Routledge Education
New Titles and Key Backlist
Educational Psychology
2009/2010
www.routledge.com/education
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Welcome to the Routledge
Educational Psychology Catalog New Titles & Key Backlist 2009
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CONTENTS Educational Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Learning and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Cognitive Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
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Assessment and Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Order form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
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EDUCATIONAL PSYCHOLOGY FORTHCOMING
FORTHCOMING
The Reviewer’s Guide to Quantitative Methods in the Social Sciences
Psychosocial Perspectives on Learning, Teaching and Emotion
Edited by Gregory R. Hancock, University of Maryland, USA and Ralph O. Mueller, University of Hartford, CT, USA
Helen Lucey, The Open University, UK
This unique reference book is specifically designed for peer reviewers of manuscripts or proposals in the social and behavioral sciences. Its 31 chapters cover virtually all of the classic and emerging quantitative methods of data analysis that reviewers and researchers need to be familiar with. The book is not designed as an introductory teaching tool but is meant to update readers on a particular technique’s key principles, appropriate usage, underlying assumptions, and limitations. It also serves as a handy reference when designing one’s own research.
This is an innovative advanced text book that aims to go beyond current understandings of the relationship between teaching and learning, foregrounding unconscious and emotional dimensions of schooling. The author traces the roots of key ideas in educational psychology and critically looks at the ways in which they have shaped how we have come to think about ‘learners’ and what happens in classrooms.
January 2010: 7 x 10: 640pp Hb: 978-0-415-96507-1: $195.00 Pb: 978-0-415-96508-8: $89.95 www.routledge.com/9780415965088 00.031£
00.06£
FORTHCOMING 2ND EDITION
The Psychology of Education The Evidence Base for Teaching and Learning Martyn Long, Educational Psychologist, UK, Clare Wood, University of Coventry, UK, Terri Passenger, Nuffield Hospital Cheltenham, UK, Karen Littleton and Kieron Sheehy, both at The Open University, UK
Series: Routledge Educational Psychology
This book highlights the ways in which unconscious emotions, in constant interplay with social, structural and institutional forces, have the power to enhance, enable, block, distort and interfere with learning and teaching. Through this psychosocial framework the book will cast valuable light on some of the most pressing issues that all those involved in education persistently face, in particular resistance to learning and failure to learn. Supporting the development of skills in critical evaluation, argument and self reflection, this text is essential reading for all educational psychology and education studies students at undergraduate and postgraduate level, and researchers interested in the complex psychosocial influences on the relationships between teaching and learning. June 2010: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-55176-2: $130.00 Pb: 978-0-415-55177-9: $42.95 www.routledge.com/9780415551779 99.22£
Written in an accessible and engaging style, The Psychology of Education addresses the key concepts from psychology in relation to education. Throughout the text the author team emphasize an evidence based approach, providing practical classroom applications to improve learning outcomes and fictional case studies are used in this new edition to provide students with a better sense of what psychological issues can look like in the classroom. ‘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. Learning outcomes are listed at the outset of each chapter and chapters are summarized at the end, followed by suggestions for further reading. Additional features are available on the companion website. 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: 424pp Hb: 978-0-415-48689-7: $150.00 Pb: 978-0-415-48690-3: $47.95 www.routledge.com/9780415486903
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EDUCATIONAL PSYCHOLOGY
Handbook of Education Policy Research Edited by Gary Sykes and Barbara Schneider, both at Michigan State University, USA and David N. Plank, University of California, Berkeley, USA Co-published by Routledge for the American Educational Research Association (AERA) Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.
NEW
Handbook of School-Family Partnerships Sandra L. Christenson, University of Minnesota, USA and Amy Reschly, University of Georgia, USA Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This will be the first comprehensive review of what is known about the effects of homeschool partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidencebased practices for working with families across developmental stages, and provides an agenda for future research and policy. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences. October 2009: 6-3/4 x 9-3/4: 592pp Hb: 978-0-415-96375-6: $295.00 Pb: 978-0-415-96376-3: $114.95 eBook: 978-0-203-87604-6 www.routledge.com/9780415963763 00.002£
For more information on the American Educational Research Association, please visit: http://www.aera.net/. April 2009: 8-1/2 x 11: 1064pp Hb: 978-0-415-98991-6: $295.00 Pb: 978-0-415-98992-3: $119.95 eBook: 978-0-203-88096-8 www.routledge.com/9780415989923
00.57£
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Disparities in School Readiness
00.08£
How Families Contribute to Transitions into School Edited by Alan Booth and Ann C. Crouter, both at Pennsylvania State University, USA
The Dangerous Rise of Therapeutic Education Kathryn Ecclestone, University of Birmingham, UK and Dennis Hayes, Oxford Brookes University, UK The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Ecclestone and Hayes’ controversial and compelling book uses a wealth of examples across the education system, from primary schools to university to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world.
Interdisciplinary in nature, this new book appeals to researchers in family studies, human development, education, psychology, social work, sociology, economics, and public policy interested in improving children’s school transitions. 2007: 6 x 9: 320pp Hb: 978-0-8058-6435-9: $89.95 Pb: 978-0-8058-5981-2: $37.50 www.routledge.com/9780805859812 00.65£
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2008: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-39700-1: $150.00 Pb: 978-0-415-39701-8: $35.95 www.routledge.com/9780415397018 00.08£
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EDUCATIONAL PSYCHOLOGY
3
2ND EDITION
Handbook of Research on Adult Learning and Development
Developments in Educational Psychology
Edited by M Cecil Smith with Nancy DeFrates-Densch, Assistant Editor, both at Northern Illinois University, USA
Edited by Kevin Wheldall, Macquarie University, Australia
The time is right for this comprehensive, state-of-the-art Handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning - a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education), the volume is organized around six themes: theoretical perspectives on adult development and learning; research methods in adult development; research on adult development; research on adult learning; aging and gerontological research and policy perspectives on aging.
NEW
In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field of educational psychology over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: intelligence; communication; family environments; individual differences; reading; peer learning; classroom behavior; and higher education. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed. Now in its second edition, this compelling text for students and researchers is thoroughly updated and includes four new chapters. August 2009: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-46998-2: $160.00 Pb: 978-0-415-46993-7: $45.95 www.routledge.com/9780415469937
The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning. 2008: 7 x 10: 832pp Hb: 978-0-8058-5819-8: $275.00 Pb: 978-0-8058-5820-4: $99.95 eBook: 978-0-203-88788-2 www.routledge.com/9780805858204 00.081£
00.56£
00.08£
99.32£
Handbook of Metacognition in Education Edited 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: •represents an intersection of education, cognitive science, and technology •serves as a gateway to the literature for researchers and practitioners •sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education – covering comprehension strategies, metacognitive strategies, metacomprehension, writing, science and mathematics, individual differences, selfregulated learning, technology, tutoring, and measurement – 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. June 2009: 7 x 10: 464pp Hb: 978-0-8058-6353-6: $250.00 Pb: 978-0-8058-6354-3: $99.95 eBook: 978-0-203-87642-8 www.routledge.com/9780805863543 00.071£
00.56£
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EDUCATIONAL PSYCHOLOGY
NEW
Transforming Thinking
Metacognition in Young Children
Philosophical Inquiry in the Primary and Secondary Classroom
Shirley Larkin, University of Exeter, UK This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes: • real classroom examples, taking account of the whole child, socio-cultural context and the curriculum
Catherine C. McCall, University of Strathclyde, UK Essential reading for anyone who seeks to prepare active citizens for the 21st 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. With examples ranging from 5 year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops:
• practical examples of developing metacognition across the curriculum
• the skills of reasoning, critical and creative thinking
• advice on building metacognitive environments in the classroom
• the virtues of intellectual honesty and bravery.
• development of metacognition theory Essential reading for educational psychology and research students, this book will appeal to trainee and practicing teachers with an interest in facilitating young children’s development into wise and thoughtful adults.
• concept formation and judgment 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. March 2009: 6-1/4 x 9-1/4: 240pp Pb: 978-0-415-47668-3: $35.95 www.routledge.com/9780415476683 99.81£
July 2009: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-46357-7: $150.00 Pb: 978-0-415-46358-4: $45.95 eBook: 978-0-203-87337-3 www.routledge.com/9780415463584 00.57£
99.32£
Race, Culture, and Schooling
Routledge Journal Educational Psychologist Editor: Gale M. Sinatra, University of Nevada, Las Vegas, USA
Identities of Achievement in Multicultural Urban Schools Peter C. Murrell, Jr., Northeastern University, Boston, MA, USA
For more information on the Educational Psychologist, or to access an Online Sample Copy please visit the URL below:
Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement. It provides an accessible, practice-oriented culturally responsive framework for all teachers. 2007: 6 x 9: 232pp Hb: 978-0-8058-5537-1: $75.00 Pb: 978-0-8058-5538-8: $25.95 eBook: 978-1-4106-1748-4 www.routledge.com/9780805855388
www.tandf.co.uk/journals/HEDP
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EDUCATIONAL PSYCHOLOGY Handbook of Positive Psychology in Schools
School-Based Mental Health
Edited by Rich Gilman, Cincinnati Children’s Hospital Medical Center, University of Cincinnati, USA, E. Scott Huebner, University of South Carolina, USA and Michael J. Furlong, University of California - Santa Barbara, USA
Ray W. Christner and Rosemary B. Mennuti, both at Philadelphia College of Osteopathic Medicine, USA
A Practitioner’s Guide to Comparative Practices
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. 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. The purposes of this groundbreaking Handbook are to 1) describe ways that positive emotions, traits, and institutions promote school achievement and healthy social/emotional development 2) describe how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services and 3) describe the application of positive psychology to educational policy making. By doing so, the book provides a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. February 2009: 7 x 10: 520pp Hb: 978-0-8058-6361-1: $295.00 Pb: 978-0-8058-6362-8: $114.95 www.routledge.com/9780805863628
2008: 6 x 9: 456pp Hb: 978-0-415-95558-4: $44.95 www.routledge.com/9780415955584 00.82£
FORTHCOMING
Comprehensive Planning for Safe Learning Environments
Melissa A. Reeves, Winthrop University, USA, Linda M. Kanan and Amy E. Plog, both at Creek School District, Denver, CO, USA
Gender Development Judith E. Owen Blakemore, Indiana University-Purdue University, Fort Wayne, USA, Sheri A. Berenbaum and Lynn S. Liben, both at Pennsylvania State University, University Park, USA This new text offers a unique developmental focus on gender. Gender development is examined from infancy through adolescence, integrating biological, socialization, and cognitive perspectives. The book’s current empirical focus is complemented by a lively and readable style that includes anecdotes about children’s everyday experiences. The book’s accessibility is further enhanced with the use of bold face to highlight key terms when first introduced along with a complete glossary of these terms. 00.04£
This volume provides school-based practitioners with a comprehensive and comparative guide to the strategic interventions, therapeutic modalities, and treatment approaches that are most commonly and effectively used in educational settings. The emphasis on case examples and the comparative structure of this volume will provide a level of hands-on and practical learning that is helpful for both students and mental health practitioners working in schools for the first time, and as a resource for more seasoned professionals who need to expand the tools at their disposal.
A School Professional’s Guide to Integrating Physical and Psychological Safety - Prevention through Recovery
00.051£
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2008: 7 x 10: 536pp Hb: 978-0-8058-4170-1: $69.95 www.routledge.com/9780805841701
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School-Based Practice In Action Series The school violence events that occurred in the 2006-2007 school year and the March 2007 shooting tragedy in Germany have renewed concerns about schools across the country. The need, therefore, for a book on planning and implementing school safety measures would seem to be vital at this point in time. Reeves, Kanan, and Plog have created just such a guide, providing important information that can help prevent incidents of school violence for all educators involved in crisis prevention, preparedness, response, and recovery. The emphasis the authors place on the connection between physical safety efforts and psychological safety efforts make this work even more valuable. December 2009: 6 x 9: 224pp Pb: 978-0-415-99835-2: $34.95 www.routledge.com/9780415998352 00.91£
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EDUCATIONAL PSYCHOLOGY
2ND EDITION
4TH EDITION
Peer Programs
Peer Power, Book One
An In-Depth Look at Peer Programs: Planning, Implementation, and Administration
Strategies for the Professional Leader: Becoming an Effective Peer Helper and Conflict Mediator
Judith A. Tindall, Psychological Network, Inc., Missouri, USA and David R. Black, Purdue University, Indiana, USA
Judith A. Tindall, Psychological Network, Inc., Missouri, USA
An overview of peer helping, Peer Programs explains the value of and techniques for helping nonprofessionals learn to help others one-on-one, in small groups and in groups of classroom size. Intended to be of use to those responsible for planning, implementing and/or administering peer programs, this text should also convince those who are not directly involved that peer helping is a worthwhile undertaking – reducing drug and alcohol abuse, dropouts, violence and conflict, HIV and AIDS, pregnancy, stress and negative peer pressure.
The professional strategies book provides the program leader/facilitator with clear and easy guidelines for implementing the peer power program. After an overview of the peer program philosophy, training structure, and goals, the leader’s guide proceeds through the thirteen Modules that are found in the student workbook. For each exercise in the student workbook, this leader’s guide provides instructions for introducing and implementing the exercise, time and materials requirements, description of its purpose and goal, and application assignments.
2008: 6 x 9: 352pp Pb: 978-0-415-96236-0: $44.95 www.routledge.com/9780415962360
2008: 6 x 9: 240pp Pb: 978-0-415-96231-5: $29.95 www.routledge.com/9780415962315
4TH EDITION
3RD EDITION
Peer Power, Book One
Peer Power, Book Two
Workbook: Becoming an Effective Peer Helper and Conflict Mediator
Workbook: Applying Peer Helper Skills
05.81£
00.82£
Judith A. Tindall, Psychological Network, Inc., Missouri, USA This workbook brings the participating students through first of all understanding their role as a peer helper, understanding themselves based on much of the Myers Briggs Type Indicator and the Asset Building Model. Next, it takes the participant through eight core skills. The last part of the book indicates strategies for implementing peer work into practice. These strategies include limits setting through ethical guidelines, taking care of themselves, conflict resolving skills and putting peer helping into action. The Workbook provides clear instructions for the skills-focused, guided exercises, in a format that is accessible and enjoyable for students in the Peer Power Program. 2008: 8-1/2 x 11: 384pp Pb: 978-0-415-96232-2: $29.95 www.routledge.com/9780415962322
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Picking up where Book One left off, the Peer Power, Book Two Workbook brings the participating students through a series of Modules, focusing on how to apply the core skills learned in the first half of the program in real life situations. This volume covers topics such as drugs and alcohol abuse, taking care of you through stress management, leadership training, tutoring, group work, enhancing sexual health, disordered eating, suicide prevention, coping with loss, highway traffic safety, bullying reduction, mentoring, crisis management, character education, problem gambling prevention, and tobacco prevention. 2008: 8-1/2 x 11: 416pp Pb: 978-0-415-96234-6: $29.95 www.routledge.com/9780415962346 05.81£
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EDUCATIONAL PSYCHOLOGY 3RD EDITION
Peer Power, Book Two
Human Development from Early Childhood to Early Adulthood
Judith A. Tindall, Psychological Network, Inc., Missouri, USA
Findings from a 20 Year Longitudinal Study
The professional strategies book provides the program leader/facilitator with clear and easy to follow guidelines for implementing the Peer Power Program. Picking up where Book One left off, the leader’s guide to Book Two proceeds through the same series of Modules that are found in the Book Two student Workbook. For each exercise in the student Workbook, this leader’s guide provides instructions for introducing and implementing the exercise, time and material requirements, description of its purpose and goal, and application assignments.
Edited by Wolfgang Schneider, University of Wuerzburg, Germany and Merry Bullock, American Psychological Association (APA), Washington DC, USA
2008: 6 x 9: 208pp Pb: 978-0-415-96233-9: $29.95 www.routledge.com/9780415962339 05.81£
NEW
Handbook of Cultural Developmental Science Edited by Marc H. Bornstein, National Institute of Child Health and Human Development, Bethesda, Maryland, USA
This book summarizes a landmark longitudinal study of 200 children, from the ages of 3 to 23. The Munich Longitudinal Study on the Ontogenesis of Individual Competencies (LOGIC) examined the development of individual differences over time and whether it is possible to predict later competencies from earlier ones. Offering a snapshot of theory and data on personality, social, motor, moral, and cognitive development, the contributors help us understand which individual differences can and cannot be altered through schooling and other experiences and how differences seen in the earliest stages are later reflected in adulthood. The results provide valuable insight into the strengths and limitations of early prediction of individual differences. 2008: 6 x 9: 296pp Hb: 978-0-8058-6107-5: $90.00 Pb: 978-0-8058-6108-2: $44.95 www.routledge.com/9780805861082 05.65£
00.82£
The Handbook of Cultural Developmental Science offers a comprehensive contemporary scholarly approach to issues of culture in development. The book 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 and youth (prenatal through adolescence). Interdisciplinary in nature, the handbook will appeal to human development researchers and advanced students in psychology, education, and pediatrics. August 2009: 7 x 10: 568pp Hb: 978-0-8058-6330-7: $85.00 www.routledge.com/9780805863307
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EDUCATIONAL PSYCHOLOGY
Educational Psychology Series Series Editors: Robert J. Sternberg and Wendy M. Williams
Inquiry in Education, Volume I The Conceptual Foundations for Research as a Curricular Imperative Mark W. Aulls and Bruce M. Shore, both at McGill University, Canada This book pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education. It presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula. 2007: 6 x 9: 336pp Hb: 978-0-8058-2741-5: $95.00 Pb: 978-0-8058-2742-2: $33.95 eBook: 978-1-4106-1594-7 www.routledge.com/9780805827422 00.56£
99.22£
Inquiry in Education, Volume II Overcoming Barriers to Successful Implementation Edited by Bruce M. Shore and Mark W. Aulls, both at McGill University, Canada and Marcia A.B. Delcourt, Western Connecticut State University, USA Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquirybased approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts. 2007: 6 x 9: 368pp Hb: 978-0-8058-2743-9: $95.00 Pb: 978-0-8058-2744-6: $33.95 eBook: 978-1-4106-1596-1 www.routledge.com/9780805827446
Extending Intelligence Enhancement and New Constructs Edited by Patrick C. Kyllonen, Richard D. Roberts, and Lazar Stankov, all at Educational Testing Service, Princeton NJ, USA 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 enhancement.
00.56£
99.22£
Inquiry In Education Set Volumes I&II 2007 Set Pb: 978-0-8058-6388-8: $48.95 www.routledge.com/9780805863888 99.23£
2007: 6 x 9: 488pp Hb: 978-0-8058-4504-4: $130.00 eBook: 978-1-4106-1788-0 www.routledge.com/9780805845044 00.58£
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LEARNING AND INSTRUCTION Constructivist Instruction
Contemporary Theories of Learning
Success or Failure?
Learning Theorists ... In Their Own Words
Edited by Sigmund Tobias, Teacher’s College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA
Edited by Knud Illeris, Danish University of Education, Denmark
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. Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)’ responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research.
9
In this definitive collection of today’s most influential learning theorists, sixteen world-renowned experts present their understanding of what learning is and how human learning takes place. Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. The theorists include: Knud Illeris, Peter Jarvis, Robert Kegan, Yrjö Engeström, Bente Elkjaer, Jack Mezirow, Howard Gardner, Peter Alheit, John Heron, Mark Tennant, Jerome Bruner, Robin Usher, Thomas Ziehe, Jean Lave, Etienne Wenger, Danny Wildemeersch, and Veerle Stroobants. 2008: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-47343-9: $150.00 Pb: 978-0-415-47344-6: $37.95 www.routledge.com/9780415473446 00.57£
99.91£
Visible Learning
March 2009: 6 x 9: 392pp Hb: 978-0-415-99423-1: $150.00 Pb: 978-0-415-99424-8: $52.95 eBook: 978-0-203-87884-2 www.routledge.com/9780415994248 00.001£
A Synthesis of Over 800 Meta-Analyses Relating to Achievement
99.43£
John Hattie, University of Auckland, New Zealand ‘Visible Learning is the definitive book on sorting out the effectiveness of teaching strategies - a must read for those who want to improve teaching and learning.’ – Michael Fullan
How We Learn Learning and Non-Learning in School and Beyond Knud Illeris, Danish University of Education, Denmark How We Learn provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. 2007: 6-1/4 x 9-1/4: 304pp Hb: 978-0-415-43846-9: $160.00 Pb: 978-0-415-43847-6: $37.95 eBook: 978-0-203-93989-5 www.routledge.com/9780415438476 00.08£
99.91£
This unique and ground-breaking book is the result of 15 years research, it 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. 2008: 6-3/4 x 9-3/4: 392pp Hb: 978-0-415-47617-1: $160.00 Pb: 978-0-415-47618-8: $47.95 eBook: 978-0-203-88733-2 www.routledge.com/9780415476188 00.08£
99.42£
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10
LEARNING AND INSTRUCTION
2ND EDITION
New Perspectives on Learning and Instruction Series
Ways of Learning Learning Theories and Learning Styles in the Classroom Alan Pritchard, University of Warwick, UK Teachers are very good at providing excellent opportunities for children’s learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can make use of in their planning and teaching in order to provide even better opportunities for effective and lasting learning. 2008: 6-1/4 x 9-1/4: 136pp Pb: 978-0-415-46608-0: $33.95 eBook: 978-0-203-88724-0 www.routledge.com/9780415466080 99.71£
Series Edited by Mien Segers
Transformation of Knowledge Through Classroom Interaction Edited by Baruch Schwarz, The Hebrew University, 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, using mathematics and science as a model to examine how different types of interactions contribute to students’ participation in classroom activity, and their understanding of concepts and their practical applications. Combining theoretical perspectives with practical applications, the book includes discussions of: • the roles of dialogue and argumentation in constructing knowledge
FORTHCOMING
• the role of guidance in constructing knowledge
2ND EDITION
Learning, Creating, and Using Knowledge
• abstracting processes in mathematics and science classrooms
Concept Maps as Facilitative Tools in Schools and Corporations
• the effect of environment, media and technology on learning processes
Joseph D. Novak, Cornell University, USA
• methodologies for tracing transformation of knowledge in classroom interaction.
Recognizing 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, the book presents a solidly grounded theory for meaningful learning and autonomous knowledge building along with tools to make it operational, that is concept maps, created with the use of CMap Tools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimized by CMap Tools software. CMap Tools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are also likely to be attracted by this book.
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. April 2009: 6-1/4 x 9-1/4: 336pp Hb: 978-0-415-49224-9: $160.00 Pb: 978-0-415-49225-6: $47.95 eBook: 978-0-203-87927-6 www.routledge.com/9780415492256 00.08£
99.42£
November 2009: 6 x 9: 312pp Hb: 978-0-415-99184-1: $135.00 Pb: 978-0-415-99185-8: $49.95 www.routledge.com/9780415991858 00.09£
99.23£
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LEARNING AND INSTRUCTION FORTHCOMING
NEW
Use of External Representations in Reasoning and Problem Solving
Contemporary Perspectives on Reading and Spelling
Analysis and Improvement
Edited by Clare Wood, University of Coventry, UK and Vincent Connelly, Oxford Brookes University, UK
Edited by Lieven Verschaffel, Erik de Corte, Ton de Jong and Jan Elen, all at Katholieke Universiteit Leuven, Belgium and Jong – University of Twente, the Netherlands Use of External Representations in Reasoning and Problem Solving brings together contributions from leading international researchers in educational psychology, cognitive science and related fields, 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. Using empirical research findings to take a fresh look at the processes which take place when learning via external representations, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational and instructional psychology, instructional design and mathematics and science education.
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. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. 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. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills. July 2009: 6-1/4 x 9-1/4: 292pp Hb: 978-0-415-49716-9: $130.00 Pb: 978-0-415-49717-6: $47.95 eBook: 978-0-203-87783-8 www.routledge.com/9780415497176 00.08£
June 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-55673-6: $140.00 Pb: 978-0-415-55674-3: $47.95 www.routledge.com/9780415556743 00.08£
99.42£
11
99.42£
Routledge Journal Journal of Educational & Psychological Consultation Editor: Stephen D.Truscott, Georgia State University, USA For more information on the Journal of Educational & Psychological Consultation, or to access an Online Sample Copy, please visit the URL below:
www.tandf.co.uk/journals/HEPC
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12
LEARNING AND INSTRUCTION
FORTHCOMING
FORTHCOMING
Researching and Understanding Educational Networks
Educational Dialogues
Robert McCormick, The Open University, UK, Patrick Carmichael, University of Cambridge, UK, Alison Fox and Richard Procter, Institute of Education, London, UK
Edited by Karen Littleton, The Open University, UK and Christine Howe, University of Cambridge, UK
Teacher learning is a matter of critical importance and the ways in which it is conceptualized is changing significantly with new emphasis on situated learning and activity theory. This book extends that discussion in a novel way. Following an investigation of teacher and school networks in the UK, the authors found that theoretical perspectives taken from existing work on such networks were not adequate to provide an understanding of their potential, nor to provide the basis for researching them in ways that reflected the variety of teacher experience.
Understanding and Promoting Productive Interaction
Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterize the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted. 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. December 2009: 6-1/4 x 9-1/4: 310pp Hb: 978-0-415-46215-0: $135.00 Pb: 978-0-415-46216-7: $47.95 www.routledge.com/9780415462167 00.57£
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. These network theories draw on such ideas as social network analysis and on social capital theories, which gave a rich source upon which to build data collection and analysis of teacher and school networks. Using these theories the authors explore the empirical work that resulted from the investigation in the UK. This has been developed through further investigations of electronic networks (such as computer-mediated conferencing) and at how people network at events such as conferences. This book explores a new application of networks theories derived from quite different fields of work, and extends it both by being concerned about networks beyond organizations (most work focuses within organizations), and specifically about educational networks. Their application to educational networks and to teacher learning in particular, is a unique contribution of the book. This enables it to be of interest to both researchers and those studying for higher degrees, including students who are professionals working in schools.
99.42£
FORTHCOMING
Instructional Design for Teachers Improving Classroom Practice Alison Carr-Chellman, 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 pk-12 teachers. The instructional design (ID) model presented is similar to other established ID models, but with a special emphasis on preparing, motivating, and encouraging new and ongoing use of instructional design principles among those who find themselves in the fast-paced environment of pk-12 schools. This text shows how instructional design principles can really impact instructional moments in positive and practical ways. June 2010: 7 x 10: 250pp Hb: 978-0-415-80323-6: $140.00 Pb: 978-0-415-80324-3: $39.95 www.routledge.com/9780415803243 00.07£
00.02£
April 2010: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-49482-3: $160.00 Pb: 978-0-415-49483-0: $47.95 www.routledge.com/9780415494830 00.08£
99.42£
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LEARNING AND INSTRUCTION
13
Behavior Analysis for Effective Teaching
Instructional-Design Theories and Models, Volume III
Julie S. Vargas, B.F. Skinner Foundation, USA
Building a Common Knowledge Base
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.
Edited by Charles M. Reigeluth, Indiana University, USA and Alison A. Carr-Chellman, Pennsylvania State University, USA
This text is intended for undergraduate and graduate students in teacher education, special education, physical education, and educational psychology as well as for practicing teachers who would like to know what behavior analysis has to offer. The book is also appropriate for students in school psychology, school counseling, school social work and other human service areas. A course using this book as its basic text would qualify as one of the five courses required to sit for the credentialing exams given by the Behavior Analysis Certification Board. Features include: • Classroom Focus – It focuses on practical steps that teachers can take in any classroom setting to improve performance and reduce disruptions. Exercises at the end of each chapter provide quick checks on basic concepts and problem-solving exercises, with answers where appropriate • Presentation – The author is an exceptionally clear writer who uses a wealth of real classroom examples. • Pedagogy – The pedagogy follows behavior-analytic principles including clear behavioral objectives and coordinated end-of-chapter exercises.
Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, this book takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. February 2009: 6 x 9: 432pp Hb: 978-0-8058-6456-4: $50.00 eBook: 978-0-203-87213-0 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805864564
• Website – A coordinated website is planned to provide additional web-based quizzes, illustrative video clips, and guidelines for research projects that can be done as part of course requirements. March 2009: 7 x 10: 392pp Hb: 978-0-415-99007-3: $195.00 Pb: 978-0-415-99008-0: $79.95 eBook: 978-0-203-87980-1 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415990080 00.031£
05.25£
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99.23£
14
LEARNING AND INSTRUCTION
FORTHCOMING
Teaching for Student Learning and Success Richard I. Arends, Central Connecticut University, USA and Ann Kilcher, Paideia Consulting Group, USA This book 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. The book’s content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on classroom practices shown to have the greatest effect on student learning; and 3) research on effective schooling, defined as school-level factors that enhance student achievement and success. It devotes considerable space to describing how students learn and how the most effective and widely-used models of teaching connect to principles of student learning. Specifically, it describes how research on teaching, cognition, and neuroscience converge to provide an evidence-based ‘science of learning’ which teachers can use to advance their practice. December 2010: 7 x 10: 384pp Hb: 978-0-415-99888-8: $160.00 Pb: 978-0-415-96530-9: $59.95 eBook: 978-0-203-86677-1 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415965309 00.09£
99.23£
International Handbook of Research on Conceptual Change Stella Vosniadou, University of Athens, Greece Series: Educational Psychology Handbook The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields. 2008: 7 x 10: 768pp Hb: 978-0-8058-6044-3: $275.00 Pb: 978-0-8058-6045-0: $109.95 www.routledge.com/9780805860450 00.081£
00.08£
Learners, Learning and Educational Activity Judith Ireson, University of London, UK Series: Foundations and Futures of Education
The Means to Grow Up
The central idea in the book is that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place. Providing an accessible introduction to new ideas and recent developments in cognitive and sociocultural perspectives on learning, the book reviews advances in selected topics that are especially relevant for teachers and other educators.
Reinventing Apprenticeship as a Developmental Support in Adolescence Robert Halpern, Erikson Institute, Chicago, USA Series: Critical Youth Studies Halpern describes the pedagogical importance of ‘apprenticeship’, a movement that aims to re-engage youth through in-depth learning and unique experiences under the guidance of skilled professionals. Employing a ‘pedagogy of apprenticeship’, these experiences combine specific, visceral, and sometimes messy work with opportunity for self-expression, increasing responsibility, and exposure to the adult world.
By illustrating connections between individual and social aspects of learning in educational settings in and out of school, the book encourages teachers, parents and other educators to think about learners and learning in new ways. 2008: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-41407-4: $160.00 Pb: 978-0-415-41406-7: $45.95 eBook: 978-0-203-92909-4 www.routledge.com/9780415414067 00.08£
2008: 6 x 9: 248pp Hb: 978-0-415-96032-8: $135.00 Pb: 978-0-415-96033-5: $39.95 eBook: 978-0-203-88597-0 www.routledge.com/9780415960335
99.22£
00.09£
99.62£
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LEARNING AND INSTRUCTION
15
FORTHCOMING
Introducing Vygotsky
Education and Psychoanalysis
A Guide for Practitioners and Students in Early Years Education
Metaphors from the Classroom
Sandra Smidt, Independent Education Consultant, UK
Tamara Bibby, University of London, UK Series: Foundations and Futures of Education This book provides a way of using psychoanalytic psychologies to think about some of the processes and experiences of learning and teaching. It also provides a basic introduction to a range of psychoanalytic theorists focusing on the ways in which their work might be useful within education. Grounded in the classroom experiences of children and teachers, it is written in an accessible style drawing on the author’s own research and making academic use of primary and secondary sources. All discussion of theory will take place in the context of real situations that arise in classrooms exemplified by data from research. Its more specific objectives are to: • conceptualize classroom experiences through a critique of technical/rationalist policies and an exploration of the work the policy metaphors do • draw on empirical research (particularly observation and interview data) to provide vivid and grounded illustrative examples of common classroom experiences • use psychoanalytic theories to provide theoretical lenses with which to illuminate different common classroom experiences and to begin to conceptualize and understand these.
2008: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-48055-0: $150.00 Pb: 978-0-415-48057-4: $33.95 www.routledge.com/9780415480574 00.57£
99.71£
NEW
Vygotsky in Action in the Early Years The ‘Key to Learning’ Curriculum Galina Dolya, Curriculum Director of Key to Learning, and Education Consultant, UK
February 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-55265-3: $125.00 Pb: 978-0-415-55266-0: $42.95 www.routledge.com/9780415552660 00.57£
99.22£
Routledge Journal Educational Psychology Editor: Kevin Wheldall, Macquarie University, Sydney, Australia For more information on Educational Psychology, or to access an Online Sample Copy, please visit the URL below:
www.tandf.co.uk/journals/EdPsych
Introducing Vygotsky is an invaluable companion for anyone involved with children in the early years. The introduction of Vygotsky’s key concepts is followed by discussion of the implications of these for teaching and learning. Each chapter also includes a useful glossary of terms. This accessible text is illustrated throughout with examples drawn from real-life early years settings and the concepts discussed include: mediation and memory; culture and cultural tools; mental functions; language, concepts and thinking; activity theory and, play and meaning.
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. This text 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. Early years practitioners and Key Stage 1 teachers wanting to extend and enrich children’s cognitive development will find this an invaluable tool to complement and systemize existing good practice. August 2009: 8-1/4 x 11-3/4: 176pp Pb: 978-0-415-55229-5: $56.95 www.routledge.com/9780415552295 99.92£
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16
LEARNING AND INSTRUCTION
Vygotsky and Research
Reclaiming Childhood
Harry Daniels, University of Bath, UK
Freedom and Play in an Age of Fear
This book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky. A concise introduction to Vygotsky’s original thesis and discussions on his approach to research methods is given; this is followed by an exploration of the research practices which have arisen in fields developed on the basis of his original thesis. These include: Socio-cultural studies with a focus on mediated action; Distributed Cognition, Situated Cognition and Activity Theory.
Helene Guldberg, The Open University, UK
2008: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-39592-2: $160.00 Pb: 978-0-415-39593-9: $45.95 eBook: 978-0-203-89179-7 www.routledge.com/9780415395939 00.08£
Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safetyobsessed culture. Rather than pointing the finger at soft ‘junk’ targets and labeling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.
99.32£
Vygotsky at Work and Play Lois Holzman, East Side Institute for Group and Short Term Psychotherapy, New York, USA This text surveys and examines the influence of Lev Vygotsky on contemporary psychology and highlights the many ways Vygotsky’s cultural theory of human development has led to a rethinking of psychology’s fundamental conceptions.
We need to allow children to grow and flourish, to balance sensible guidance with youthful independence. That means letting children play, experiment and mess around without adults hovering over them. It means giving children the opportunity to develop the resilience that characterizes a sane and successful adulthood. Guldberg suggests ways we can work to improve children’s experiences, as well as those of parents, teachers and ‘strangers’ simply by taking a step back from panic and doom-mongering. January 2009: 6-1/4 x 9-1/4: 216pp Hb: 978-0-415-47722-2: $150.00 Pb: 978-0-415-47723-9: $31.95 eBook: 978-0-203-87041-9 www.routledge.com/9780415477239 00.57£
99.61£
2ND EDITION
Engaging Minds Changing Teaching in Complex Times Brent Davis and Dennis Sumara, both at University of Alberta, Canada and Rebecca Luce-Kapler, Queen’s University, Canada
2008: 5-1/2 x 8-1/2: 168pp Hb: 978-0-415-42294-9: $53.95 www.routledge.com/9780415422949 59.92£
Critical Thinking An Exploration of Theory and Practice Jennifer Moon, University of Bournemouth, UK
Engaging Minds is an introduction to current interdisciplinary studies of teaching and learning to teach. It offers practical suggestions for teachers in the context of critical examinations of assumptions and norms that frame formal education. 2007: 256pp Pb: 978-0-8058-6287-4: $46.95 eBook: 978-1-4106-1690-6 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805862874 99.52£
In this book, Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process. 2007: 6-1/4 x 9-1/4: 248pp Hb: 978-0-415-41178-3: $155.00 Pb: 978-0-415-41179-0: $48.95 eBook: 978-0-203-94488-2 www.routledge.com/9780415411790 00.08£
99.42£
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LEARNING AND INSTRUCTION Making Minds
NEW
What’s Wrong with Education - and What Should We Do about It?
Learning to be a Person in Society
Paul Kelley, Headteacher, Monkseaton Language College, UK The book examines the underlying limitations that have been accepted in education over the past two thousand years. The author challenges common assumptions about education through evidence-based, political, ethical, and emotional arguments, as well as examining case studies such as university admissions and the autism ‘epidemic.’ 2007: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-41410-4: $170.00 Pb: 978-0-415-41411-1: $35.95 eBook: 978-0-203-94680-0 www.routledge.com/9780415414111 00.58£
99.81£
Human Learning An Holistic Approach Edited by Peter Jarvis, University of Surrey, UK and Stella Parker, University of Nottingham, UK The nature of learning is at the heart of research in education - a complex area spanning multiple disciplines. Using contributions from international authors, this is the only book to approach learning from a multi-disciplinary perspective. 2007: 6-1/4 x 9-1/4: 240pp Pb: 978-0-415-43218-4: $47.95 eBook: 978-0-203-46332-1 www.routledge.com/9780415432184
17
Peter 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 of nurture - what learning is primarily about – builds on a detailed recognition of our genetic inheritance and evolutionary reality. It demonstrates the ways in which we become social human beings: internalizing, 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. This wide-ranging study draws on established research from a number of disciplines into the complexities that make us who we are. It will appeal to a wide variety of audiences: those involved in all fields of education, the study of learning and development, human resource development, psychology, theology and the caring professions. June 2009: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-41902-4: $150.00 Pb: 978-0-415-41903-1: $42.95 www.routledge.com/9780415419031 00.57£
99.42£
99.22£
NEW
4TH EDITION
Learning in Groups
The Social Psychology of the Classroom
A Handbook for Face-to-Face and Online Environments
Elisha Babad, Hebrew University of Jerusalem, Israel Routledge Research in Education
David Jaques, Independent Education Consultant, UK and Gilly Salmon, University of Leicester, UK This handbook is a truly comprehensive guide for anyone involved in group work, containing advice and practical exercises to develop group learning skills for both learners and tutors. This new edition has been thoroughly updated, containing valuable new material throughout on group learning and collaborating online, action research and the role of reflection and emotional intelligence. 2007: 7-1/2 x 9-3/4: 360pp Hb: 978-0-415-36527-7: $155.00 Pb: 978-0-415-36526-0: $52.95 eBook: 978-0-203-01645-9 www.routledge.com/9780415365260 00.59£
99.62£
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 new 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. Babad discusses “the state of the art” of classroom management theory, research and practice and explores a full range of teacher and classroom experiences (such as teachers’ differential behavior in the classroom and its psychological price, students’ roles and relationships, and distinguishing between “educating” students and “changing” students). June 2009: 6 x 9: 280pp Hb: 978-0-415-99929-8: $95.00 eBook: 978-0-203-87247-5 www.routledge.com/9780415999298 00.06£
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18
LEARNING AND INSTRUCTION
Ten Steps to Complex Learning
NEW
A Systematic Approach to Four-Component Instructional Design
4TH EDITION
Jeroen J.G. van Merrienboer and Paul A. Kirschner, both at the Open University, the Netherlands Ten Steps to Complex Learning presents in ten steps a path from a training problem to a training solution in a way that students, practitioners, (both instructional designers and teachers) and researchers can understand and use. 2007: 6 x 9: 320pp Hb: 978-0-8058-5792-4: $85.00 Pb: 978-0-8058-5793-1: $45.00 eBook: 978-1-4106-1805-4 www.routledge.com/9780805857931 00.08£
59.92£
Learning to Solve Complex Scientific Problems Edited by David H. Jonassen, University of Missouri/Columbia, USA This immensely useful read offering the insights of cognitive scientists and engineering and science educators who explain methods for helping students solve the complexities of everyday, scientific problems. 2007: 6 x 9: 416pp Hb: 978-0-8058-5918-8: $135.00 Pb: 978-0-8058-5919-5: $55.00 eBook: 978-1-4106-1623-4 www.routledge.com/9780805859195
Creativity in the Classroom Schools of Curious Delight Alane Jordan Starko, Eastern Michigan University, USA The fourth edition of this well-known text continues the mission of its predecessors – to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part I includes information on models and theories of creativity, characteristics of creative people, and talent development. Part II includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, motivation and classroom organization) in ways that support students’ creativity. Changes in this Edition: • Improved Organization – This edition has been reorganized from 8 to 10 chapters allowing the presentation of theoretical material in clearer, more manageable chunks.
00.09£
99.63£
The Origins of Mathematical Knowledge in Childhood Catherine Sophian, University of Hawaii at Manoa, USA Studies in Mathematical Thinking and Learning Series This book contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. 2007: 6 x 9: 216pp Hb: 978-0-8058-5758-0: $62.95 www.routledge.com/9780805857580
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• Pedagogy & Design – Chapter-opening vignettes, withinchapter reflection questions and activities, sample lesson ideas from real teachers, and end-of-chapter journaling activities help readers adapt content to their own teaching situations. Targeted specifically to educators (but useful to others), this book is suitable for any course that deals wholly or partly with creativity in teaching, teaching the gifted and talented, or teaching thinking and problem solving. July 2009: 7 x 10: 400pp Hb: 978-0-415-99706-5: $160.00 Pb: 978-0-415-99707-2: $59.95 eBook: 978-0-203-87149-2 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415997072 00.09£
99.93£
00.57£
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• New Material – In addition to general updating, there are more examples involving middle and secondary school teaching, more examples linking creativity to technology, new information on the misdiagnosis of creative students as ADHD, and more material on cross-cultural concepts of creativity, collaborative creativity, and linking creativity to state standards.
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LEARNING AND INSTRUCTION FORTHCOMING
FORTHCOMING
The Pedagogy of Creativity
The Routledge International Handbook of Creative Learning
Anna-Karin Herbert, Lurd University, Sweden This book is the first in English to bring together the pedagogy of classroom creativity with psychoanalytical theories, including French psychoanalyst Jacques Lacan and other recent research in the field. Herbert’s investigation explores the relationship between the creativity seen in psychological activity, such as dreams, and the creativity seen in the classroom. What might a methodology which taps into these forms of creativity look like? Could such methodology have any support in current neuropsychological theories of memory and learning? The wide-ranging discussion that follows considers how imaginary and symbolic orders of knowledge have consequences for the understanding of both conscious and unconscious creativity in the classroom. It also takes in the theories of Poststructuralist thinkers, along with theorists such as Levinas, Buber, Stein and Kristeva, all of whom are discussed in relation to the development of creativity in the classroom and surmounting the obstacles that lead to it.
Edited by Julian Sefton-Green, Pat Thomson, University of Nottingham, UK, Liora Bresler and Ken Jones Series: Routledge International Handbooks of Education Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning. 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. June 2010: 6-3/4 x 9-3/4: 512pp Hb: 978-0-415-54889-2: $170.00 www.routledge.com/9780415548892 00.011£
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: 192pp Hb: 978-0-415-54886-1: $125.00 Pb: 978-0-415-54887-8: $42.95 www.routledge.com/9780415548878 00.57£
99.22£
FORTHCOMING
Researching Creative Learning Methods and Approaches Edited by Pat Thomson, University of Nottingham, UK and Julian Sefton-Green, Independent Education Consultant, UK Teachers, governments and employers around the world all aspire 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 which will underpin growth in the twenty-first century.
Routledge Journal The Educational Psychology in Practice Editor: 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 URL below:
Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a text book for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students. June 2010: 6-3/4 x 9-3/4: 224pp Hb: 978-0-415-54884-7: $125.00 Pb: 978-0-415-54885-4: $42.95 www.routledge.com/9780415548854
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00.57£
99.22£
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20
LEARNING AND INSTRUCTION
The Routledge Companion to Dyslexia
NEW
Edited by Gavin Reid, Moray House School of Education, University of Edinburgh, UK
Introducing Neuroeducational Research
Lead Contributors: Gad Elbeheri, Ministry of Education Kuwait Dyslexia Association, John Everatt, Deborah Knight, Rollins Centre for Language & Learning, Atlanta Speech School, USA and Janice Wearmouth, University of Wellington, New Zealand The Routledge Companion to Dyslexia is a ground-breaking analysis of the whole field of dyslexia by a distinguished team of international contributors and editors, engaged in literacy, inclusion and learning. This accessible text: • presents a survey of current and future development in research, with a focus on how research can inform practice • focuses on areas such as neurobiology, phonological processing, literacy acquisition, numeracy and multilingualism • considers assessment and identification, with contributions on early identification, reading, spelling and mathematics • addresses identifying and meeting needs in an inclusive context • discusses inclusion and barriers to learning in a variety of different national contexts • includes models of instruction, direct instruction, co-operative learning and cross-curricular learning. It is ideal for those coming to the field of dyslexia for the first time as well as students and practitioners already familiar with the subject. March 2009: 6-3/4 x 9-3/4: 384pp Hb: 978-0-415-43078-4: $140.00 Pb: 978-0-415-43079-1: $51.95 www.routledge.com/9780415430791
Cognitive Development The Learning Brain Usha Goswami, University of Cambridge, UK This is the thoroughly revised and updated edition of the bestselling Cognition in Children. This full-color textbook has been re-written from the perspective of brain science and shows how new discoveries in cognitive neuroscience force us to reconsider traditional theories of cognitive development. 2007: 7-1/2 x 9-3/4: 480pp Hb: 978-1-84169-530-3: $90.00 Pb: 978-1-84169-531-0: $45.00 www.routledge.com/9781841695310
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. Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists, and policy-makers alike. October 2009: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-47200-5: $130.00 Pb: 978-0-415-47201-2: $47.95 eBook: 978-0-203-86730-3 www.routledge.com/9780415472012 00.08£
99.42£
FORTHCOMING
Developmental Cognitive Science Goes to School Edited by Nancy L. Stein and Stephen Raudenbush, both at The University of Chicago, USA
The book focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum; discusses tools that can be used to rapidly code complex real world information within a discipline and within a specific instructional framework, and addresses models that should be used to begin instruction for 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. November 2009: 6 x 9: 550pp Hb: 978-0-415-98883-4: $135.00 Pb: 978-0-415-98884-1: $49.95 www.routledge.com/9780415988841
59.94£
00.09£
05.72£
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Paul Howard Jones, Bristol University, UK
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.
00.58£
99.62£
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Neuroscience, Education and the Brain from Contexts to Practice
99.23£
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COGNITIVE DEVELOPMENT Metacognitive Approaches to Developing Oracy
Applied Cognitive Research in K-3 Classrooms
Developing Speaking and Listening with Young Children
Edited by S. Kenneth Thurman and Catherine A. Fiorello, both at Temple University, Philadelphia, USA
Edited by Roy Evans and Deborah Jones, both at Brunel University, UK
Applied Cognitive Research in K-3 Classrooms provides researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding of research in the school environment and sets an agenda for further research that applies cognitive psychology in early elementary classrooms.
This book brings together a body of work from different countries – offering an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raising standards of literacy and dialogic thinking for all children. 2008: 6-3/4 x 9-3/4: 272pp Hb: 978-0-415-44766-9: $140.00 Pb: 978-0-415-49555-4: $40.00 www.routledge.com/9780415495554 00.57£
00.02£
FORTHCOMING
Handbook of Research on Schools, Schooling and Human Development Edited by Judith Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne Eccles, University of Michigan, USA Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighborhood. In spite of this, there has never been a comprehensive handbook that attempted to assemble the widely dispersed body of research on the developmental effects of schools and schooling. That is the mission of this book. Topical coverage ranges from historical/theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broad, impersonal influences such as school and societal organizational patterns and educational policy. By bringing together critical findings from this loosely-coupled, cross-disciplinary field of study, this 31 chapter book provides a much-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. March 2010: 81⁄2 x 11: 658pp Hb: 978-0-8058-5948-5: $295.00 Pb: 978-0-8058-5949-2: $114.95 www.routledge.com/9780805859492 00.071£
00.06£
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2008: 6 x 9: 320pp Hb: 978-0-8058-5821-1: $140.00 Pb: 978-0-8058-5822-8: $51.95 eBook: 978-0-203-93268-1 www.routledge.com/9780805858228 00.59£
99.43£
Handbook of Moral and Character Education Edited by Larry P. Nucci, Stanford University, USA and Darcia Narvaez, Notre Dame University, USA Series: Educational Psychology Handbook There is widespread agreement that schools should contribute to students’ moral development and character formation. Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and/or character education. The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years. Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings. 2008: 7 x 10: 656pp Hb: 978-0-8058-5960-7: $210.00 Pb: 978-0-8058-5961-4: $94.95 eBook: 978-0-203-93143-1 www.routledge.com/9780805859614 00.041£
00.56£
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22
ASSESSMENT AND TESTING
NEW
FORTHCOMING
Handbook of Formative Assessment
Introductory Statistics
Edited by Heidi L. Andrade, University at Albany, SUNY, USA and Gregory J. Cizek, University of North Carolina at Chapel Hill, USA
A Guided Tour
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 of Formative Assessment is to comprehensively profile this burgeoning but loosely coupled 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.
Edited by William B. Ware, University of North Carolina, USA John M. Ferron, University of South Florida, USA and Barbara M. Miller, University of California, USA This comprehensive and uniquely organized text is aimed at undergraduate and graduate level statistics courses in education and psychology. An organization scheme built around common issues and problems rather than statistical techniques allows students to understand the conceptual nature of statistical procedures. Likewise, it is so comprehensive and clearly written that instructors are freed from a considerable amount of didactic presentation thus allowing them to engage more with cases and examples of analysis. Whenever possible, presentations contain explanations of the underlying reasons behind a technique. For example, nearly all introductory texts specify that when doing chi-squared tests on count data, expected cell frequencies should be five or more but most don’t tell why: this text does. December 2009: 7 x 10: 512pp Hb: 978-0-8058-3651-6: $250.00 Pb: 978-0-415-99600-6: $89.95 www.routledge.com/9780415996006 00.071£
00.06£
Key features include: • Comprehensive – 20 chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and postsecondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. • Integrative – Thoughtful attention is given to the integration of large-scale and classroom assessments. • Practical – Provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. • Global –Provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. • Accessible Style – Although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets as well as being a critical reference book for researchers in teacher preparation, assessment, curriculum, educational administration, and educational policy studies. October 2009: 7 x 10: 432pp Hb: 978-0-415-99319-7: $250.00 Pb: 978-0-415-99320-3: $114.95 www.routledge.com/9780415993203 00.051£
00.06£
The Future of Test-Based Educational Accountability Edited by Katherine E. Ryan, University of Illinois at Urbana-Champaign, USA and Lorrie A. Shepard, University of Colorado at Boulder, USA In recent decades testing has become a much more visible and high-stakes accountability mechanism that is now seen as a powerful tool that can be used to drive school improvement. The purpose of this book is to identify and analyze the key issues associated with test-based educational accountability and to chart the future of educational accountability research. Chapter contributions are intended to be forward looking rather than a compendium of what has happened in the past. The book provides an accessible discussion of issues such as validity, test equating, growth modelling, fairness for special populations, causal inferences, and misuses of accountability data. 2008: 6 x 9: 332pp Hb: 978-0-8058-6470-0: $95.00 eBook: 978-0-203-89509-2 www.routledge.com/9780805864700 00.56£
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ASSESSMENT AND TESTING NEW
Single-Subject Research Methodology in Behavioral Sciences
Measurement and Statistics for Teachers Malcolm Van Blerkom, University of Pittsburgh, USA Written in a student-friendly style, Measurement and Statistics for Teachers shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics.
David 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. Key features include: •Applied Focus – More than any other text, this one focuses on the nuts and bolts of how to use single-subject research in constructing one’s research project or in evaluating one’s professional practice. •Numerous and Varied Examples – The book abounds in examples from special education and other disciplines and populations within the applied research literature.
23
Comprehensive and accessible, it includes: short vignettes showing concepts in action; numerous classroom examples; highlighted vocabulary; boxes summarizing related concepts; end-ofchapter exercises and problems; six full chapters devoted to the essential topic of Classroom Tests and, instruction on how to carry out informal assessments, performance assessments, and portfolio assessments, and how to use and interpret standardized tests. 2008: 7 x 10: 312pp Hb: 978-0-415-99565-8: $150.00 Pb: 978-0-8058-6457-1: $79.95 eBook: 978-0-203-88786-8 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805864571 00.001£
05.25£
Testing Times The Uses and Abuses of Assessment Gordon Stobart, Reader in Education at the Institute of Education, University of London, UK
•Reader Friendly – The text is written in a reader friendly style, features sample data sheets and graphic displays, and includes detailed guidelines for conducting visual analysis of graphic data.
This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
•Expertise – The author’s long and distinguished career in teaching single-subject research is augmented by contributions from other experts in the field. September 2009: 7 x 10: 464pp Hb: 978-0-8058-6276-8: $175.00 Pb: 978-0-8058-6277-5: $89.95 eBook: 978-0-203-87793-7 www.routledge.com/9780805862775 00.511£
00.55£
2008: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-40474-7: $160.00 Pb: 978-0-415-40475-4: $45.95 eBook: 978-0-203-93050-2 www.routledge.com/9780415404754 00.08£
99.22£
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24
ASSESSMENT AND TESTING
Unlocking Assessment Edited by Sue Swaffield, University of Cambridge, UK
Implementing Response-toIntervention in Elementary and Secondary Schools
Unlocking Series
Procedures to Assure Scientific-Based Practices
This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences.
Matthew K. Burns, University of Minnesota, USA and Kimberly Gibbons, St. Croix River Education District, Minnesota, USA
Understanding for Reflection and Application
2008: 6-3/4 x 9-3/4: 200pp Pb: 978-0-415-45313-4: $37.95 eBook: 978-0-203-93093-9 www.routledge.com/9780415453134
School-Based Practice In Action Series This presents a clear and concise guide for implementing a schoolwide RTI model, from assessment and decision-making to Tiers I, II, and III interventions. As with other volumes in the School-Based Practice in Action Series, a companion CD will include a wealth of examples of forms, checklists, reports, and progress monitoring materials for the practitioner.
99.91£
2008: 6 x 9: 264pp Pb: 978-0-415-96392-3: $34.95 www.routledge.com/9780415963923 05.22£
Assessment and Intervention for Executive Function Difficulties George McCloskey, Philadelphia College of Osteopathic Medicine, USA, Lisa A. Perkins, in private practice, Family Study Center, Connecticut, USA and Bob Van Diviner, Milton Hershey School, USA School-Based Practice In Action Series McCloskey, Perkins, and Diviner provide a unique blend of theory, research, and practice that offers clinicians an overarching framework for the concept of executive functions (EFs) in educational settings. The conceptual model of executive functions is detailed, including their role in behavior, learning, and production across all settings. The heart of the book focus on the practical issues involved in the use of assessment tools, tests, report writing, and the implementation and follow-up of targeted interventions using the EF model. 2008: 392pp Pb: 978-0-415-95784-7: $34.95 www.routledge.com/9780415957847
3RD EDITION
Behavioral, Social, and Emotional Assessment of Children and Adolescents Kenneth W. Merrell, University of Oregon, USA This book provides a comprehensive foundation for conducting clinical assessments of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is aimed at graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education but will also be of interest to those in related disciplines such as counseling psychology, child psychiatry, and social work. 2007: 7 x 10: 560pp Hb: 978-0-8058-5370-4: $89.95 www.routledge.com/9780805853704 00.55£
Improving Testing Process Tools and Techniques to Assure Quality Edited by Cheryl Wild, Wild and Associates, Inc., USA and Rohit Ramaswamy, Service Design Solutions, Inc., USA The primary purpose of this book is to demonstrate how proven quality assurance tools and methods that have been applied successfully in the manufacturing and service industries for the past 20 years can be applied in the testing industry.
59.12£
2007: 6 x 9: 432pp Pb: 978-0-8058-6469-4: $59.95 www.routledge.com/9780805864694 99.93£
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ASSESSMENT AND TESTING
CLASSROOM MANAGEMENT
Improving Testing For English Language Learners
FORTHCOMING
Rebecca Kopriva, University of Wisconsin, USA
Motivating Students to Learn
25
3RD EDITION
This text provides a comprehensive approach to designing, building, implementing, and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. 2008: 6 x 9: 368pp Hb: 978-0-8058-6043-6: $99.95 www.routledge.com/9780805860436 00.56£
Enhancing Learning through Formative Assessment and Feedback
Jere 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 (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). 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. February 2010: 7 x 10: 400pp Hb: 978-0-415-80069-3: $160.00 Pb: 978-0-415-80070-9: $59.95 www.routledge.com/9780415800709 00.09£
99.23£
Alastair Irons, Northumbria University, UK 3RD EDITION
Series: Key Guides for Effective Teaching in Higher Education Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively, and shows teachers how they can provide further useful formative feedback. 2007: 5-1/2 x 8-1/2: 174pp Hb: 978-0-415-39780-3: $135.00 Pb: 978-0-415-39781-0: $32.95 eBook: 978-0-203-93433-3 www.routledge.com/9780415397810 00.07£
99.71£
Motivation for Achievement Possibilities for Teaching and Learning M. Kay Alderman, University of Akron, Ohio, USA Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This texts’ premise is that current research and theory about motivation offer hope and possibilities for educators, teachers, parents, coaches, and administrators to enhance motivation for achievement. 2007: 6 x 9: 360pp Pb: 978-0-8058-6048-1: $46.95 eBook: 978-1-4106-1427-8 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805860481 99.52£
Assessment of Problem Solving Using Simulations Edited by Eva Baker, University of California at Los Angeles, USA, Jan Dickieson, Naval Health Research Command, USA, Wallace Wulfeck, Office of Naval Research, USA, and Harold F. O’Neil, University of Southern California, USA This volume explores the application of computer simulation technology to measurement issues in education, especially as it pertains to problem based learning. It is appropriate for researchers, instructors and graduate students in educational assessment, educational technology, and educational psychology. 2007: 6 x 9: 360pp Hb: 978-0-8058-6293-5: $115.00 www.routledge.com/9780805862935 00.57£
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26
CLASSROOM MANAGEMENT
Motivation and Self-Regulated Learning
NEW
Theory, Research, and Applications
Handbook of Motivation at School
Edited by Dale H. Schunk, University of North Carolina, Greensboro, USA and Barry J. Zimmerman, Graduate Center, City University of New York, USA
Edited by Kathryn R. Wentzel and Allan Wigfield, both at University of Maryland - College Park, USA
This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and selfevaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in selfregulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. 2007: 6 x 9: 432pp Hb: 978-0-8058-5897-6: $140.00 Pb: 978-0-8058-5898-3: $46.95 www.routledge.com/9780805858983 00.59£
99.03£
The Handbook on 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. Section I surveys the major theoretical perspectives addressing children’s motivation at school, its antecedents, and its development. Section II focuses directly on children’s motivation in school and how it relates to both positive and negative achievement. The final section includes more recent perspectives on the role of social processes, socialization agents, and contextual factors that can promote or hinder the development of students’ motivation at school. Key Features:
3RD EDITION
Motivation and Learning Strategies for College Success A Self-Management Approach Myron H. Dembo and Helena Seli, both at University of Southern California, Los Angeles, CA, USA This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete selfmanagement studies whereby they are taught a process for improving their academic behavior.
• Comprehensive – No other book provides such a comprehensive overview of theory and research on children’s motivation at school. • Theoretical & Applied – The book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. • Chapter Structure – Chapters within each section follow a similar structure so that there is uniformity across chapters. • Commentaries – Each section ends with a commentary that provides clear directions for future research. August 2009: 6-3/4 x 9-3/4: 704pp Hb: 978-0-8058-6284-3: $295.00 Pb: 978-0-8058-6290-4: $114.95 eBook: 978-0-203-87949-8 www.routledge.com/9780805862904 00.061£
00.58£
2007: 7 x 10: 360pp Pb: 978-0-8058-6229-4: $44.95 Instructor’s Manual: 978-0-8058-6230-0 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805862294 99.22£
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CLASSROOM MANAGEMENT FORTHCOMING
FORTHCOMING
Teaching and Learning in a Responsebased Classroom
Teaching and Learning in a Social Classroom
Understanding and Implementing the Theory of Behaviourism
Understanding and Implementing the Work of Social-Constructivist
John Woollard, University of Southampton, UK
Alan Pritchard, University of Warwick, UK and John Woollard, University of Southampton, UK
Series: Psychology for the Classroom Teaching and Learning in a Response-based Classroom provides a broad, unbiased and accessible introduction to behaviorist theory as applied to learning and education in a practical context. Focusing on contemporary issues and strategies, including the use of elearning, the book provides a background to research in behaviorist theory and explains its implications for current teaching and learning, providing practical guidance to show teachers and students how they can use these ideas to improve classroom learning. Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, showing how a carefully planned curriculum and reinforced behaviors lead to effective learning. Appealing to practicing teachers and education students alike, this book provides a valuable and practical guide to the use of behaviorist theory in education, and is applicable to all those responsible for providing effective teaching and learning. April 2010: 6-1/4 x 9-1/4: 120pp Hb: 978-0-415-49398-7: $140.00 Pb: 978-0-415-49399-4: $33.95 www.routledge.com/9780415493994 00.07£
27
Series: Psychology for the Classroom Teaching and Learning in a Social Classroom provides a lively and accessible 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 broad, unbiased and practical analysis of constructivist theory, with a focus on contemporary issues, strategies and classroom practices, including the use of elearning and multimedia. The book offers a background to research in constructivist theory and explains its implications for contemporary teaching and learning. Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Appealing to practicing teachers and students alike, this book provides a valuable and practical guide to the use of constructivist theory in education, and is applicable to all those responsible for providing effective teaching and learning.
99.71£
March 2010: 6-1/4 x 9-1/4: 128pp Hb: 978-0-415-49479-3: $140.00 Pb: 978-0-415-49480-9: $33.95 www.routledge.com/9780415494809 00.07£
99.71£
Behaviour for Learning Proactive Approaches to Behaviour Management Simon Ellis and Janet Tod, both at Canterbury Christ Church University, UK Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behavior management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom. Teachers need to be asking themselves the question ‘How can I improve a child’s learning?’ rather than ‘How can I get them to behave?’ The authors present a unique focus on the relationships which underpin learning, placing an emphasis on the development of ‘learning behaviors,’ and endorses OFSTED’s view that it is essential to evaluate the efficacy of behavior management against progress in learning. Essentially, this book will help teachers: • decide what strategy is best for individuals in their classroom • be aware of the evidence / theoretical base that underpins that strategy use • be able to evaluate the effectiveness of that strategy. Authoritative and timely, Behaviour for Learning is compelling reading for all trainees and practicing teachers, CPD coordinators and other professionals working with challenging pupils. April 2009: 6-3/4 x 9-3/4: 320pp Pb: 978-1-84312-466-5: $41.95 www.routledge.com/9781843124665 99.12£
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CLASSROOM MANAGEMENT
NEW
NEW
Improving the Context for Inclusion
Building and Restoring Respectful Relationships in Schools
Personalizing Teacher Development through Collaborative Action Research Andy Howes, University of Manchester, UK, S.M.B. Davies, Trinity College, University of Wales, UK and Sam Fox, University of Manchester, UK Series: Improving Learning The authors of this thoughtprovoking book present and analyze 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. The essential elements of success with inclusion are revealed, including: • the importance of identifying issues that teachers see as relevant • how teachers can achieve meaningful collaboration in addressing the issues • the necessity of paying careful attention to the consequences of the changes that they make • incorporating practical considerations such as critical support from outsiders • the role of facilitators such as educational psychologists in working with groups of teachers to support their development through action research • how to facilitate change through making use of resources that are already available in the education system. Improving the Context for Inclusion is fascinating reading for all students of education, especially those with an interest in inclusion. Teachers, school leaders and those working in education services will gain an invaluable insight in to how to create an inclusive school environment.
A Guide to Using Restorative Practice Richard Hendry, Edinburgh University, UK Implementing ‘Restorative Practice’ in schools can offer powerful and effective methods of promoting harmonious relationships and resolving conflict. Restorative Practice helps disruptive pupils to take responsibility for their actions, understand the consequences of their behavior, and apologize to others. Through a whole-school approach school teachers and managers can help all children build healthy and respectful relationships with peers and teachers. This innovative and informative book: •provides a comprehensive overview of the current range of restorative approaches in schools •offers a clear framework and theoretical perspective for understanding the range of approaches •gives practical examples and case studies to illustrate practice •contains practical exercises and other useful resource materials •is relevant to individual staff as well as whole schools and education services. 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. This is essential reading for all teachers, especially department and year heads, as well as headteachers, policy makers and researchers. July 2009: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-54398-9: $125.00 Pb: 978-0-415-54427-6: $37.95 www.routledge.com/9780415544276 00.57£
99.91£
June 2009: 5-1/2 x 8-1/2: 208pp Hb: 978-0-415-47341-5: $125.00 Pb: 978-0-415-47342-2: $41.95 eBook: 978-0-203-87513-1 www.routledge.com/9780415473422 00.57£
99.22£
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CLASSROOM MANAGEMENT
INDEX
29
NEW
A
Resilient Playgrounds
Alderman, M. Kay .....................................................................................25 Andrade, Heidi ..........................................................................................22 Applied Cognitive Research in K-3 Classrooms ..........................................21 Arends, Richard I. ......................................................................................14 Assessment and Intervention for Executive Function Difficulties.................24 Assessment of Problem Solving Using Simulations.....................................25 Aulls, Mark W. ............................................................................................8
Beth Doll, University of Nebraska at Lincoln, USA School-Based Practice In Action Series In Resilient Playgrounds, Doll applies a data-based evaluation and problemsolving method to the playground environment, allowing school-based mental health professionals to work with teachers and administrators to provide and promote safer, more engaging, and more nurturing recess environments. The authors argue that a child’s experience during the recess period, while only a relatively short time out of the day, can have a real and drastic impact on learning, behavior, and development in other areas. The aim of the book is to provide the tools to evaluate recess experiences, and strategies to implement more nurturing environments, without negating the positive value of the unstructured playtime. Written for school-based mental health professionals of all backgrounds and levels of training, the book provides a vehicle for broader team building within the schools, working with teachers, administrators, parents, and school grounds staff to provide the best possible recess experience. November 2009: 6 x 9: 256pp Pb: 978-0-415-96088-5: $34.95 www.routledge.com/9780415960885
FORTHCOMING 2ND EDITION
Bullying in North American Schools Edited 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 1st edition of Bullying in North American Schools was published in 2004. This book provides an exciting compilation of research on bullying in school-aged youth conducted across the United States and Canada 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. 00.57£
99.44£
Babad, Elisha.............................................................................................17 Baker, Eva..................................................................................................25 Behavior Analysis for Effective Teaching ....................................................13 Behavioral, Social, and Emotional Assessment of Children and Adolescents........................................................................................24 Behaviour for Learning ..............................................................................27 Berenbaum, Sheri A. ...................................................................................5 Bibby, Tamara ............................................................................................15 Black, David R. ............................................................................................6 Blakemore, Judith E. Owen .........................................................................5 Booth, Alan.................................................................................................2 Bornstein, Marc H. ......................................................................................7 Bresler, Liora..............................................................................................19 Brophy, Jere...............................................................................................25 Building and Restoring Respectful Relationships in Schools........................28 Bullock, Merry .............................................................................................7 Bullying in North American Schools ...........................................................29 Burns, Matthew K. ....................................................................................24
C
59.12£
July 2010: 7 x 10: 380pp Hb: 978-0-415-80654-1: $149.95 Pb: 978-0-415-80655-8: $79.95 www.routledge.com/9780415806558
B
Carmichael, Patrick....................................................................................12 Carr-Chellman, Alison A......................................................................12, 13 Catherine C., McCall ...................................................................................4 Christenson, Sandra L..................................................................................2 Christner, Ray W..........................................................................................5 Cizek, Gregory J. .......................................................................................22 Cognitive Development .............................................................................20 Comprehensive Planning for Safe Learning Environments............................5 Connelly, Vincent ......................................................................................11 Constructivist Instruction .............................................................................9 Contemporary Perspectives on Reading and Spelling .................................11 Contemporary Theories of Learning.............................................................9 Creativity in the Classroom ........................................................................18 Critical Thinking ........................................................................................16 Critical Youth Studies (series) .....................................................................14 Crouter, Ann C............................................................................................2
D Dangerous Rise of Therapeutic Education, The ............................................2 Daniels, Harry............................................................................................16 Davies, S.M.B. ...........................................................................................28 Davis, Brent ...............................................................................................16 de Corte, Erik ............................................................................................11 de Jong, Ton .............................................................................................11 DeFrates-Densch, Assistant Editor, with Nancy.............................................3 Delcourt, Marcia A. B. .................................................................................8 Dembo, Myron H. .....................................................................................26 Developmental Cognitive Science Goes to School......................................20 Developments in Educational Psychology.....................................................3
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INDEX
Dickieson, Jan . . . . . . . . . . . . . . . . . . . . . . . .25 Disparities in School Readiness . . . . . . . . . . . . .2 Doll, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Dolya, Galina . . . . . . . . . . . . . . . . . . . . . . . . .15 Dreyfus, Tommy . . . . . . . . . . . . . . . . . . . . . . .10 Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . .9 Dunlosky, John . . . . . . . . . . . . . . . . . . . . . . . . .3
E Eccles, Jacquelynne . . . . . . . . . . . . . . . . . . . . .21 Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . .2 Education and Psychoanalysis . . . . . . . . . . . . .15 Educational Dialogues . . . . . . . . . . . . . . . . . .12 Educational Psychology Handbook (series) . . . . . . . . . . . . . . . . . .14, 21 Educational Psychology Series (series) . . . . . . . .8 Elbeheri, Gad . . . . . . . . . . . . . . . . . . . . . . . . .20 Elen, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Ellis, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Engaging Minds . . . . . . . . . . . . . . . . . . . . . . .16 Enhancing Learning through Formative Assessment and Feedback . . . . . . . . . . . . . . .25 Espelage, Dorothy L. . . . . . . . . . . . . . . . . . . .29 Evans, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Everatt, John . . . . . . . . . . . . . . . . . . . . . . . . .20 Extending Intelligence . . . . . . . . . . . . . . . . . . .8
F Ferron, John M. . . . . . . . . . . . . . . . . . . . . . . .22 Fiorello, Catherine A. . . . . . . . . . . . . . . . . . . .21 Foundations and Futures of Education (series) . . . . . . . . . . . . . . . . . . .14, 15 Fox, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Fox, Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Furlong, Michael J. . . . . . . . . . . . . . . . . . . . . . .5 Future of Test-Based Educational Accountability, The . . . . . . . . . . . . . . . . . . . . .22
G Gast, David L. . . . . . . . . . . . . . . . . . . . . . . . .23 Gender Development . . . . . . . . . . . . . . . . . . . .5 Gibbons, Kimberly . . . . . . . . . . . . . . . . . . . . .24 Gilman, Rich . . . . . . . . . . . . . . . . . . . . . . . . . .5 Goswami, Usha . . . . . . . . . . . . . . . . . . . . . . .20 Graesser, Arthur C. . . . . . . . . . . . . . . . . . . . . .3 Guldberg, Helene . . . . . . . . . . . . . . . . . . . . . .16
H Hacker, Douglas J. . . . . . . . . . . . . . . . . . . . . . .3 Halpern, Robert . . . . . . . . . . . . . . . . . . . . . . .14 Hancock, Gregory R. . . . . . . . . . . . . . . . . . . . .1 Handbook of Cultural Developmental Science .7 Handbook of Education Policy Research . . . . . .2 Handbook of Formative Assessment . . . . . . . .22 Handbook of Metacognition in Education . . . .3 Handbook of Moral and Character Education . . . . . . . . . . . . . . . . . . . .21 Handbook of Motivation at School . . . . . . . .26 Handbook of Positive Psychology in Schools . . .5
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Handbook of Research on Adult Learning and Development . . . . . . . . . . . . . . .3 Handbook of Research on Schools, Schooling and Human Development . . . . . . .21 Handbook of School-Family Partnerships . . . . .2 Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . .2 Hendry, Richard . . . . . . . . . . . . . . . . . . . . . . .28 Herbert, Anna-Karin . . . . . . . . . . . . . . . . . . . .19 Hershkowitz, Rina . . . . . . . . . . . . . . . . . . . . .10 Holzman, Lois . . . . . . . . . . . . . . . . . . . . . . . .16 How We Learn . . . . . . . . . . . . . . . . . . . . . . . . .9 Howard Jones, Paul . . . . . . . . . . . . . . . . . . . .20 Howe, Christine . . . . . . . . . . . . . . . . . . . . . . .12 Howes, Andy . . . . . . . . . . . . . . . . . . . . . . . . .28 Huebner, E. Scott . . . . . . . . . . . . . . . . . . . . . . .5 Human Development from Early Childhood to Early Adulthood . . . . . . . . . . . . .7 Human Learning . . . . . . . . . . . . . . . . . . . . . .17
I
L Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . .4 Learners, Learning and Educational Activity . .14 Learning in Groups . . . . . . . . . . . . . . . . . . . .17 Learning to be a Person in Society . . . . . . . . .17 Learning to Solve Complex Scientific Problems 18 Learning, Creating, and Using Knowledge . . .10 Liben, Lynn S. . . . . . . . . . . . . . . . . . . . . . . . . . .5 Littleton, Karen . . . . . . . . . . . . . . . . . . . . .1, 12 Long, Martyn . . . . . . . . . . . . . . . . . . . . . . . . . .1 Luce-Kapler, Rebecca . . . . . . . . . . . . . . . . . . .16 Lucey, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . .1
M Making Minds . . . . . . . . . . . . . . . . . . . . . . . .17 McCloskey, George . . . . . . . . . . . . . . . . . . . .24 McCormick, Robert . . . . . . . . . . . . . . . . . . . .12 Means to Grow Up, The . . . . . . . . . . . . . . . .14 Measurement and Statistics for Teachers . . . .23 Meece, Judith . . . . . . . . . . . . . . . . . . . . . . . .21 Mennuti, Rosemary B. . . . . . . . . . . . . . . . . . . .5 Merrell, Kenneth W. . . . . . . . . . . . . . . . . . . . .24 Metacognition in Young Children . . . . . . . . . . .4 Metacognitive Approaches to Developing Oracy . . . . . . . . . . . . . . . . . . . . . .21 Miller, Barbara M. . . . . . . . . . . . . . . . . . . . . .22 Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . .16 Motivating Students to Learn . . . . . . . . . . . . .25 Motivation and Learning Strategies for College Success . . . . . . . . . . . . . . . . . . . .26 Motivation and Self-Regulated Learning . . . . .26 Motivation for Achievement . . . . . . . . . . . . . .25 Mueller, Ralph . . . . . . . . . . . . . . . . . . . . . . . . .1 Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . . . . .4
Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Implementing Response-to-Intervention in Elementary and Secondary Schools . . . . . . . .24 Improving Learning (series) . . . . . . . . . . . . . . .28 Improving Practice (TLRP) (series) . . . . . . . . . .12 Improving Testing . . . . . . . . . . . . . . . . . . . . . .24 Improving Testing For English Language Learners . . . . . . . . . . . . . . . . . . . . .25 Improving the Context for Inclusion . . . . . . . .28 Inquiry In Education Set V1&2 P . . . . . . . . . . . .8 Inquiry in Education, Volume I . . . . . . . . . . . . .8 Inquiry in Education, Volume II . . . . . . . . . . . . .8 Instructional Design for Teachers . . . . . . . . . .12 Instructional-Design Theories and Models, Volume III . . . . . . . . . . . . . . . . .13 International Handbook of Research on Conceptual Change . . . . . . . . . . . . . . . . . . . .14 Introducing Neuroeducational Research . . . . .20 Introducing Vygotsky . . . . . . . . . . . . . . . . . . .15 Introductory Statistics . . . . . . . . . . . . . . . . . . .22 Ireson, Judith . . . . . . . . . . . . . . . . . . . . . . . . .14 Irons, Alastair . . . . . . . . . . . . . . . . . . . . . . . . .25
Narvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . .21 New Perspectives on Learning and Instruction (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . .10 Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . .21
J
O
Jaques, David . . . . . . . . . . . . . . . . . . . . . . . . .17 Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .17 Jonassen, David H. . . . . . . . . . . . . . . . . . . . . .18 Jones, Deborah . . . . . . . . . . . . . . . . . . . . . . .21 Jones, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . .19
O’Neil, Harold F. . . . . . . . . . . . . . . . . . . . . . . .25 Origins of Mathematical Knowledge in Childhood, The . . . . . . . . . . . . . . . . . . . . .18
K
Parker, Stella . . . . . . . . . . . . . . . . . . . . . . . . .17 Passenger, Terri . . . . . . . . . . . . . . . . . . . . . . . .1 Pedagogy of Creativity, The . . . . . . . . . . . . . .19 Peer Power . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Peer Power, Book One . . . . . . . . . . . . . . . . . . .6 Peer Power, Book Two . . . . . . . . . . . . . . . . . . .7 Peer Programs . . . . . . . . . . . . . . . . . . . . . . . . .6 Perkins, Lisa A. . . . . . . . . . . . . . . . . . . . . . . . .24 Plank, David N. . . . . . . . . . . . . . . . . . . . . . . . .2 Plog, Amy E. . . . . . . . . . . . . . . . . . . . . . . . . . .5 Pritchard, Alan . . . . . . . . . . . . . . . . . . . . .10, 27
Kanan, Linda M. . . . . . . . . . . . . . . . . . . . . . . .5 Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Key Guides for Effective Teaching in Higher Education (series) . . . . . . . . . . . . . . . . . . . . . .25 Kilcher, Ann . . . . . . . . . . . . . . . . . . . . . . . . . .14 Kirschner, Paul A. . . . . . . . . . . . . . . . . . . . . . .18 Knight, Deborah . . . . . . . . . . . . . . . . . . . . . .20 Kopriva, Rebecca . . . . . . . . . . . . . . . . . . . . . .25 Kyllonen, Patrick C. . . . . . . . . . . . . . . . . . . . . .8
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INDEX Procter, Richard . . . . . . . . . . . . . . . . . . . . . . .12 Psychology for the Classroom (series) . . . . . . .27 Psychology of Education, The . . . . . . . . . . . . . .1 Psychosocial Perspectives on Learning, Teaching and Emotion . . . . . . . . . . . . . . . . . . .1
R Race, Culture, and Schooling . . . . . . . . . . . . . .4 Ramaswamy, Rohit . . . . . . . . . . . . . . . . . . . . .24 Raudenbush, Stephen . . . . . . . . . . . . . . . . . .20 Reclaiming Childhood . . . . . . . . . . . . . . . . . .16 Reeves, Melissa A. . . . . . . . . . . . . . . . . . . . . . .5 Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . .20 Reigeluth, Charles M. . . . . . . . . . . . . . . . . . . .13 Reschly, Amy L. . . . . . . . . . . . . . . . . . . . . . . . .2 Researching and Understanding Educational Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Researching Creative Learning . . . . . . . . . . . .19 Resilient Playgrounds . . . . . . . . . . . . . . . . . . .29 Reviewer’s Guide to Quantitative Methods in the Social Sciences, The . . . . . . . . . . . . . . . .1 Roberts, Richard D. . . . . . . . . . . . . . . . . . . . . .8 Routledge Companion to Dyslexia, The . . . . .20 Routledge Educational Psychology (series) . . . .1 Routledge International Handbook of Creative Learning, The . . . . . . . . . . . . . . . . . . . . . . . . .19 Routledge International Handbooks of Education (series) . . . . . . . . . . . . . . . . . . . . . .19 Routledge Research in Education (series) . . . .17 Ryan, Katherine E. . . . . . . . . . . . . . . . . . . . . .22
S Salmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . .17 Schneider, Barbara . . . . . . . . . . . . . . . . . . . . . .2 Schneider, Wolfgang . . . . . . . . . . . . . . . . . . . .7 School-Based Mental Health . . . . . . . . . . . . . .5 School-Based Practice In Action Series (series) .5, 24, 29 Schunk, Dale H. . . . . . . . . . . . . . . . . . . . . . . .26 Schwarz, Baruch . . . . . . . . . . . . . . . . . . . . . .10 Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . .19 Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . . . .26 Sheehy, Kieron . . . . . . . . . . . . . . . . . . . . . . . . .1 Shepard, Lorrie A. . . . . . . . . . . . . . . . . . . . . .22 Shore, Bruce M. . . . . . . . . . . . . . . . . . . . . . . . .8 Single-Subject Research Methodology in Behavioral Sciences . . . . . . . . . . . . . . . . . . . .23 Smidt, Sandra . . . . . . . . . . . . . . . . . . . . . . . .15 Smith, M Cecil . . . . . . . . . . . . . . . . . . . . . . . . .3 Social Psychology of the Classroom, The . . . .17 Sophian, Catherine . . . . . . . . . . . . . . . . . . . .18 Stankov, Lazar . . . . . . . . . . . . . . . . . . . . . . . . .8 Starko, Alane Jordan . . . . . . . . . . . . . . . . . . .18 Stein, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . .20 Stobart, Gordon . . . . . . . . . . . . . . . . . . . . . . .23 Studies in Mathematical Thinking and Learning Series (series) . . . . . . . . . . . . . .18 Sumara, Dennis . . . . . . . . . . . . . . . . . . . . . . .16 Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . . . .24 Swearer, Susan M. . . . . . . . . . . . . . . . . . . . . .29 Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . .2
T Teaching and Learning in a Response-based Classroom . . . . . . . . . . . . . .27 Teaching and Learning in a Social Classroom .27 Teaching for Student Learning . . . . . . . . . . . .14 Ten Steps to Complex Learning . . . . . . . . . . .18 Testing Times . . . . . . . . . . . . . . . . . . . . . . . . .23 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . .19 Thurman, S. Kenneth . . . . . . . . . . . . . . . . . . .21 Tindall, Judith A. . . . . . . . . . . . . . . . . . . . . .6, 7 Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . . .9 Tod, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Transformation of Knowledge Through Classroom Interaction . . . . . . . . . . . . . . . . . . .10 Transforming Thinking . . . . . . . . . . . . . . . . . . .4
U Unlocking Assessment . . . . . . . . . . . . . . . . . .24 Unlocking Series (series) . . . . . . . . . . . . . . . . .24 Use of External Representations in Reasoning and Problem Solving . . . . . . . . . . .11
V Van Blerkom, Malcolm . . . . . . . . . . . . . . . . . .23 Van Diviner, Bob . . . . . . . . . . . . . . . . . . . . . . .24 van Merrienboer, Jeroen J.G. . . . . . . . . . . . . .18 Vargas, Julie . . . . . . . . . . . . . . . . . . . . . . . . . .13 Verschaffel, Lieven . . . . . . . . . . . . . . . . . . . . .11 Visible Learning . . . . . . . . . . . . . . . . . . . . . . . .9 Vosniadou, Stella . . . . . . . . . . . . . . . . . . . . . .14 Vygotsky and Research . . . . . . . . . . . . . . . . .16 Vygotsky at Work and Play . . . . . . . . . . . . . . .16 Vygotsky in Action in the Early Years . . . . . . .15
W Ware, William B. . . . . . . . . . . . . . . . . . . . . . .22 Ways of Learning . . . . . . . . . . . . . . . . . . . . . .10 Wearmouth, Janice . . . . . . . . . . . . . . . . . . . .20 Wentzel, Kathryn . . . . . . . . . . . . . . . . . . . . . .26 Wheldall, Kevin . . . . . . . . . . . . . . . . . . . . . . . .3 Wigfield, Allan . . . . . . . . . . . . . . . . . . . . . . . .26 Wild, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . . .24 Wood, Clare . . . . . . . . . . . . . . . . . . . . . . .1, 11 Woollard, John . . . . . . . . . . . . . . . . . . . . . . . .27 Wulfeck, Wallace . . . . . . . . . . . . . . . . . . . . . .25
Z Zimmerman, Barry J. . . . . . . . . . . . . . . . . . . .26
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