Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development

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Overview

"

[This book] is solid in its topic coverage and delivery? Readers will glean a multitude of new ideas from the theories and approaches presented in this book, ranging from cultural aspects of teaching to Sternberg's WICS model.

--Doody's

This book serves as a comprehensive review of the current state-of-the-art in educational psychology and applied cognitive science. The chapter authors, who are all leading researchers in this field, provide reviews of contemporary discoveries related to educational research that are both novel and forward-thinking. The book contains the cutting edge literature on genetics and neuroscience, cognitive science and its relation to critical thinking, reading-related phonological processes, cultural considerations in education, and much more.

The research methods and perspectives discussed range from education and psychology, to artificial intelligence and economics, thus offering a breadth of knowledge and insight on the field of educational research. The authors provide numerous tools and models for both routine and non-routine decision-making in educational settings. Both psychologists and researchers in the fields of cognitive, developmental, educational, and cultural psychology will want this book on their bookshelf.

"

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Editorial Reviews

Doody's Review Service
Reviewer: Christopher J Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Educational psychology passed through a period of uncertainty in the 1990s, but has recently reemerged into the spotlight with current legislation (e.g., No Child Left Behind). This book is meant to rekindle interest in the field with an update on the literature.
Purpose: The aim is to provide an updated review of the educational psychology literature with a particular focus on areas that are of high importance, but receive little public attention.
Audience: Although it is intended for a wide variety of specialists given its interdisciplinary context, the book is targeted mainly at school and clinical psychologists. The editors and contributing authors are at the pinnacle of the field and well chosen to compile this tome.
Features: The book is focused largely on new theories and innovations rather than on providing a comprehensive foundation of the field. This is okay, but it requires readers to be familiar with the topic before delving too deeply into the book. The chapters are well written and use a variety of different techniques to relay the information, including charts, tables, and case examples. The references are current and the new innovations and theories expand the realm of possibilities in educational psychology beyond the typical concrete teaching strategies that might be found in other books. The one area of weakness is the organization. The chapters do not follow, at least to my mind, a logical progression of topics. They jump around to the degree that reading individual chapters as reference sources makes more sense than reading the book cover-to-cover. However, the book generally hits all the high points one would expect.
Assessment: Readers will glean a multitude of new ideas from the theories and approaches presented in this book, ranging from cultural aspects of teaching to Sternberg's WICS model. It is solid in its topic coverage and delivery, but it is not necessarily a flashy book that readers will be clamoring to own.
From The Critics
Reviewer: Christopher J. Graver, PhD, ABPP-CN(Madigan Healthcare System)
Description: Educational psychology passed through a period of uncertainty in the 1990s, but has recently reemerged into the spotlight with current legislation (e.g., No Child Left Behind). This book is meant to rekindle interest in the field with an update on the literature.
Purpose: The aim is to provide an updated review of the educational psychology literature with a particular focus on areas that are of high importance, but receive little public attention.
Audience: Although it is intended for a wide variety of specialists given its interdisciplinary context, the book is targeted mainly at school and clinical psychologists. The editors and contributing authors are at the pinnacle of the field and well chosen to compile this tome.
Features: The book is focused largely on new theories and innovations rather than on providing a comprehensive foundation of the field. This is okay, but it requires readers to be familiar with the topic before delving too deeply into the book. The chapters are well written and use a variety of different techniques to relay the information, including charts, tables, and case examples. The references are current and the new innovations and theories expand the realm of possibilities in educational psychology beyond the typical concrete teaching strategies that might be found in other books. The one area of weakness is the organization. The chapters do not follow, at least to my mind, a logical progression of topics. They jump around to the degree that reading individual chapters as reference sources makes more sense than reading the book cover-to-cover. However, the book generally hits all the high points one would expect.
Assessment: Readers will glean a multitude of new ideas from the theories and approaches presented in this book, ranging from cultural aspects of teaching to Sternberg's WICS model. It is solid in its topic coverage and delivery, but it is not necessarily a flashy book that readers will be clamoring to own.
From The Critics
Reviewer:Christopher J. Graver, PhD(Madigan Army Medical Center)
Description:Educational psychology passed through a period of uncertainty in the 1990s, but has recently reemerged into the spotlight with current legislation (e.g., No Child Left Behind). This book is meant to rekindle interest in the field with an update on the literature.
Purpose:The aim is to provide an updated review of the educational psychology literature with a particular focus on areas that are of high importance, but receive little public attention.
Audience:Although it is intended for a wide variety of specialists given its interdisciplinary context, the book is targeted mainly at school and clinical psychologists. The editors and contributing authors are at the pinnacle of the field and well chosen to compile this tome.
Features:The book is focused largely on new theories and innovations rather than on providing a comprehensive foundation of the field. This is okay, but it requires readers to be familiar with the topic before delving too deeply into the book. The chapters are well written and use a variety of different techniques to relay the information, including charts, tables, and case examples. The references are current and the new innovations and theories expand the realm of possibilities in educational psychology beyond the typical concrete teaching strategies that might be found in other books. The one area of weakness is the organization. The chapters do not follow, at least to my mind, a logical progression of topics. They jump around to the degree that reading individual chapters as reference sources makes more sense than reading the book cover-to-cover. However, the book generally hits all the high points one would expect.
Assessment:Readers will glean a multitude of new ideas from the theories and approaches presented in this book, ranging from cultural aspects of teaching to Sternberg's WICS model. It is solid in its topic coverage and delivery, but it is not necessarily a flashy book that readers will be clamoring to own.
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Product Details

  • ISBN-13: 9780826121622
  • Publisher: Springer Publishing Company, Incorporated
  • Publication date: 1/26/2010
  • Edition description: New Edition
  • Pages: 498
  • Product dimensions: 5.90 (w) x 8.90 (h) x 1.10 (d)

Meet the Author

Robert J. Sternberg, PhD, is Provost and Senior Vice President as well as Professor of Psychology at Oklahoma State University. His PhD is from Stanford and he holds 11 honorary doctorates. Sternberg is the author of roughly 1250 publications and has won two dozen awards. He is President-Elect of the Federation of Associations of Brain and Behavioral Sciences, President of the International Association for Cognitive Education and Psychology, and a former President of the American Psychological Association.

David Preiss is an assistant professor at the Escuela de Psicología of the Pontificia Universidad Católica de Chile. In 2005, he received his Ph.D. in cognitive psychology at Yale University, where he worked with Robert Sternberg and Elena Grigorenko. He is an associate member of the Laboratory of Comparative Human Cognition at the University of California, San Diego and an affiliate member of the PACE Center at Tufts University. His research focuses on the overlap between education, cognitive science, and technology and includes topics such as pedagogy, cognitive development, human intelligence, and educational technology. He and Dr. Sternberg previously co-edited Intelligence and Technology: The Impact of Tools on the Nature and Development (LEA/T&F, 2005).

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Table of Contents

Contributors ix

Preface xiii

Part I Individual Differences in Human Development 1

1 Juxtaposing Psychological, Educational, and Genomic Sciences: An Emerging Platform for Interpreting Individual Differences in the Classroom Elena L Grigorenko Samuel D. Mandelman Adam J. Naples Natalia Rakhlin 3

2 Dyslexia Deciphered Richard K. Wagner Patricia T. Kantor 25

Part II Mind Meets the Classroom 49

3 Insights From Everyday Knowledge for Mathematics Education Terezinha Nu?es Peter Bryant 51

4 Students' Goals Influence Their Learning Xiaodong Lin Robert S. Siegler Florence R. Sullivan 79

5 Working With and Cultivating the Development of Interest, Self-Efficacy, and Self-Regulation K. Ann Renninger 107

Part III Refining Mind 139

6 Finding Young Paul Robesons: Exploring the Question of Creative Polymathy James C. Kaufman Ronald A. Beghetto John Baer 141

7 How (Well-Structured) Talk Builds the Mind Lauren B. Resnick Sarah Michaels M.C. O'Connor 163

8 A Framework for Critical Thinking, Rational Thinking, and Intelligence Keith E. Stanovich Paula J. Stanovich 195

Part IV Cultural Aspects of Teaching 239

9 A Theory of Teaching Alan H. Schoenfeld 241

10 Uncovering the Role of Culture in Learning, Development, and Education Carrie Rothstein-Fisch Patricia M. Greenfield Elise Trumbull Heidi Keller Blanca Quiroz 269

11 Technology-Supported Face-to-Face Small-Group Collaborative Formative Assessment and Its Integration in the Classroom Miguel Nussbaum Florencia Gomez Javiera Mena Patricia Imbarack Alex Torres Marcos Singer Mar?a Elena Mora 295

12 Folk Pedagogy and Cultural Markers in Teaching: Three Illustrations From Chile David D. Preiss 325

Part V Psychological Perspectives on Educational Reform 357

13 A New Role for Schools: Providing Child Care and Family Support Services Edward Zigler Matia Finn-Stevenson 359

14 A Thinking Laboratory: Perspectives of Prospective Education Alex Kozulin 381

15 Academic Intelligence Is Not Enough! WICS: An Expanded Model for Effective Practice in School and Later Life Robert J. Sternberg 403

16 The Making of a Discipline David R. Olson 441

Index 453

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