| |
| |
| Contents | |
| |
| |
| |
| |
| Foundations of the Discipline | |
| |
| |
| |
| Educational Psychology: Searching for Essence Throughout a Century of Influence | |
| |
| |
| |
| Educational Psychology in the 21st Century | |
| |
| |
| |
| Conceptual Confusion and Educational Psychology | |
| |
| |
| |
| Development and Individual Differences | |
| |
| |
| |
| Academic Pathways From Preschool Through Elementary School | |
| |
| |
| |
| Development During Early and Middle Adolescence | |
| |
| |
| |
| Adult Development, Schooling, and the Transition to Work | |
| |
| |
| |
| Individual Differences in Cognitive Function | |
| |
| |
| |
| Models of Personality and Affect for Education: A Review and Synthesis | |
| |
| |
| |
| Cognitive Profiling of Children With Genetic Disorders and the Search for a Scientific Basis of Differentiated Education | |
| |
| |
| |
| Cognition and Cognitive Process | |
| |
| |
| |
| R. Stevens | |
| |
| |
| |
| Learning Theories and Education: Toward a Decade of Synergy | |
| |
| |
| |
| Knowledge: Structures and Processes | |
| |
| |
| |
| Cognitive Strategies Instruction: From Basic Research to Classroom Instruction | |
| |
| |
| |
| Problem Solving.P.K.Murphy | |
| |
| |
| |
| Changing Knowledge and Beliefs | |
| |
| |
| |
| Motivation | |
| |
| |
| |
| Classrooms as Contexts for Motivating Learning | |
| |
| |
| |
| Competence and Control Beliefs: Distinguishing the Means and Ends | |
| |
| |
| |
| Goals, Values, and Affect: Influences on Student Motivation | |
| |
| |
| |
| Self and Identity Processes in School Motivation, Learning, and Achievement | |
| |
| |
| |
| Educational Content | |
| |
| |
| |
| M. Simpson | |
| |
| |
| |
| Teaching and Learning in Reading | |
| |
| |
| |
| Writing | |
| |
| |
| |
| Mathematics Teaching and Learning | |
| |
| |
| |
| Science Education: Integrating Views of Learning and Instruction. B.VanSledright | |
| |
| |
| |
| Learning and Teaching Social Studies: A Review of Cognitive Research in History and Geography | |
| |
| |
| |
| Second Language Learning: Issues in Research and Teaching | |
| |
| |
| |
| Societal and Cultural Perspectives | |
| |
| |
| |
| Social Cultural Perspectives in Educational Psychology | |
| |
| |
| |
| Ethnicity, Learning | |
| |
| |
| |
| Assessing Gender Gaps in Learning and Academic Achievement | |
| |
| |
| |
| Sense of Belonging, Social Bonds, and School Functioning | |
| |
| |
| |
| Cultural Conceptions of Learning and Development | |
| |
| |
| |
| The Educational Context | |
| |
| |
| |
| Education for the Knowledge Age: Design-Centered Models of Teaching and Instruction | |
| |
| |
| |
| Teacher Knowledge and Beliefs | |
| |
| |
| |
| The Design of Powerful Learning Environments. J.Brophy | |
| |
| |
| Observational Research on Generic Aspects of Classroom Teaching | |
| |
| |
| |
| The Roles of Peers and Group Learning | |
| |
| |
| |
| Teaching and Learning in Technology-Rich Environments | |
| |
| |
| |
| Assessment of Learning, Development, and Teaching | |
| |
| |
| |
| Methodological Issues in Educational Psychology | |
| |
| |
| |
| Research Questions and Research Designs | |
| |
| |
| |
| The Art of Statistics: A Survey of Moder | |