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Focus on Educational Psychology
Retail Price: $135.00
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$121.50
Editors: Mitel, Alea V.
Book Description:
The field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the “ normal, average “ student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This new book presents leading research from around the globe in all areas of educational psychology.

Table of Contents:
Preface

Chapter 1 - Counseling and Disabilities: Needed Counseling Concerns Relative to Educational Psychology and Special Education; pp. 1-52
(Michael F. Shaughnessy et al, Eastern New Mexico University)

Chapter 2 - Instructing and Testing for Expertise: A Cognitive Load Perspective; pp. 53-104
(Slava Kalyuga, University of South Wales)

Chapter 3 - What do Tests of Reading Comprehension Ability such as the VSAT Really Measure? A Componential Analysis; pp. 105-146
(Brenda Hannon, University of Texas at San Antonio and Meredyth Daneman, University of Toronto at Mississauga)

Chapter 4 - Factors External and Internal to the Adult Reader that Affect the Inferential Process; pp. 147-172
(Tracy Linderholm et al, University of Florida)

Chapter 5 - Development of Reading-Specific Representational Flexibility: A Cross-Sectional Comparison of Second Graders, Fourth Graders, and College Students; pp. 173-194
(Kelly B. Cartwright, Marisa C. Isaac, and Kristina L. Dandy - Christopher Newport University)

Chapter 6 - The Interaction of Automatic Processes and Cognitive Resources in Reading; pp. 195-216
(Jeffrey J. Walczyk and Diana A. Griffith-Ross, Louisiana Tech University)

Chapter 7 - Generalization and Transfer of Problem Solving Strategies; pp. 217-234
(Zhe Chen, University of California)

Chapter 8 - The Development of Problem Solving Strategies in Gifted and Average-Ability Children: Bringing Research from Cognitive Development in Educational Practice; pp. 235-250
(Hillary Hettinger Steiner and Martha Carr, University of Georgia)

Chapter 9 - Current Issues in the Assessment and Training of Metacognition Related to Mathematical Problem Solving; pp. 251-276
(Annemie Desoete and Herbert Roeyers, Artevelde College, Belgium)

Chapter 10 - How to Make Good Texts for Learning: Reviewing Text Revision Research; pp. 277-306
(Eduardo Vidal-Abarca et al, University of Valencia, Spain)

Chapter 11 - The 2 x 2 Achievement Goal Framework: An Overview of Empirical Research; pp. 307-326
(Arlen C. Moller and Andrew J. Elliot, University of Rochester)

Chapter 12 - Academic Achievement and Motivation in Difficult Classes. A Multilevel Analysis Approach; pp. 327-342
(Joachim Tiedermann and Elfriede Billmann-Mahecha, University of Hanover, Germany)

Index

   Binding: Hardcover
   Pub. Date: 2005
   ISBN: 1-59454-227-9
   Status: AV
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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