The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.

The Effective Teaching of Religious Education provides an accessible yet intellectually rigorous resource for all those involved in the teaching of RE in schools today.

Written with the needs of specialist and non-specialist teachers in mind, in both the primary and secondary sectors, it successfully integrates theory and practice, encouraging debate and reflection on a broad range of issues in what is often regarded as a complex and often controversial subject area.

The second edition has been written with the collaboration of a new co-author, Penny Thompson and has been thoroughly updated, revised and extended to include:

A new chapter on the place of Christianity in RE

New material on the purpose of RE and on the relationship of RE to other subjects

A new Appendix on tackling assessment and syllabus requirements

A new companion website at www.pearsoned.co.uk/watson-thompson including an overview of the use of ICT in RE teaching, web links and practical resources for use in the classroom.

The Effective Teaching of Religious Education provides an accessible yet intellectually rigorous resource for all those involved in the teaching of RE in schools today.

Written with the needs of specialist and non-specialist teachers in mind, in both the primary and secondary sectors, it successfully integrates theory and practice, encouraging debate and reflection on a broad range of issues in what is often regarded as a complex and often controversial subject area.

The second edition has been written with the collaboration of a new co-author, Penny Thompson and has been thoroughly updated, revised and extended to include:

A new chapter on the place of Christianity in RE

New material on the purpose of RE and on the relationship of RE to other subjects

A new Appendix on tackling assessment and syllabus requirements

A new companion website at www.pearsoned.co.uk/watson-thompson including an overview of the use of ICT in RE teaching, web links and practical resources for use in the classroom.

The field of educational psychology is experiencing profound transformations, driven by the rapid integration of technology into teaching and learning. Our latest volume, Teaching in Online, Distance, and Non-Traditional Contexts, explores this evolving landscape, emphasizing the rise of online, hybrid, and blended learning. With enrollment in online courses steadily increasing, especially since the COVID-19 pandemic, this book addresses the urgent need for effective online course design, informed by two decades of research on best practices. This volume is an essential resource for university faculty who teach educational psychology but could also be of interest to anyone who teaches online in higher education, particularly those in teacher preparation programs, providing comprehensive guidance on adapting to and excelling in digital learning environments. Building on the foundational principles of educational psychology, this book offers a deep dive into the specific challenges and opportunities presented by online education. Organized into five sections—Course Design, Instructor Development, Student Engagement, Cultural Responsiveness and Inclusion, and Assessment—it presents case studies and research-backed strategies to help educators create engaging, effective, and inclusive online courses. By emphasizing the importance of thoughtful planning, technological integration, and cultural inclusivity, this book equips educators with the tools they need to navigate the digital age while maintaining a student-centered and constructivist approach. Join us in redefining educational psychology for the 21st century and beyond.

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust?

This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.

The Effective Teaching of Religious Education provides an accessible yet intellectually rigorous resource for all those involved in the teaching of RE in schools today.

Written with the needs of specialist and non-specialist teachers in mind, in both the primary and secondary sectors, it successfully integrates theory and practice, encouraging debate and reflection on a broad range of issues in what is often regarded as a complex and often controversial subject area.

The second edition has been written with the collaboration of a new co-author, Penny Thompson and has been thoroughly updated, revised and extended to include:

A new chapter on the place of Christianity in RE

New material on the purpose of RE and on the relationship of RE to other subjects

A new Appendix on tackling assessment and syllabus requirements

A new companion website at www.pearsoned.co.uk/watson-thompson including an overview of the use of ICT in RE teaching, web links and practical resources for use in the classroom.

The Effective Teaching of Religious Education provides an accessible yet intellectually rigorous resource for all those involved in the teaching of RE in schools today.

Written with the needs of specialist and non-specialist teachers in mind, in both the primary and secondary sectors, it successfully integrates theory and practice, encouraging debate and reflection on a broad range of issues in what is often regarded as a complex and often controversial subject area.

The second edition has been written with the collaboration of a new co-author, Penny Thompson and has been thoroughly updated, revised and extended to include:

A new chapter on the place of Christianity in RE

New material on the purpose of RE and on the relationship of RE to other subjects

A new Appendix on tackling assessment and syllabus requirements

A new companion website at www.pearsoned.co.uk/watson-thompson including an overview of the use of ICT in RE teaching, web links and practical resources for use in the classroom.

The field of educational psychology is experiencing profound transformations, driven by the rapid integration of technology into teaching and learning. Our latest volume, Teaching in Online, Distance, and Non-Traditional Contexts, explores this evolving landscape, emphasizing the rise of online, hybrid, and blended learning. With enrollment in online courses steadily increasing, especially since the COVID-19 pandemic, this book addresses the urgent need for effective online course design, informed by two decades of research on best practices. This volume is an essential resource for university faculty who teach educational psychology but could also be of interest to anyone who teaches online in higher education, particularly those in teacher preparation programs, providing comprehensive guidance on adapting to and excelling in digital learning environments. Building on the foundational principles of educational psychology, this book offers a deep dive into the specific challenges and opportunities presented by online education. Organized into five sections—Course Design, Instructor Development, Student Engagement, Cultural Responsiveness and Inclusion, and Assessment—it presents case studies and research-backed strategies to help educators create engaging, effective, and inclusive online courses. By emphasizing the importance of thoughtful planning, technological integration, and cultural inclusivity, this book equips educators with the tools they need to navigate the digital age while maintaining a student-centered and constructivist approach. Join us in redefining educational psychology for the 21st century and beyond.