Handbook of Educational Psychology

Handbook of Educational Psychology

Handbook of Educational Psychology

Handbook of Educational Psychology

Synopsis

The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field's past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition.

The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.

Excerpt

With this third edition of the Handbook of Educational Psychology, we hope to move the field forward at the same time that we honor its history and legacy of years past. Today the field is not being redefined by individual scholars studying general tendencies within groups or current movements in educational research and policy, but by a growing understanding of what underlies learning and development through education. Over time, conducting meticulously planned studies of pointed research questions that build on one another has provided the recipe for growth, changing even some historic markers in the field. For example, in some areas of educational psychology, there is now an established relationship between data and theory that is leading to a new practice of science marked by modeling and visualization rather than hypothesis testing. In other areas, the data–theory relationship is informed by biography or narrative-experiential history. A third Handbook of Educational Psychology needs to support this changing landscape. The field no longer offers a limited menu; today it is more like a fully sustaining farm.

Structure of the Volume

To shape the volume, we conducted a content analysis of the two previous editions of this Handbook (Alexander & Winne, 2006; Berliner & Calfee, 1996), alongside the table of contents for the three-volume Educational Psychology Handbook published by the American Psychological Association (Harris, Graham, & Urdan, 2012). This analysis led to a structure aligned with the previous editions of Division 15’s Handbook, and some similar sections. It also allowed us to assess potential problems with overlapping content across the several different volumes.

We formed an advisory board to help us to think about topic coverage for the third edition. The advisory board members included a range of scholars representing diversity in expertise. These advisors helped us to identify salient topics, controversial issues, and new trends in the field. In addition, they assisted us in identifying scholars who might provide innovative perspectives and voices.

Prior editions of this Handbook included chapters on the history of educational psychology along with its underlying theory, research foci, and traditional methods of investigation. The authors of those chapters discussed central topics in learning and teaching within and across subject matter areas, as well as different types of students and educational contexts. For the present volume, we needed to make sense of the fact that . . .

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