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Book Series

Educational Psychology Series

Series Editor: Robert J. Sternberg, Wendy M. Williams

This series has several goals:

  • to present the most significant contemporary theory and research on psychology as it is applied to education at all levels – elementary; secondary, and tertiary;
  • to present this research in a way that is relevant and accessible to both psychologists and educators;
  • to explore new ideas in instruction and assessment that are grounded in theory and tested in classrooms;
  • to inform and influence educational policy through the establishment of a solid base of theory and research rather than through the fads and fashions that come and go with the times but that have no base in the psychology of instruction;
  • to achieve further integration in the perspectives of education and psychology, as well as to draw together various fields of psychology in order to capitalize on their potential contributions to educational outcomes;
  • to explore notions of school reform that are linked to our knowledge about students’ learning, thinking, and motivation; and
  • to disseminate ideas from around the world, including Europe, Asia, and Africa, as well as the Americas.

 

This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.

Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.

Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.

New and Published Books

1-10 of 30 results in Educational Psychology Series
  1. How Dogmatic Beliefs Harm Creativity and Higher-level Thinking

    By Don Ambrose, Robert Sternberg

    Series: Educational Psychology Series

    In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly,...

    Published September 18th 2013 by Routledge

  2. Intelligence and Technology

    The Impact of Tools on the Nature and Development of Human Abilities

    Edited by Robert J. Sternberg, David D. Preiss

    Series: Educational Psychology Series

    In this volume, Robert J. Sternberg and David D. Preiss bring together different perspectives on understanding the impact of various technologies on human abilities, competencies, and expertise. The inclusive range of historical, comparative, sociocultural, cognitive, educational, industrial/...

    Published July 27th 2012 by Routledge

  3. Design Research on Learning and Thinking in Educational Settings

    Enhancing Intellectual Growth and Functioning

    Edited by David Yun Dai

    Series: Educational Psychology Series

    The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based...

    Published October 6th 2011 by Routledge

  4. Inquiry in Education, Volume I

    The Conceptual Foundations for Research as a Curricular Imperative

    By Mark W. Aulls, Bruce M. Shore

    Series: Educational Psychology Series

    Why should inquiry—the engine for independent, curiosity- and interest-driven, life-long learning—be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across...

    Published November 29th 2007 by Routledge

  5. Inquiry in Education, Volume II

    Overcoming Barriers to Successful Implementation

    Edited by Bruce M. Shore, Mark W. Aulls, Marcia A. B. Delcourt

    Series: Educational Psychology Series

    A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how...

    Published November 29th 2007 by Routledge

  6. Extending Intelligence

    Enhancement and New Constructs

    Edited by Patrick C. Kyllonen, Richard D. Roberts, Lazar Stankov

    Series: Educational Psychology Series

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

    Published October 30th 2007 by Routledge

  7. Perspectives on Thinking, Learning, and Cognitive Styles

    Edited by Robert J. Sternberg, Li-fang Zhang

    Series: Educational Psychology Series

    This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and *...

    Published July 10th 2007 by Routledge

  8. Adult Learning and Development

    Perspectives From Educational Psychology

    Edited by M. Cecil Smith, Thomas Pourchot

    Series: Educational Psychology Series

    Adult education occurs whenever individuals engage in sustained, systematic learning in order to affect changes in their attitudes, knowledge, skills, or belief systems. Learning, instruction, and developmental processes are the primary foci of educational psychology research and theorizing, but...

    Published July 10th 2007 by Routledge

  9. Remaking the Concept of Aptitude

    Extending the Legacy of Richard E. Snow

    By Gale M. Sinatra, Lee J. Cronbach, Haggai Kupermintz, David F. Lohman, Ellen B. Mandinach

    Series: Educational Psychology Series

    The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on...

    Published July 10th 2007 by Routledge

  10. Translating Theory and Research Into Educational Practice

    Developments in Content Domains, Large Scale Reform, and Intellectual Capacity

    Edited by Mark A. Constas, Robert J. Sternberg

    Series: Educational Psychology Series

    This book shows, in detail and with concrete examples, how educational theory and research can be translated into practice. Well-known researchers who have worked to establish productive, sustainable connections between the knowledge produced by the research community and the practices employed in...

    Published March 21st 2006 by Routledge

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