry . . . . . . . . . . . . . . . . . . . . . 29Davies, S.M.B. . . . . . . . . . . . . . . . . . . . . . 27de Corte, Erik. . . . . . . . . . . . . . . . . . . . . . 15de Jong, Ton . . . . . . . . . . . . . . . . . . . . . . 15DeFrates-Densch, Assistant Editor, with Nancy . . . . . . . . . . . . . . . . . . . . . . 28

Dembo, Myron H. . . . . . . . . . . . . . . . . . . 29Design Research on Learning and Thinking in Educational Settings . . . . . . 29Developmental Science . . . . . . . . . . . . . . 24Developments in Educational Psychology . . 3Dolya, Galina . . . . . . . . . . . . . . . . . . . . . . 22Dreyfus, Tommy . . . . . . . . . . . . . . . . . . . . 17Duffy, Thomas M. . . . . . . . . . . . . . . . . . . 11Dunlosky, John. . . . . . . . . . . . . . . . . . . . . . 6

EEakin, Angela. . . . . . . . . . . . . . . . . . . . . . 14Eccles, Jacquelynne S. . . . . . . . . . . . . . . . . 4Ecclestone, Kathryn . . . . . . . . . . . . . . . . . 28Education - An ‘Impossible Profession’? . . 20Educational Dialogues . . . . . . . . . . . . . . . 18Educational Psychology Handbook (series) . . . . . . . . . . . . . . . . . 2, 10, 28, 29Educational Psychology Series (series). . . . 29Educational Psychology: Concepts, Research and Challenges . . . . . . . . . . . . 2Elen, Jan . . . . . . . . . . . . . . . . . . . . . . . . . 15Ellis, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 17Espelage, Dorothy L. . . . . . . . . . . . . . . . . 26Extending Intelligence . . . . . . . . . . . . . . . 22

FFiorello, Catherine A. . . . . . . . . . . . . . . . . 29Fostering Change in Institutions, Environments, and People . . . . . . . . . . 28Foundations and Futures of Education (series) . . . . . . . . . . . . . . . . . . . . . . 20, 29Fox, Alison. . . . . . . . . . . . . . . . . . . . . . . . 16Fox, Sam . . . . . . . . . . . . . . . . . . . . . . . . . 27Freud and Education . . . . . . . . . . . . . . . . 19Furlong, Michael J.. . . . . . . . . . . . . . . . . . . 6Future of Test-Based Educational Accountability, The . . . . . . . . . . . . . . . . 29

GGast, David L. . . . . . . . . . . . . . . . . . . . . . 25Gilman, Rich . . . . . . . . . . . . . . . . . . . . . . . 6Goswami, Usha . . . . . . . . . . . . . . . . . 17, 29Graesser, Arthur C. . . . . . . . . . . . . . . . . . . 6Guldberg, Helene. . . . . . . . . . . . . . . . . . . 19

HHacker, Douglas J. . . . . . . . . . . . . . . . . . . . 6Hall, Kathy . . . . . . . . . . . . . . . . . . . . . . . . 17Halpern, Robert . . . . . . . . . . . . . . . . . . . . 29Hancock, Gregory R. . . . . . . . . . . . . . . . . . 1Handbook of Bullying in Schools . . . . . . . 26Handbook of Cultural Developmental Science. . . . . . . . . . . . . . . . . . . . . . . . . . 9Handbook of Education Policy Research . . . 5

Handbook of Formative Assessment. . . . . 25Handbook of Metacognition in Education . . .6Handbook of Moral and Character Education . . . . . . . . . . . . . . . . . . . . . . . 28Handbook of Motivation at School. . . . . . . 3Handbook of Positive Psychology in Schools. . 6Handbook of Research on Adult Learning and Development . . . . . . . . . . . . . . . . . 28Handbook of Research on Learning and Instruction . . . . . . . . . . . . . . . . . . . . . . 10Handbook of Research on Schools, Schooling and Human Development. . . . 4Handbook of School-Family Partnerships . . 5Handbook of Self-Regulation of Learning and Performance . . . . . . . . . . . . . . . . . . 2Harrison, Colin. . . . . . . . . . . . . . . . . . . . . 17Haste, Helen . . . . . . . . . . . . . . . . . . . . . . 24Hattie, John . . . . . . . . . . . . . . . . . . . . . . . 11Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . 28Hendry, Richard . . . . . . . . . . . . . . . . . . . . 27Herbert, Anna . . . . . . . . . . . . . . . . . . . . . 12Hershkowitz, Rina . . . . . . . . . . . . . . . . . . 17Holzman, Lois . . . . . . . . . . . . . . . . . . . . . 29How We Think. . . . . . . . . . . . . . . . . . . . . 23Howard Jones, Paul . . . . . . . . . . . . . . . . . 23Howe, Christine . . . . . . . . . . . . . . . . . . . . 18Howes, Andy . . . . . . . . . . . . . . . . . . . . . . 27Huebner, E. Scott . . . . . . . . . . . . . . . . . . . . 6Human Development from Early Childhood to Early Adulthood. . . . . . . . 28

iIlleris, Knud . . . . . . . . . . . . . . . . . . . . . . . 29Improving Learning (series). . . . . . . . . . . . 27Improving Practice (TLRP) (series) . . . . . . . 14Improving the Context for Inclusion . . . . . 27Instructional Design for Teachers . . . . . . . 21Instructional Design Knowledge Base, The . . 20Instructional-Design Theories and Models, Volume III . . . . . . . . . . . . . . . . . . . . . . . 22Interdisciplinary Perspectives on Learning to Read . . . . . . . . . . . . . . . . . . . . . . . . 17International Handbook of Research on Conceptual Change . . . . . . . . . . . . . . . 29Introducing Neuroeducational Research . . 23Introducing Vygotsky . . . . . . . . . . . . . . . . 29Ireson, Judith . . . . . . . . . . . . . . . . . . . . . . 29

JJarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . 15Jeynes, William . . . . . . . . . . . . . . . . . . . . . 5Jimerson, Shane R.. . . . . . . . . . . . . . . . . . 26Jonassen, David H. . . . . . . . . . . . . . . . . . . 18Jones, Ken . . . . . . . . . . . . . . . . . . . . . . . . 13

31


index

KKanan, Linda M. . . . . . . . . . . . . . . . . . . . 10Kilcher, Ann . . . . . . . . . . . . . . . . . . . . . . . 14Klein, James D. . . . . . . . . . . . . . . . . . . . . 20Kupermintz, Haggai . . . . . . . . . . . . . . . . . 28Kyllonen, Patrick C. . . . . . . . . . . . . . . . . . 22

LLamb, Michael E. . . . . . . . . . . . . . . . . . . . 24Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . 6Learners, Learning and Educational Activity . . . . . . . . . . . . . . . . . . . . . . . . . 29Learning Across Sites . . . . . . . . . . . . . . . . 16Learning to be a Person in Society . . . . . . 15Learning to Solve Problems . . . . . . . . . . . 18Learning, Creating, and Using Knowledge. .12Littleton, Karen . . . . . . . . . . . . . . . . . . 1, 18Long, Martyn . . . . . . . . . . . . . . . . . . . . . . . 1Ludvigsen, Sten R. . . . . . . . . . . . . . . . . . . 16Lund, Andreas . . . . . . . . . . . . . . . . . . . . . 16

MMaking Sense (Routledge Revivals). . . . . . 24Mayer, Richard E. . . . . . . . . . . . . . . . . . . . 10McCall, Catherine C. . . . . . . . . . . . . . . . . . 9McCormick, Robert . . . . . . . . . . . . . . . . . 16McGuinness, Carol. . . . . . . . . . . . . . . . . . 14Means to Grow Up, The. . . . . . . . . . . . . . 29Measurement and Statistics for Teachers . . .29Meece, Judith L.. . . . . . . . . . . . . . . . . . . . . 4Mennuti, Rosemary B. . . . . . . . . . . . . . . . 28Metacognition in Young Children. . . . . . . . 6Motivating Students to Learn . . . . . . . . . . . 3Motivation and Learning Strategies for College Success . . . . . . . . . . . . . . . . . . 29Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . . 1

NNarvaez, Darcia . . . . . . . . . . . . . . . . . . . . 28New Perspectives on Learning and Instruction (series). . . . . . . . . . . 15, 16, 17Novak, Joseph D. . . . . . . . . . . . . . . . . . . . 12Nucci, Larry P.. . . . . . . . . . . . . . . . . . . . . . 28

PParental Involvement and Academic Success. . . . . . . . . . . . . . . . . . . . . . . . . . 5Passenger, Terri . . . . . . . . . . . . . . . . . . . . . 1Pedagogy of Creativity, The . . . . . . . . . . . 12Peer Power . . . . . . . . . . . . . . . . . . . . . . . 28Peer Power, Book One . . . . . . . . . . . . . . . 28Peer Power, Book Two . . . . . . . . . . . . . . . 28Peer Programs . . . . . . . . . . . . . . . . . . . . . 28Plank, David N. . . . . . . . . . . . . . . . . . . . . . 5

Plog, Amy E. . . . . . . . . . . . . . . . . . . . . . . 10Pritchard, Alan . . . . . . . . . . . . . . . . . . . 7, 29Procter, Richard . . . . . . . . . . . . . . . . . . . . 16Psychology for the Classroom (series) . . . 7, 8Psychology for the Classroom: Behaviourism . . . . . . . . . . . . . . . . . . . . . 8Psychology for the Classroom: Constructivism and Social Learning . . . . . 7Psychology for the Classroom: E-learning . . 8Psychology of Education, The. . . . . . . . . . . 1

RRasmussen, Ingvill . . . . . . . . . . . . . . . . . . 16Raudenbush, Stephen . . . . . . . . . . . . . . . 23Reclaiming Childhood . . . . . . . . . . . . . . . 19Reeves, Melissa A. . . . . . . . . . . . . . . . . . . 10Reigeluth, Charles M.. . . . . . . . . . . . . . . . 22Remedios, Richard . . . . . . . . . . . . . . . . . . . 4Reschly, Amy L. . . . . . . . . . . . . . . . . . . . . . 5Researching and Understanding Educational Networks. . . . . . . . . . . . . . 16Researching Creative Learning . . . . . . . . . 13Reviewer’s Guide to Quantitative Methods in the Social Sciences, The . . . . 1Richey, Rita C. . . . . . . . . . . . . . . . . . . . . . 20Riley, Philip. . . . . . . . . . . . . . . . . . . . . . . . . 7Roberts, Richard D. . . . . . . . . . . . . . . . . . 22Routledge International Handbook of Creative Learning, The . . . . . . . . . . . . . 13Routledge International Handbooks of Education (series) . . . . . . . . . . . . . . . . . 13Routledge Psychology in Education (series) . . 17Routledge Research in Education (series) . . .15Routledge Revivals (series) . . . . . . . . . . . . 24Rubie-Davies, Christine . . . . . . . . . . . . . . . 2Ryan, Katherine E. . . . . . . . . . . . . . . . . . . 29

SSäljö, Roger . . . . . . . . . . . . . . . . . . . . . . . 16Schneider, Barbara . . . . . . . . . . . . . . . . . . . 5Schneider, Wolfgang . . . . . . . . . . . . . . . . 28Schoenfeld, Alan H. . . . . . . . . . . . . . . . . . 23School-Based Mental Health . . . . . . . . . . 28School-Based Practice in Action (series) . . 10Schunk, Dale H. . . . . . . . . . . . . . . . . . . . . . 2Schwarz, Baruch . . . . . . . . . . . . . . . . . . . 17Sefton-Green, Julian . . . . . . . . . . . . . . . . 13Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . 29Sheehy, Kieron. . . . . . . . . . . . . . . . . . . . . . 1Sheehy, Noel . . . . . . . . . . . . . . . . . . . . . . 14Shepard, Lorrie A. . . . . . . . . . . . . . . . . . . 29Single Subject Research Methodology in Behavioral Sciences. . . . . . . . . . . . . . . . 25Smidt, Sandra . . . . . . . . . . . . . . . . . . . . . 29Smith, M Cecil . . . . . . . . . . . . . . . . . . . . . 28Social Psychology of the Classroom, The . . .15

Soler, Janet . . . . . . . . . . . . . . . . . . . . . . . 17Stankov, Lazar . . . . . . . . . . . . . . . . . . . . . 22Starko, Alane Jordan . . . . . . . . . . . . . . . . 11Stein, Nancy L. . . . . . . . . . . . . . . . . . . . . . 23Stobart, Gordon. . . . . . . . . . . . . . . . . . . . 29Studies in Mathematical Thinking and Learning Series (series) . . . . . . . . . . . . . 23Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . 29Swearer, Susan M. . . . . . . . . . . . . . . . . . . 26Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . 5

TTeaching for Student Learning . . . . . . . . . 14Testing Times . . . . . . . . . . . . . . . . . . . . . . 29Thinking Lessons for Thinking Classrooms . .14Thomson, Pat. . . . . . . . . . . . . . . . . . . . . . 13Thurman, S. Kenneth . . . . . . . . . . . . . . . . 29Tindall, Judith A. . . . . . . . . . . . . . . . . . . . 28Tobias, Sigmund. . . . . . . . . . . . . . . . . . . . 11Tracey, Monica W. . . . . . . . . . . . . . . . . . . 20Transformation of Knowledge through Classroom Interaction . . . . . . . . . . . . . . 17

UUnderstanding Psychological Theories of Motivation . . . . . . . . . . . . . . . . . . . . . . . 4Unlocking Assessment . . . . . . . . . . . . . . . 29Unlocking Series (series) . . . . . . . . . . . . . . 29Use of Representations in Reasoning and Problem Solving. . . . . . . . . . . . . . . 15

VVan Blerkom, Malcolm. . . . . . . . . . . . . . . 29Vargas, Julie S. . . . . . . . . . . . . . . . . . . . . . 22Verschaffel, Lieven . . . . . . . . . . . . . . . . . . 15Visible Learning . . . . . . . . . . . . . . . . . . . . 11Vosniadou, Stella . . . . . . . . . . . . . . . . . . . 29Vygotsky and Research . . . . . . . . . . . . . . 29Vygotsky at Work and Play. . . . . . . . . . . . 29Vygotsky in Action in the Early Years . . . . 22

WWays of Learning . . . . . . . . . . . . . . . . . . . 29Wentzel, Kathryn . . . . . . . . . . . . . . . . . . . . 3Wheldall, Kevin . . . . . . . . . . . . . . . . . . . . . 3Wigfield, Allan. . . . . . . . . . . . . . . . . . . . . . 3Wood, Clare . . . . . . . . . . . . . . . . . . . . 1, 17Woollard, John. . . . . . . . . . . . . . . . . . . . 7, 8

ZZimmerman, Barry J. . . . . . . . . . . . . . . . . . 2

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introduction to Psychometric TheoryTenko Raykov, George A . MarcoulidesOctober 2010

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