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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

21-30 of 30 results in Educational Psychology Series
  1. Understanding and Teaching the Intuitive Mind

    Student and Teacher Learning

    Edited by Bruce Torff, Robert J. Sternberg

    Series: Educational Psychology Series

    The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions--knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction--sometimes work to facilitate learning in the classroom and...

    Published December 31st 2000 by Routledge

  2. 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 December 31st 2000 by Routledge

  3. Education As the Cultivation of Intelligence

    By Michael E. Martinez

    Series: Educational Psychology Series

    Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the...

    Published September 11th 2000 by Routledge

  4. Education As the Cultivation of Intelligence

    By Michael E. Martinez

    Series: Educational Psychology Series

    Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the...

    Published July 31st 2000 by Routledge

  5. Intelligence, Instruction, and Assessment

    Theory Into Practice

    Edited by Robert J. Sternberg, Wendy M. Williams

    Series: Educational Psychology Series

    Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary,...

    Published August 11th 1998 by Routledge

  6. Intelligence, Instruction, and Assessment

    Theory Into Practice

    Edited by Robert J. Sternberg, Wendy M. Williams

    Series: Educational Psychology Series

    Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary,...

    Published June 30th 1998 by Routledge

  7. Metacognition in Educational Theory and Practice

    Edited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser

    Series: Educational Psychology Series

    This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized...

    Published April 11th 1998 by Routledge

  8. Metacognition in Educational Theory and Practice

    Edited by Douglas J. Hacker, John Dunlosky, Arthur C. Graesser

    Series: Educational Psychology Series

    This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized...

    Published February 28th 1998 by Routledge

  9. 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 December 31st 1997 by Routledge

  10. Learning and Awareness

    By Ference Marton, Shirley Booth

    Series: Educational Psychology Series

    This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the...

    Published February 28th 1997 by Routledge

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