APA Educational Psychology Handbook

Karen R. Harris, EdD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University, Nashville, Tennessee. Her research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students who are normally achieving who are at risk and who face severe learning challenges, especially in the area of writing. She is a Fellow of APA and the former editor of the Journal of Educational Psychology (2 3 amp ndash 2 8).  She was coeditor of the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2 8, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Steve Graham).  Dr. Harris, with Steve Graham, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.  Steve Graham, EdD, is Currey Ingram Professor of Special Education and Literacy in the Department of Special Education at Vanderbilt University, Nashville, Tennessee. His research focuses on identifying the factors involved in writing difficulties and disabilities and on examining the effectiveness of specific prevention and intervention procedures for enhancing writing development.  He is the former editor of both Exceptional Children (2 3 amp ndash 2 ) and Contemporary Educational Psychology (2 amp ndash 2 3). He was coeditor of the Handbook of Writing Research (2 5, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2 8, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Karen R. Harris).  Dr. Graham, with Karen R. Harris, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.  Tim Urdan, PhD, is professor of psychology and liberal studies at Santa Clara University, Santa Clara, California. He received his doctorate in psychology and education from the University of Michigan and taught at Emory University before moving to Santa Clara in 99 . His research focuses primarily on student motivation and how it is influenced by cultural and classroom factors.  Dr. Urdan is the coeditor of two book series, Adolescence and Education (with Frank Pajares) and Advances in Motivation and Achievement (with Stuart Karabenick).

• Volume : Theories, Constructs, and Critical IssuesEditorial BoardAbout the Editors-in-ChiefContributorsSeries PrefaceIntroductionI. Conceptualization, Research Design, and Foundational TheoriesProjecting Educational Psychology's Future From Its Past and Present: A Trend AnalysisPatricia A. Alexander, P. Karen Murphy, and Jeffrey A. GreeneCurrent and Emerging Design and Data Analysis ApproachesJonna M. Kulikowich and Nell SedranskConstructivismAngela M. O'DonnellInformation ProcessingRichard E. MayerSocial Cognitive TheoryDale H. SchunkSociocultural Approaches to Educational Psychology: Theory, Research, and ApplicationArtin G amp ouml nc amp uuml and Mary GauvainII. Theory and Research on Critical Topics: What We Know and Why It MattersMetacognition in EducationCarey Dimmitt and Christine B. McCormickKnowledge and Knowing: The Journey From Philosophy and Psychology to Human LearningP. Karen Murphy, Patricia A. Alexander, and Krista R. MuisPersonal Epistemology: Theory, Research, and Future DirectionsBarbara K. Hofer and Lisa D. BendixenEnhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate PracticeKiruthiga Nandagopal and K. Anders EricssonHuman Cognitive Architecture: Why Some Instructional Procedures Work and Others Do NotJohn SwellerWorking Memory, Learning, and Academic AchievementH. Lee Swanson and Tracy Packiam AllowayMotivation: Past, Present, and FutureSandra Graham and Bernard WeinerSelf-Regulation of Learning: Process Approaches to Personal DevelopmentBarry J. Zimmerman and Andju Sara LabuhnSelf-Concept: A Synergy of Theory, Method, and ApplicationHerbert W. Marsh, Man Xu, and Andrew J. MartinIII. Emerging Issues and Cutting-Edge TopicsResistance and Resiliency in a Color-Conscious Society: Implications for Learning and TeachingMargaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss ElmoreEvidence-Based Practices in EducationBryan G. Cook, Garnett J. Smith, and Melody TankersleyGenetics and Education: Toward a Genetically Sensitive ClassroomClaire M. A. Haworth and Robert PlominHow Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs StudentsJames P. ByrnesEvolutionary Educational PsychologyDavid C. GearyVolume 2: Individual Differences and Cultural and Contextual FactorsEditorial BoardI. Individual DifferencesAcademic EmotionsReinhard Pekrun and Elizabeth J. StephensFrom General Intelligence to Multiple Intelligences: Meanings, Models, and MeasuresRichard D. Roberts and Anastasiya A. LipnevichLearning Styles and Approaches to LearningAdrian FurnhamGifted and Talented Education: History, Issues, and RecommendationsDonna Y. FordPersonalityMoshe Zeidner and Gerald MatthewsGender, Motivation, and Educational AttainmentJudith L. Meece and Karyl J. S. AskewII. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral DevelopmentMotivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future DirectionsAvi Kaplan, Idit Katz, and Hanoch FlumEngagement and Positive Youth Development: Creating Optimal Learning EnvironmentsDavid J. ShernoffConceptual Change Induced by Instruction: A Complex Interplay of Multiple FactorsStella Vosniadou and Lucia MasonMoral and Character EducationMarvin W. BerkowitzIII. Cultural and Neighborhood EffectsEthnic and Racial Identity in Childhood and AdolescenceCynthia Hudley and Miles IrvingFactors Affecting the Motivation and Achievement of Immigrant StudentsTim UrdanExplaining the Black amp ndash White Achievement Gap: An Intergenerational Stratification and Developmental PerspectiveW. Jean YeungNeighborhoods, Schools, and AchievementJondou J. Chen and Jeanne Brooks-GunnIV. RelationshipsChild and Adolescent Peer Relations in Educational ContextPhilip C. Rodkin and Allison M. RyanUnderstanding and Preventing Bullying and Sexual Harassment in SchoolDorothy L. Espelage and Melissa K. HoltParents' Involvement in Children's LearningEva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze CheungV. Teachers and Classroom ContextsEffective ClassroomsHelen Patrick, Panayota Mantzicopoulos, and David SearsSpring Cleaning for the amp quot Messy amp quot Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us?Helenrose Fives and Michelle M. BuehlEffective Teachers and Teaching: Characteristics and Practices Related to Positive Student OutcomesAlysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. JakielThree Generations of Research on Class-Size EffectsPeter BlatchfordVolume 3: Application to Learning and TeachingEditorial BoardI. Application Across the Life SpanEarly Childhood EducationPenny Hauser-Cram and Darcy B. MitchellGlobal Perspectives on Education During Middle ChildhoodScott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu LuoAdolescenceEric M. AndermanLearning and Assessment of Adult Reading LiteracyJohn P. SabatiniII. Assessment and Decision Making in EducationUsing Assessment Data to Make Decisions About Teaching and LearningJohn L. HospLarge-Scale Assessment for Educational AccountabilityStephen N. Elliott, Alexander Kurz, and Laura NeergaardTesting Accommodations for Students With DisabilitiesJames M. Royer and Jennifer RandallIII. Teaching Core Skills and ContentCurrent and Historical Perspectives on Reading Research and InstructionMichael L. KamilWritingGert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet RaedtsCritical Transitions: Arithmetic to AlgebraMartha CarrThinking and Reasoning in Science: Promoting Epistemic Conceptual ChangeGale M. Sinatra and Clark A. ChinnLearning Social Studies: An Evidence-Based ApproachDavid Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossenIV. Instructional MethodsThe Power of Setting: The Role of Field Experience in Learning to TeachPam Grossman, Matthew Ronfeldt, and Julia J. CohenDesigning Instruction for the Contemporary Learning LandscapeFred Paas, Jeroen J. G. van Merri amp euml nboer, and Tamara A. J. M. van GogClassroom Applications of Cooperative LearningRobert E. SlavinStrategies InstructionCharles A. MacArthurProblem-Based LearningSofie M. M. Loyens, Paul A. Kirschner, and Fred PaasApplication of Technology to LearningRoxanna MorenoIntelligent Tutoring SystemsArthur C. Graesser, Mark W. Conley, and Andrew OlneyHomeworkHarris Cooper, Saiying Steenbergen-Hu, and Amy L. DentV. Teaching Special PopulationsThe Education of English Language LearnersFred Genesee and Kathryn Lindholm-LearyMethods for Preventing Early Academic DifficultiesAdriana G. Bus, Paul P. M. Leseman, and Susan B. NeumanA Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social NeedsKathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. OakesIndex