educational psychology 2009 (us)

EducationalPsychology

Routledge Education

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TABLE OF CONTENTSEducational Psychology . . . . . . . . . . . . . . . .1

Learning and Instruction . . . . . . . . . . . . . . .7

Cognitive Development . . . . . . . . . . . . . . .15

Assessment and Testing . . . . . . . . . . . . . . .17

Classroom Management and Motivation . .20

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Order Form . . . . . . . . . . . . . . . . . . . . . . . .28

Complete CatalogueThis catalogue only contains a selection of our Educationtitles. Our online catalogue gives you the power to searchfor any title currently in print by title, author, ISBN or fulltext. All the entries have a description of the book’scontents and each month a number of titles are featuredwith further information. To access our full range of titlesplease visit www.routledge.com/education

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Highlights inEducationalPsychology

EDUCATIONAL PSYCHOLOGY

Forthcoming

Handbook of Research on AdultLearning and DevelopmentEdited by M. Cecil Smith and Nancy DeFrates-Densch, Assistant Editor, both at Northern IllinoisUniversity, US

The time is right for this comprehensive, state-of-the-arthandbook that analyzes, integrates, and summarizestheoretical advances and research findings on adultdevelopment and learning—a rapidly growing field reflectingdemographic shifts toward an aging population in Westernsocieties. Featuring contributions from prominent scholarsacross diverse disciplinary fields—education, developmentalpsychology, public policy, gerontology, neurology, publichealth, sociology, family studies, and adult education—thevolume is organized around six themes:

• Theoretical Perspectives on Adult Development andLearning

• Research Methods in Adult Development

• Research on Adult Development

• Research on Adult Learning

• Aging and Gerontological Research

• Policy Perspectives on Aging

The Handbook is an essential reference for researchers,faculty, graduate students and practitioners whose workpertains to adult and lifespan development and learning.

December 2008: 832ppHb: 978-0-8058-5819-8: £140.00$250.00Pb: 978-0-8058-5820-4: £55.00$99.95eBook: 978-0-203-88788-2www.routledge.com/9780805858204

Forthcoming

2ND EDITION

Developments in EducationalPsychologyHow Far Have We Come in Twenty Five Years?

Edited by Kevin Wheldall, Macquarie University,Australia

What is the relevance of educational psychology in thetwenty first century? And what are the seminaldevelopments in the field over the past quarter century? Inthis collection of essays, leading psychologists of educationreflect on how far we have come in the last twenty fiveyears. Given a broad and personal remit to address whateverissues they chose to explore, the contributors review andcritique a variety of topics, providing provocative andchallenging insights into the state of contemporaryeducational psychology. Intelligence, communicationintervention, effective teaching, family environments, peerlearning, individual differences, and teaching and learning inhigher education, are just some of the topics explored.

Now in its second edition this essential text for students andresearchers is thoroughly updated and includes four newchapters.

February 2009: 180ppHb: 978-0-415-46998-2: £80.00$160.00Pb: 978-0-415-46993-7: £21.99$41.95www.routledge.com/9780415469937

Forthcoming

Handbook of Metacognition inEducationEdited by Douglas J. Hacker, University of Utah, US,John Dunlosky, Kent State University, US and ArthurC. Graesser, University of Memphis, US

This Handbook is the first to provide comprehensivecoverage of the theoretical bases of metacognition and theapplications of metacognitive theory to educational practice.Representing an intersection of education, cognitive science,and technology, and providing an opportunity for leadingscholars to present focused and in-depth discussions of therole of metacognitive theory in specific areas of education, itsets the standard of scholarship for theoretical research andpractical application in this field.

April 2009: 640ppHb: 978-0-8058-6353-6: £135.00$260.00Pb: 978-0-8058-6354-3: £60.00$94.95eBook: 978-1-4106-1817-7www.routledge.com/9780805863543

1EDUCATIONAL PSYCHOLOGY

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Forthcoming

Metacognition in Young ChildrenShirley Larkin, University of Exeter, UK

This book addresses the neglected area of the developmentof metacognition in young children. Educationalistsunderstand the need to develop children’s thinking skillsthroughout elementary school, however, much of the workteachers and educationalists undertake in terms of thinkingskills programs is under-theorized and piecemeal.

The book examines theories of metacognition of particularrelevance to elementary school age children. Drawing onempirical research from psychology and education to showthe specific kinds of metacognitive processing that youngchildren can engage in, it brings together internationalresearch on metacognition in the early years across differentcurriculum areas, including science, mathematics, literacyand the less traditional area of physical education. Ratherthan giving tips for teachers, as many thinking skills booksdo, this book argues for a coherent approach to thedevelopment of metacognition, which involves buildingmetacognitive environments in the classroom. Using realclassroom examples, the author argues for an approach todeveloping metacognition which takes account of the wholechild, the socio-cultural context, the classroom environmentand the curriculum.

September 2009: 214ppHb: 978-0-415-46357-7: £75.00$150.00Pb: 978-0-415-46358-4: £23.99$45.95www.routledge.com/9780415463584

Forthcoming

Philosophical Inquiry in the Primaryand Secondary ClassroomCatherine McCall, The European Foundation for theAdvancement of Doing Philosophy with Children,Scotland

If 6 year olds can philosophize, so can everybody!

Essential reading for anyone who wants to prepare activecitizens for the twenty first century, this long-awaited book,is about Philosophical Inquiry: an empowering teachingmethod that can lead to significant improvements inconfidence and articulacy, with positive effect on otherschool activities. The author shows how to create aCommunity of Philosophical Inquiry (CoPI) in thekindergarten, the classrooms of elementary and secondaryschools, the community center and beyond. With examplesranging from 5 year old children to underachievingteenagers, and even senior citizens, the book shows howparticipation in a CoPI develops: the skills of reasoning,critical and creative thinking, concept formation andjudgment, and the virtues of intellectual honesty andbravery.

Written by the creator of the CoPI method, this book is thefirst and only comprehensive study of the theory andpractice of Philosophical Inquiry: how it was developed,what it is and what it achieves.

April 2009: 270ppPb: 978-0-415-47668-3: £19.99$37.95www.routledge.com/9780415476683

EDUCATIONAL PSYCHOLOGY2

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NEW

The Dangerous Rise of TherapeuticEducationKathryn Ecclestone and Dennis Hayes, both at OxfordBrookes University, UK

The silent ascendancy of atherapeutic ethos across theeducation system and into theworkplace demands a book thatserves as a wake up call to everyone.Kathryn Ecclestone and DennisHayes’ controversial and compellingbook uses a wealth of examplesacross the education system, fromelementary schools to universities,and the workplace to show howtherapeutic education is turning

children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic andresilient learners who want to learn about the world. Thechapters address a variety of thought-provoking themes,including:

• How therapeutic ideas from popular culture dominatesocial thought and social policies and offer a diminishedview of human potential

• How schools undermine parental confidence and authorityby fostering dependence and compulsory participation intherapeutic activities based on disclosing emotions toothers

• How higher education has adopted therapeutic forms ofteacher training because many academics have lost faith inthe pursuit of knowledge

• How such developments are propelled by a deluge ofpolitical initiatives in areas such as emotional literacy,emotional well-being and the “soft outcomes” of learning

This book is eye-opening reading for every teacher, studentteacher and parent who retains any belief in the power ofknowledge to transform people’s lives. Its insistent call for aserious public debate about the emotional state of educationshould also be at the forefront of the minds of every agentof change in society-from parent to policy maker.


NEW

Fostering Change in Institutions,Environments, and PeopleEdited by David C. Berliner, Arizona State University,US and Haggai Kupermintz, University of Haifa, Israel

This volume is comprised ofcontributions from leading scholarsin education and psychology. In PartOne of the book the authors provideinsight into the psychology ofchange, examining:

• What factors work as catalysts forchange in environments,institutions and people

• What factors hinder change

• When change is deemed beneficial

In the Second Part of this volume the authors turn theirattention to the issue of peace education. They examine thetypes of problems that societies and scholars should identifyand try to solve in hopes of building more peacefulenvironments. The final chapter is a biography honoringProfessor Gavriel (Gabi) Salomon, a significant contributor tothe vast literature on change. This book is appropriatereading for professors, students and academics who arededicated to fostering change to benefit institutions,environments and people.

August 2008: 352ppHb: 978-0-8058-6386-4: £42.50$79.95eBook: 978-1-4106-1845-0www.routledge.com/9780805863864



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Forthcoming

Handbook of Positive Psychology inSchoolsMichael Furlong, University of California at SantaBarbara, US, Richard Gilman University of Kentucky, USand Scott Huebner, University of South Carolina, US

The purpose of this groundbreaking handbook is to:

• Describe ways that positive emotions, traits, andinstitutions promote school achievement and healthy socialand emotional development.

• Describe how specific positive psychological constructsrelate to students and schools and support the delivery ofschool-based services.

• Describe the application of positive psychology toeducational policy making.

• By bringing together critical findings from this looselycoupled field of study, the book provides a long-neededcenterpiece around which the field can continue to growin an organized and interdisciplinary manner.


Race, Culture, and SchoolingIdentities of Achievement in Multicultural UrbanSchools

Pter C. Murrell, Jr., Northeastern University, US

Responding to a need for greatercultural competence in thepreparation and development ofteachers in diverse public schoolsettings, this book investigates thecritical developmental and socialprocesses mediating students’academic identities in those settingsposing the greatest challenges totheir school achievement andpersonal development. The bookprovides an accessible, practice-

oriented culturally responsive framework for teachers inAmerican schools.

June 2007: 232ppHb: 978-0-8058-5537-1: £75.0$69.95Pb: 978-0-8058-5538-8: £21.99$24.50eBook: 978-1-4106-1748-4www.routledge.com/9780805855388

Video Research in the LearningSciencesEdited by Ricki Goldman, New York University, US, RoyPea and Brigid Barron, both at Stanford University, USand Sharon J. Derry, University of Wisconsin atMadison, US

This comprehensive exploration ofkey theoretical, methodological, andtechnological advances in uses ofdigital video-as-data in the learningsciences as a way of knowing aboutlearning, teaching, and educationalprocesses, is designed around fourthemes: theoretical frameworks forvideo research, video research onpeer, family, and informal learning,video research on classroom andteacher learning, and video

collaborations and technological futures. This volume isintended for researchers, university faculty, teachereducators, and graduate students in education, and foranyone interested in how knowledge is expanded usingvideo-based technologies.

Visit the website affiliated with this book:www.videoresearch.org






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Extending IntelligenceEnhancement and New Constructs

Edited by Patrick C. Kyllonen, Richard D. Roberts andLazar Stankov, all at the Educational Testing Service, US

This volume presents research from avariety of perspectives on theenhancement of humanintelligence— enhancement viainstruction, enhancement viadevelopment over the life cycle,enhancement over time,enhancement via new constructs,and new directions in enhancement.

October 2007: 488ppHb: 978-0-8058-4504-4: £70.00$125.00eBook: 978-1-4106-1788-0www.routledge.com/9780805845044

The Nature of Intellectual StylesLi-fang Zhang, University of Hong Kong, Hong Kongand Robert J. Sternberg, Tufts University, US

March 2006: 248ppHb: 978-0-8058-5287-5: £55.00$83.95Pb: 978-0-8058-5288-2: £23.99$36.95www.routledge.com/9780805852882

Translating Theory and Research IntoEducational PracticeDevelopments in Content Domains, Large ScaleReform, and Intellectual Capacity

Edited by Mark A. Constas, Cornell University, US andRobert J. Sternberg, Tufts University, US

March 2006: 312ppHb: 978-0-8058-5147-2: £60.00 $94.95Pb: 978-0-8058-5148-9: £20.99 $31.95www.routledge.com/9780805851489

TWO VOLUME SET

Inquiry in EducationVolume I and IINovember 2007PB: 978-0-8058-6388-8 £25.99 $47.00www.routledge.com/9780805863888

VOLUME I

Inquiry in EducationThe Conceptual Foundations for Research as aCurricular Imperative

Mark W. Aulls and Bruce M. Shore, both at McGillUniversity, Canada

This book pulls together more thanfour decades of expert opinion andresearch and presents a dozendifferent pedagogical, philosophical,and disciplinary traditions withinwhich evidence and rationale arefound for building learning andteaching experiences around inquiry-based curricula.

November 2007: 336ppHb: 978-0-8058-2741-5: £49.99$90.00Pb: 978-0-8058-2742-2: £17.99$32.50eBook:978-1-4106-1594-7www.routledge.com/9780805827422

VOLUME II

Inquiry in EducationOvercoming Barriers to Successful Implementation

Edited by Bruce M. Shore and Mark W. Aulls, both atMcGill University, Canada and Marcia A. B. Delcourt,Western Connecticut State University, US

A companion to Inquiry inEducation, Volume I, Volume IIillustrates how educators in a rangeof settings have dealt with obstaclesto successful implementation ofinquiry-based approaches. Eachchapter focuses on a particularbarrier or barriers, and has a primaryfocus on learners, teachers, or thecurriculum. The stories reflect highlyvaried learning contexts rangingfrom infancy to university, from the

classroom to a range of out-of-school contexts.

November 2007: 368ppHb: 978-0-8058-2743-9: £49.99$90.00Pb: 978-0-8058-2744-6: £17.99$32.50eBook: 978-1-4106-1596-1www.routledge.com/9780805827446

Educational Psychology Series

Series Editors: Robert J. Sternberg and Wendy M. Williams

Handbook of ComplementaryMethods in Education ResearchEdited by Judith L. Green, University of California atSanta Barbara, US, Gregory Camilli, Rutgers University,US and Patricia B. Elmore, Southern Illinois University,US

Published for the American EducationalResearch Association by Routledge

This handbook is a successor volume to AERA’s earlier andhighly acclaimed edition of Complementary Methods forResearch in Education. More than any book to date,including its predecessor, this new volume brings togetherthe wide range of research methods used to study educationand makes the logic of inquiry for each method clear andaccessible. Each method is described in detail, including itshistory, its research design, the questions that it addresses,ways of using the method, and ways of analyzing andreporting outcomes.

April 2006: 896ppHb: 978-0-8058-5932-4: £150.00$250.00Pb: 978-0-8058-5933-1: £60.50$95.00www.routledge.com/9780805859331

Forthcoming

Handbook of Education PolicyResearchEdited by David N. Plank, University of California atBerkeley, US and Gary Sykes and Barbara Schneider,both at Michigan State University, US

Sponsored by the American EducationalResearch Association

Education is no longer just about what happens inclassrooms and schools, but increasingly is about the rulesand regulations that drive our education system—fromgovernance and finance to curriculum, pedagogy, andassessment. Virtually all aspects of the education enterprise,at all levels, are now the objects of policy research. Definingthe boundaries of this fast growing and wide ranging field isthe objective of this comprehensive handbook.

March 2009: 1,080ppHb: 978-0-415-98991-6: £140.00$250.00Pb: 978-0-415-98992-3: £55.00$99.95www.routledge.com/9780415989923

2ND EDITION

Handbook of Educational PsychologyEdited by Patricia A. Alexander, University of Marylandat College Park, US and Philip H. Winne, Simon FraserUniversity, Canada

Sponsored by Division 15 of theAmerican Psychological Association,the second edition of thisgroundbreaking book has beenexpanded to 41 chapters thatprovide unparalleled coverage of thisfar-ranging field. Internationallyrecognized scholars contribute up-to-date reviews and critical synthesesof the following areas: foundationsand the future of educationalpsychology, learners’, development,

individual differences, cognition, motivation, content areateaching, socio-cultural perspectives on teaching andlearning, teachers and teaching, instructional design, teacherassessment, and modern perspectives on researchmethodologies, data, and data analysis. New chapters covertopics such as adult development, self-regulation, changes inknowledge and beliefs, and writing. Expanded treatment hasbeen given to cognition, motivation, and newmethodologies for gathering and analyzing data.

May 2006: 1,080ppHb: 978-0-8058-4937-0: £164.95$275.00Pb: 978-0-8058-5971-3: £55.50$89.95www.routledge.com/9780805859713

OurselvesWhy We Are Who We Are

Frank Smith

March 2006: 136ppHb: 978-0-8058-5954-6: £32.50$52.95Pb: 978-0-8058-5955-3: £13.50$20.95eBook: 978-0-203-92862-2www.routledge.com/9780805859553

Intelligence, Destiny and EducationThe Ideological Roots of Intelligence Testing

John White, Emeritus, Institute of Education, Universityof London, UK






LEARNING AND INSTRUCTION

Forthcoming

Constructivist Theory Applied toInstructionSuccess or Failure?

Edited by Sigmund Tobias, Teachers College,Columbia University, US and Thomas M. Duffy,Indiana University, US

This book brings together leading thinkers from both sidesof the hotly debated controversy over constructivist versusbehavioral approaches to instruction. It is the next edition ofthe conversation started in Duffy and Jonassen’sConstructivism and the Technology of Instruction: AConversation, published in 1992 when the implications ofconstructivist theories for instruction were just emerging.

Things have changed considerably since that time.Constructivist theories and a “constructivist practice” nowdominate the fields of learning sciences, instructionaltechnology, and educational psychology, but at the sametime there are notable failures, and, additionally, strongevidence in support of the model is sparse. This book iscarefully structured to generate a conversation among itscontributors and beyond, with sections on the evidence forconstructivism, the challenges from information-processingtheorists, and commentaries from leading researchers inspecific subject areas on the implications for success of theconstructivist framework in their respective fields.

February 2009: 344ppHb: 978-0-415-99423-1: $140.00Pb: 978-0-415-99424-8: $44.95www.routledge.com/9780415994248

Forthcoming

Contemporary Theories of LearningLearning Theorists...In Their Own Words

Edited by Knud Illeris, Danish University of Education,Denmark

This book draws together the writing of leadingcontemporary teaching theorists to explain and elucidate theconcepts of learning. Providing both an ideal introduction forstudents as well as a useful guide for all researchers andacademics involved in the study of learning crucially it givesthe theories in the words of the theorists themselves. In theirown words, each international expert provides either anentirely new précis of the conceptual framework they havedeveloped over a lifetime of study or adapts a version of analready existing text, which has been up-dated and abridgedfor this book. With contributions from most of the leadingcontemporary theorists the book provides detailed synthesesof current learning theories in the words of the theoriststhemselves.

Including individual chapters by Knud Illeris, Peter Jarvis,Etienne Wenger, Jack Mezirow, Yrjö Engeström, ThomasZiehe, Jerome Bruner, Chris Argyris, Peter Alheit, Jean Lave,Mark Tennant, and Robin Usher amongst others, the book isan ideal desk reference for both the student and professionalresearcher.

April 2009: 224ppHb: 978-0-415-47343-9: £75.00$150.00Pb: 978-0-415-47344-6: £22.99$41.95www.routledge.com/9780415473446

7LEARNING AND INSTRUCTION





How We LearnLearning and Non-Learning in School and Beyond

Knud Illeris, Danish University of Education, Denmark

This book deals with thefundamental issues of the processesof learning, critically assessingdifferent types of learning andobstacles to learning. It provides acomprehensive introduction to bothtraditional learning theory and thenewest international research intolearning processes, while at thesame time being an innovativecontribution to a new and moreholistic understanding of learning

including discussion on school-based learning, net-basedlearning, workplace learning and educational politics. It is arefreshing and thought-provoking piece of scholarly work asit adds new research material, new understandings and newpoints of view.


Forthcoming

2ND EDITION

Learning, Creating, and UsingKnowledgeConcept Maps as Facilitative Tools in Schools andCorporations

Joseph D. Novak, Cornell University, US

The fully revised and updated Second Edition of thisimportant work is a pioneer illustration of a new educationalparadigm designed to meet the challenges of the thirdmillennium. Recognizing that the future of economicwellbeing in today’s knowledge and information society restsupon the effectiveness of schools and corporations toempower their people to be more effective learners andknowledge creators, the book presents a solidly groundedtheory for meaningful learning and autonomous knowledgebuilding along with tools to make it operational, includingconcept maps, created with the use of CMap Tools and theV diagram.

People who have until now been reluctant to use the newtechnologies in their professional lives are also likely to beattracted by this book. Learning, Creating, and UsingKnowledge is essential reading for educators at all levelsand corporate managers who seek to enhance workerproductivity.


LEARNING AND INSTRUCTION8






description

Forthcoming

Reclaiming ChildhoodWhy and How We Must Let Our Children Run Freebut Safe

Helen Guldberg, Spiked online magazine, UK

According to a recent survey, a third of British children nevergo outside the home alone. Three-quarters of parents feelthere are growing risks of playing outside, and two thirds saythey feel anxious whenever their children go beyond thefront door.

This book describes a phenomenon that is affectingincreasing numbers of children, as well as their parents. Itargues that many children’s lives, as they grow up, arecharacterized by reduced and delayed freedom to engage inactivities that, in earlier generations would have been takenfor granted. Children are no longer able to play in thestreets, walk or bike to school, play in local parks, or evenjust spend time with their friends, away from the supervisionof parents and teachers. Reclaiming Childhood focuses onan irony that lies at the heart of the battery childrenphenomenon: in seeking to protect children from all risks—real and imagined—parents are actually making them morevulnerable to harm. Children need to be given theopportunity to develop the resilience to life’s blows thatcharacterizes a sane and successful adulthood.

While assessing the wide range of issues this phenomenonimpinges upon the book finishes by examining possiblesolutions to the problem and offering constructive, practical,albeit, controversial proposals. Rather than supposing thatanxious parents simply need to “get a grip”, it recommendssolutions that balance rational concerns with a recognitionthat children need to learn to be safe away from home andschool and to develop the skills that are necessary for ahappy, healthy life.

March 2009: 160ppPb: 978-0-415-47723-9: £16.99$31.95www.routledge.com/9780415477239

Forthcoming

Thinking Lessons for ThinkingClassroomsTools for Teachers

Carol McGuinness, Carol Curry, Angela Eakin andNoel Sheehy, all at Queens University, UK

Developing broader learning goals has become a nationalpriority for many countries and great emphasis is beingplaced on developing the quality of children’s thinking andlearning. This book will help elementary schools to promotechildren’s thinking. Focusing on skills such as: informationprocessing, reasoning, enquiry, being creative, evaluating,problem-solving, decision-making and working with others,it shows teachers how to design and teach thinking lessonsacross the curriculum. This practical handbook is divided intothree parts:

• What is thinking?

• How can thinking lessons be designed?

• How are they best taught?

Thinking Lessons for Thinking Classrooms guidesteachers on how to get started and provides plenty ofexamples of case studies from classroom teachers who havealready used the methodology. A brief theoretical frameworkis also provided for teachers to interpret and to advancetheir current practice.

All the activities have been tried and tested in busyelementary schools. For those teachers who are ready toadvance their practice, it explores issues related to planningschemes of work, progression in developing thinking skills,observing and assessing thinking, as well as advice related tohow teachers can share their practice.

Series: Improving Practice (TLRP)

March 2009: 144ppPb: 978-0-415-45454-4: £19.99$39.95www.routledge.com/9780415454544



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Forthcoming

Visible LearningA Synthesis of Meta-Analyses Relating toAchievement

John Hattie, University of Auckland, New Zealand

This unique and ground-breaking builds a story about thepower of teachers, feedback, and a model of learning andunderstanding. The research involves many millions ofstudents and represents the largest ever evidence basedresearch into what actually works in schools to improvelearning. A model of teaching and learning is developedbased on the notion of visible teaching and visible learning.

A major message is that what works best for students issimilar to what works best for teachers-an attention tosetting challenging learning intentions, being clear aboutwhat success means, and an attention to learning strategiesfor developing conceptual understanding about whatteachers and students know and understand. Although thecurrent evidence based fad has turned into a debate abouttest scores, this book is about using evidence to build anddefend a model of teaching and learning.

February 2009: 300ppHb: 978-0-415-47617-1: £75.00$150.00Pb: 978-0-415-47618-8: £24.99$47.95eBook: 978-0-203-88733-2www.routledge.com/9780415476188

Forthcoming

2ND EDITION

Ways of LearningAlan Pritchard, University of Warwick, UK

Teachers are very good at providing excellent opportunitiesfor children’s learning to progress. With greater insight intowhat is currently known about the processes of learning andabout individual learning preferences, teachers are able toprovide even better learning situations which are even morelikely to lead to effective learning. This book seeks to providethe detail which teachers can use in their planning andteaching in order to provide even better opportunities foreffective and lasting learning.

The second edition of this widely used book has beenrevised to include updated information in the existingchapters as well as a new chapter which covers the area oflearning difficulties and special educational needs.

January 2009: 168ppPb: 978-0-415-46608-0: £17.99$33.95eBook:978-0-203-88724-0www.routledge.com/9780415466080

Forthcoming

Applied Behavior Analysis forEffective TeachingJulie Vargas, President of the B.F Skinner Foundation,US

“The pedagogical features of the book are excellent.The topics covered are a good balance of depth (withinchapters) and breadth (between chapters).”

—Craig Kennedy, Vanderbilty University

Modern classrooms face an increasing population of specialneeds students and “regular” students who have behavioralproblems. At the same time, punitive methods of handlingmisbehavior are increasingly coming under attack from lawssuch as IDEA and corporal punishment of students is beingphased out state by state. The mission of this book is toshow teachers and other human service professionals how toemploy non-aversive behavior analytic principles inclassrooms and other school settings.

This text is intended for undergraduate and graduatecourses in teacher education, special education, physicaleducation, and educational psychology. It is also appropriatefor students in school psychology, school counseling, schoolsocial work and other human service areas.

December 2008: 448ppHb: 978-0-415-99007-3: £105.00$195.00PB: 978-0-415-99008-0: £45.00$79.95www.routledge.com/9780415990080

Forthcoming

VOLUME III

Instructional-Design Theories andModelsBuilding a Common Knowledge Base

Charles Reigeluth, Indiana University, USand Alison Carr-Chellman, Pennsylvania StateUniversity, US

Whereas Volume II took on the daunting task ofcomprehensively reviewing the proliferating theories andmodels of instruction that characterized the 1980’s and1990’s, Volume III has taken on an even more daunting task:the attempt to build a common knowledge base thatunderlies and supports the vast array of instructionaltheories, models and strategies that together constitute thefield of Instructional Design. Just as Volume II was hailed as aclassic text following its publication in 1999, Volume III isdestined to become an even more recognized classic overthe coming decade.

December 2008: 728ppHb: 978-0-8058-6456-4: £27.99$50.00eBook: 978-1-4106-1884-9 • www.routledge.com/9780805864564





NEW

International Handbook of Researchon Conceptual Change

Stella Vosniadou, University ofAthens, Greece

The study of conceptual changetraces its heritage to the notions ofparadigm (networks of sharedbeliefs, concepts, practices) andparadigm shift made famous byThomas Kuhn in his book, TheStructure of ScientificRevolutions. Kuhn’s work wasquickly linked to developmentalpsychology (how knowledge

develops) and to science education (teaching big, newideas). This book is the first comprehensive review of theconceptual change movement and of the impressive researchit has spawned on how knowledge develops and can betaught in different content areas. Because of itsinterdisciplinary focus chapter authors were instructed towrite in a manner comprehensible to researchers andstudents from different fields.

The International Handbook of Research on ConceptualChange consists of 27 chapters that clarify the nature ofconceptual change research, describes its most importantfindings and demonstrates their importance for education. Itis organized into six sections that include detailed discussionsof key theoretical and methodological issues, the roots ofconceptual change research in the philosophy and history ofscience, mechanisms of conceptual change, and learnercharacteristics. It also contains chapters that describeconceptual change research in the content areas such asphysics, astronomy, biology, medicine and health, andhistory. A particular focus is given to students’ difficulties inlearning more advanced and counter-intuitive concepts.

Series: Educational Psychology Handbook

June 2008: 768ppHb: 978-0-8058-6044-3: £140.00$250.00Pb: 978-0-8058-6045-0: £55.00$99.95www.routledge.com/9780805860450

NEW

Learners, Learning and EducationalActivityJudith Ireson, Institute of Education, University ofLondon, UK

This book offers a new and creativeapproach to the psychology oflearning. The central idea in thebook is that learning in schools andother educational settings is bestunderstood by paying attention toboth individual learners and theeducational contexts in whichlearning takes place. Providing anaccessible introduction to new ideasand recent developments incognitive and socio-cultural

perspectives on learning, it reviews advances in selectedtopics that are especially relevant for teachers and othereducators. These include:

• Learners’ conceptions of the nature of learning

• The development of advanced levels of learning andthinking

• The role of motivation and self-regulation in learning

• How learning and thinking relate to social and culturalcontexts

• The ways in which these contexts influence interactionsbetween teachers and learners

By illustrating connections between individual and socialaspects of learning in educational settings in and out ofschool, this book encourages teachers, parents and othereducators to think about learners and learning in new ways.

Series: Foundations and Futures of Education

May 2008: 176ppHb: 978-0-415-41407-4: £75.00$150.00Pb: 978-0-415-41406-7: £22.99$45.95eBook: 978-0-203-92909-4www.routledge.com/9780415414067



NEW

Creating a Learner-Centred PrimaryClassroomLearner-Centred Strategic Teaching

Kath Murdoch and Jeni Wilson, both at the Universityof Melbourne, Australia.

This book is an essential resource toimprove teaching practice,examining the key elements thatcontribute to a learner-centeredclassroom and offering strategies toencourage children to take a sharedrole in their learning. Including casestudies describing teachers’ methodsfor linking theory to practice, thisuser-friendly, photo-copiableresource demonstrates how to:

• Construct a learning community

• Encourage collaborative learning

• Share strategies for engaging individual learners

• Provide a scaffold for strategic thinking in the classroom

• Link assessment procedures to learning

• Showcase the practice and outcomes of purposefulcurriculum planning

Any teacher who wants to practically tailor their teachingpractice to meet the needs of individual learners will find thisan invaluable resource.

May 2008: 128ppPb: 978-0-415-45432-2: £15.99$30.95eBook: 978-0-203-93112-7www.routledge.com/9780415454322

Forthcoming

The Means to Grow UpReinventing Apprenticeship as a DevelopmentalSupport to Adolescence

Robert Halpern, Erikson Institute, US

In this book, author Robert Halpern describes thepedagogical importance of “apprenticeship”—a growingmovement based in schools, youth-serving organizations,and arts, civic, and other cultural institutions. This movementaims to re-engage youth through in-depth learning andunique experiences under the guidance of skilledprofessionals. Employing a “pedagogy of apprenticeship,”these experiences combine specific, visceral, and sometimesmessy work with opportunity for self-expression, increasingresponsibility, and exposure to the adult world.

Grounded in ethnographic studies, The Means to Grow Upillustrates how students work in unique ways around thesemeaningful activities and projects across a range ofdisciplines. Participation in these efforts strengthens skills,dispositions, and self-knowledge that is critical to futureschooling and work, renews young peoples’ sense of vitality,and fosters a grounded sense of accomplishment. Inunearthing the complexities of apprenticeship learning,Halpern challenges the education system that is increasinglygeared towards the acquisition of de-contextualized skills.The Means to Grow Up reveals instead how learningalongside experienced adults can be a profoundlychallenging and complex endeavor for adolescents andoffers readers an exciting vision of what education can andshould be about.

Series: Critical Youth Studies








description

Forthcoming

Vygotsky and ResearchHarry Daniels, University of Bath, UK

This book provides readers with anoverview of the implications forresearch of the theoretical workwhich acknowledges a debt to thewritings of L.S. Vygotsky. A conciseintroduction to Vygotsky’s originalthesis and discussions on hisapproach to research methods isgiven; this is followed by anexploration of the research practiceswhich have arisen in fields developedon the basis of his original thesis.

To aid understanding, chapters devoted to each area willprovide excellent accounts of specific studies which illustratethe underlying methodological principles and the specificmethods which are being deployed. In each caseassumptions and limitations are discussed. The bookconcludes with some proposals for future developments atboth methodological and conceptual levels.

October 2008: 216ppHb: 978-0-415-39592-2: £75.00$150.00Pb: 978-0-415-39593-9: £22.99$45.95eBook: 978-0-203-89179-7www.routledge.com/9780415395939

Critical ThinkingAn Exploration of Theory and Practice

Jennifer Moon, University of Bournemouth, UK

This book explores and clarifiescritical thinking, and providespractical guidance for improvingstudent learning and supporting theteaching process. Key themescovered include:

•Different approaches to criticalthinking with an emphasis on apractical basis

•Links between learning, thinkingand writing

•The place of critical thinking alongside other academicactivities

•Critical thinking and assessment, class environments, staffknowledge and development, writing tasks, oral tasks

November 2007: 248ppHb: 978-0-415-41178-3: £75.00$150.00Pb: 978-0-415-41179-0: £22.99$45.98eBook: 978-0-203-94488-2www.routledge.com/9780415411790

2ND EDITION

Engaging MindsChanging Teaching in Complex Times

Brent Davis and Dennis Sumara, both at theUniversity of Alberta, Canada and Rebecca Luce-Kapler, Queen’s University, Canada

This book involves readers in astimulating, informative,comprehensive exploration ofteaching and learning. Promptingexaminations of the complexities oflearning, pedagogy, and schooling, itinterrupts the assumptions andnorms that frame popularunderstandings and refuses simplisticnotions or unresolvable tensions thatsometimes infuse popular debatesabout knowing, learning, and

teaching. A variety of sophisticated, interactive pedagogicalfeatures and graphic displays draw readers into new ways ofthinking about and responding to the ideas and informationpresented.

July 2007: 256ppPb: 978-0-8058-6287-4: £24.99$44.95eBook: 978-1-4106-1690-6www.routledge.com/9780805862874

Complexity and EducationInquiries Into Learning, Teaching, and Research

Brent Davis and Dennis Sumara, both at theUniversity of Alberta, Canada




Human LearningAn Holistic Approach

Edited by Peter Jarvis, University of Surrey, UK andStella Parker, University of Nottingham, UK

The study of, and research into,learning forms a central part ofeducational studies. The well-respected and established authors,Jarvis and Parker, not only focus onthe psychological processes ofhuman learning, but they alsoexamine the importance of therelationship between the body andthe mind. For the first time, thisbook considers how ourneurological, biological, emotional

and spiritual faculties all impact on human learning. Drawingon material from the worlds of science and social science,and with contributions from international authors, this bookwill be of interest to academics in a wide range ofdisciplines.

May 2007: 240ppPb: 978-0-415-43218-4: £24.99$47.95eBook: 978-0-203-46332-1www.routledge.com/9780415432184

4TH EDITION

Learning in GroupsA Handbook for Face-to-Face and OnlineEnvironments

David Jaques, Independent Education Constultant, UKand Gilly Salmon, University of Leicester, UK

This handbook is a trulycomprehensive guide for anyoneinvolved in group work, containingadvice and practical exercises todevelop group learning skills forboth learners and tutors. This newedition has been thoroughlyupdated, containing valuable newmaterial throughout on grouplearning and collaborating online,action research and the role ofreflection and emotional intelligence.


Learning to Solve Complex ScientificProblemsEdited by David H. Jonassen, University of Missouri atColumbia, US

This book is an immensely usefulread offering the insights ofcognitive scientists and engineeringand science educators who explainmethods for helping students solvethe complexities of everyday,scientific problems. Importantfeatures of this volume includediscussions on:

• How problems are represented andhow perception, attention,memory, and various forms ofreasoning impact the managementof information and search forsolutions

• Gender issues in science and engineering classrooms

• Questions to guide future problem-solving research


Making MindsWhat’s Wrong With Education—and What ShouldWe Do About It?

Paul Kelley, Monkseaton High School, UK

Inciting debate, this book gives acontroversial critique of oureducation systems. Written by anauthor who is extremely outspokenand very media savvy, the book,while critical in tone, maintains anupbeat message that things canchange for the better and clearlyoutlines what can be done toimprove children’s learning.Illustrated with a wide range of casestudies from around the world, and

with major new research findings in the US and UK, thebook looks at the underlying limitations we have acceptedover the past two thousand years. It describes the moreproductive approach to learning that could emerge from therare good educational research, new technologies, and arigorous scientific approach to learning.

September 2007: 200ppHb: 978-0-415-41410-4: £80.00$160.00Pb: 978-0-415-41411-1: £18.99$35.95eBook: 978-0-203-94680-0www.routledge.com/9780415414111





Ten Steps to Complex LearningA Systematic Approach to Four-ComponentInstructional Design

Jeroen J.G. van Merrienboer and Paul A. Kirschner,both at Open University, The Netherlands

This book presents in ten steps apath from a training problem to atraining solution in a way thatstudents, practitioners, (bothinstructional designers and teachers)and researchers can understand anduse. Practitioners in the field ofinstructional design may use thisbook as a reference guide to supporttheir design of courses, materials,and environments for complexlearning. Students in the field of

instructional design should use this book to broaden theirknowledge of the design of training programs for complexlearning.


Help Seeking in Academic SettingsGoals, Groups, and Contexts

Edited by Stuart A. Karabenick University of Michiganat Ann Arbor, US and Richard S. Newman, Universityof California at Riverside, US


Teaching, Learning and PsychologyJane Yeomans and Christopher Arnold, bothEducational Psychologists, UK

June 2006: 200ppPb: 978-1-84312-401-6: £16.99$31.95www.routledge.com/9781843124016

Web-Based LearningTheory, Research, and Practice

Edited by Harold F. O’Neil University of South Carolina,US and Ray S. Perez, Office of Naval Research, US

May 2006: 448ppHb: 978-0-8058-5100-7: £72.50$120.00www.routledge.com/9780805851007

2ND EDITION

Handbook of Research on theEducation of Young ChildrenEdited by Bernard Spodek, University of Illinois atUrbana-Champaign, US and Olivia N. Saracho,University of Maryland at College Park, US

October 2005: 624ppHb: 978-0-8058-4720-8: £150.00$240.00Pb: 978-0-8058-4721-5: £50.00$78.95www.routledge.com/9780805847215

COGNITIVE DEVELOPMENT

Forthcoming

Handbook of Research on Schools,Schooling and Human DevelopmentEdited by Judith Meece, North Carolina University, USand Jacquelynne Eccles, University of Michigan, US

Children spend more time in school than in any socialinstitution outside the home. And schools probably exertmore influence on children’s development and life chancethan any environment beyond the home and neighborhood.In spite of this, there has never been a comprehensivehandbook that attempted to assemble the widely dispersedbody of research on the developmental effects of schooling.That is the mission of this book. It will attempt to provide acomprehensive review of what is known about the effects ofschools and schooling on human development. Topicalcoverage will range from historical and theoriticalfoundations to investigative methodologies and fromclassroom-level influences, such as teacher-student relations,to broad, impersonal influences such as school and societalorganizational patterns and educational policy. By bringingtogether critical findings from this loosely-coupled, cross-disciplinary field of study, this 40-chapter, 6-part bookprovides a much-needed centerpiece around which the fieldcan continue to grow in an organized and interdisciplinarymanner.


15COGNITIVE DEVELOPMENT


Applied Cognitive Research in K-3ClassroomsEdited by S. Kenneth Thurman and Catherine A.Fiorello, both at Temple University, US

This book summarizes importanttopics in cognitive research anddiscusses what must be done toapply this research in earlyelementary classrooms. Purposefully,it focuses on areas of cognitiveresearch that have only recentlybegun to be studied in earlyelementary classrooms or that, basedon educational and psychologicaltheory, appear to have the greatestimplications for early classroom

learning.

Applying research to the environment of the schools is notan automatic process. Researchers must attend to theecological validity of their studies. Universities mustincorporate the results of research into their pre-professionaltraining programs. Schools must support their in-service staffin developing new knowledge and skills. This bookcontributes strongly to these goals, not only by providingresearchers, professionals, and graduate students withcurrent understanding but also helping to set an agenda forfurther research that applies cognitive psychology in earlyelementary classrooms.

January 2008: 320ppHb: 978-0-8058-5821-1: £75.00$135.00Pb: 978-0-8058-5822-8: £27.99$49.95eBook: 978-0-203-93268-1www.routledge.com/9780805858228

Handbook of Moral and CharacterEducationEdited by Larry P. Nucci, University of Illinois at Chicago,US and Darcia Narvaez, Notre Dame University, US

There is widespread agreement thatschools should contribute tostudents’ moral development andcharacter formation. Currently 80%of states have mandates regardingcharacter education. This apparentsupport for moral education,however, masks a high degree ofcontroversy surrounding themeaning and the methods of moraland character education. Thepurpose of this Handbook is to

replace the ideological rhetoric that infects this field with acomprehensive, research-oriented volume that includes theextensive changes that have occurred over the last fifteenyears. Coverage includes the latest applications ofdevelopmental and cognitive psychology to moral andcharacter education from preschool to college settings.

Series: Educational Psychology Handbook


The Developing Child in the 21stCenturyA Global Perspective on Child Development

Sandra Smidt, Independent Education Consultant, UK


COGNITIVE DEVELOPMENT16




World Library of Educationalists

VOLUME I

In Search of PedagogyThe Selected Works of Jerome Bruner, 1957-1978

Jerome S. Bruner, New York University, US

May 2006: 224pp

Hb: 978-0-415-38668-5: £80.00$150.00Pb: 978-0-415-38670-8: £18.99$35.95eBook: 978-0-203-08860-9www.routledge.com/9780415386708

VOLUME II

In Search of PedagogyThe Selected Works of Jerome Bruner, 1979-2006

Jerome S. Bruner, New York University, US

May 2006: 256ppHb: 978-0-415-38675-3: £80.00$150.00Pb: 978-0-415-38676-0: £18.99$35.95www.routledge.com/9780415386760

TWO VOLUME SET

In Search of PedagogyThe Selected Works of Jerome S. Bruner, 1957-1978& 1979-2006June 2006Hb: 978-0-415-38682-1: £135.00$270.00Pb: 978-0-415-38689-0: £29.99$56.95www.routledge.com/9780415386890

ASSESSMENT AND TESTING

NEW

The Future of Test-Based EducationalAccountabilityEdited by Katherine E. Ryan, University of Illinois atUrbana-Champaign, US and Lorrie A. Shepard,University of Colorado at Boulder, US

In recent decades testing hasbecome a much more visible andhigh-stakes accountabilitymechanism that is now seen as apowerful tool that can be used todrive school improvement. Thepurpose of this book is to identifyand analyze the key issues associatedwith test-based educationalaccountability and to chart thefuture of educational accountabilityresearch. Chapter contributions are

intended to be forward looking rather than a compendiumof what has happened in the past. The book provides anaccessible discussion of issues such as validity, test equating,growth modeling, fairness for special populations, causalinferences, and misuses of accountability data.

June 2008: 332ppHb: 978-0-8058-6470-0: £60.00$95.00eBook: 978-0-203-89509-2www.routledge.com/9780805864700

17ASSESSMENT AND TESTING





NEW

Measurement and Statistics forTeachersMalcolm Van Blerkom, University of Pittsburgh atJohnstown, US

Written in a student-friendly style,this text shows teachers how to usemeasurement and statistics wisely intheir classes. Although there is somediscussion of theory, emphasis isgiven to the practical, everyday usesof measurement and statistics suchas how to develop and use effectiveclassroom tests, how to carry outinformal assessments, performanceassessments, portfolio assessments,and how to use and interpret

standardized tests. It also provides a more completecoverage of basic descriptive statistics and their use in theclassroom than any text now available.


NEW

Testing TimesThe Uses and Abuses of Assessment

Gordon Stobart, Institute of Education, University ofLondon, UK

Assessment dominates our lives butits good intentions often producenegative consequences. An examplethat is central to this book is howcurrent forms of assessmentencourage shallow “for-the-test”learning. It is true to say that as thevolume of assessment increases,confidence in what it represents isdiminishing. This book seeks toreclaim assessment as a constructiveactivity which can encourage deeper

learning. To do this the purpose, and fitness-for-purpose, ofassessments have to be clear. Gordon Stobart criticallyexamines five issues that currently have high-profile status:

• Intelligence testing

• Learning skills

• Accountability

• The “diploma disease”

• Formative assessment

The book explains that these form the basis for theargument that we must generate assessments which, inturn, encourage deep and lifelong learning. It raisescontroversial questions about current uses of assessment andprovides a framework for understanding them. It will be ofgreat interest to teaching professionals involved in furtherstudy, and to academics and researchers in the field.

May 2008: 224ppHb: 978-0-415-40474-7: £75.00$150.00Pb: 978-0-415-40475-4: £22.99$45.95eBook: 978-0-203-93050-2www.routledge.com/9780415404754

ASSESSMENT AND TESTING18







NEW

Unlocking AssessmentUnderstanding for reflection and application

Edited by Sue Swaffield, University of Cambridge, UK

Assessment is inextricably linkedwith learning and teaching, and itsprofile in schools has never beenhigher. Recently the value andimportance of formative assessmentin supporting learning and teachinghas also become widely recognized.Although assessment is a primeconcern of anyone involved ineducation it remains a highlycomplex field where muchcontroversy and misunderstanding

abounds.

This book explores the values, principles, research andtheories that underpin our understanding and practice ofassessment. It also provides practical suggestions andexamples, and addresses some key points about the futuredevelopment of assessment. The book makes accessiblecomplex but crucial ideas and issues, so that teachers can bemore confident and proactive in shaping assessment in theirclassrooms, in ways that support learning and avoidunintentional harmful consequences.

Series: Unlocking

March 2008: 200ppPb: 978-0-415-45313-4: £17.99$33.95eBook: 978-0-203-93093-9www.routledge.com/9780415453134

3RD EDITION

Behavioral, Social, and EmotionalAssessment of Children andAdolescentsKenneth W. Merrell, University of Oregon, US

This book provides a comprehensivefoundation for conducting clinicalassessments of child and adolescentsocial-emotional behavior in apractical, scientific, and culturallyappropriate manner. It is aimed atgraduate students, practitioners, andresearchers in the fields of schoolpsychology, child clinical psychology,and special education but will alsobe of interest to those in relateddisciplines such as counseling

psychology, child psychiatry, and social work.

August 2007: 560ppHb: 978-0-8058-5370-4: £50.00$79.95www.routledge.com/9780805853704

Enhancing Learning throughFormative Assessment and FeedbackAlastair Irons, Northumbria University, UK

This book is based on the argumentthat detailed and developmentalformative feedback is the singlemost useful thing teachers can dofor students. It helps to clarify theexpectations of higher educationand assist all students to achievetheir potential. Underpinned byrelevant theory, the practical adviceand examples in this book directlyaddress the issues of how tomotivate students to engage in

formative assessment effectively, and shows teachers howthey can provide further useful formative feedback.

Series: Key Guides for Effective Teaching inHigher Education


19ASSESSMENT AND TESTING


Rethinking Assessment in HigherEducationLearning for the Longer Term

Edited by David Boud, University of Technology,Australia and Nancy Falchikov, University ofEdinburgh, UK

There is substantial evidence thatassessment, rather than teaching,has the major influence on students’learning. It directs attention to whatis important, acts as an incentive forstudy, and has a powerful effect onstudents’ learning.

This book revisits assessment inhigher education, examining it fromthe point of view of whatassessment does and can do.Focusing on how assessment

influences students in the long term, expert contributorsfocus on the problematic nature of assessment as a humanactivity. They reposition debates about assessment policy andpractice and illustrate practical directions for development.


Handbook of Test DevelopmentEdited by Steven M. Downing, University of Illinois atChicago, US and Thomas M. Haladyna, Arizona StateUniversity, US

January 2006: 792ppHb: 978-0-8058-5264-6: £167.00$275.00Pb: 978-0-8058-5265-3: £58.00$95.00www.routledge.com/9780805852653

CLASSROOM MANAGEMENT ANDMOTIVATION

Forthcoming

Handbook of Motivation at SchoolEdited by Kathryn Wentzel and Allan Wigfield, bothat the University of Maryland, US

This book provides the first comprehensive and integratedcompilation of theory and research on children’s motivationat school. It covers the major theoretical perspectives in thefield as well as their application to instruction, learning andsocial adjustment at school. In addition to reviewing theextant literature on motivation, it also provides an overviewof new directions and issues for the field.


Forthcoming

Behaviour for LearningProactive Approaches to Behaviour Management

Simon Ellis and Janet Tod, both at the CanterburyChrist Church University, UK

This book offers teachers a clearconceptual framework for makingsense of the many behaviormanagement strategies, allowingthem to make a critical assessmentabout their appropriateness andeffectiveness in the classroom.Teachers need to be askingthemselves not “Is a childbehaving?” but “Is a child behavingsufficiently to be able to learn?” Thisunique approach to behavior

management places an emphasis on the development of“learning behaviors” as opposed to just control of unwantedbehaviors and endorses the view that a focus on learning isa key factor in raising standards and achievement. Essentially,this book will help teachers:

Authoritative and timely, this book is compelling reading forall trainees and practicing teachers, coordinators and otherprofessionals working with challenging pupils.

November 2008: 200ppPb: 978-1-84312-466-5: £18.00$31.95www.routledge.com/9781843124665

AVAILABLE AS AN INSPECTION COPY

ASSESSMENT AND TESTING20




Interested In Submitting aBook Proposal?



MOTIVATION

Managing Pupil BehaviourKey Issues in Teaching and Learning

Terry Haydn, University of East Anglia, UK

This book provides routes throughthe classroom management mazeand will assist practicing and aspiringteachers to find ways forward withthis central facet of their workinglives. It is based around a uniqueten-point scale that has been devisedto encourage teachers and traineeteachers to think about the degreeto which they are relaxed and inassured control of their classroomsand can enjoy their teaching, as well

as the extent to which there is a “right to learn” for pupils.The book draws on case study material and recent researchto develop insights into the whole range of factorsimpinging on teachers’ ability to manage their classes.

January 2007: 200ppHb: 978-0-415-39467-3: £80.00$150.00Pb: 978-0-415-28782-1: £16.99$31.95eBook: 978-0-203-96711-9www.routledge.com/9780415287821

3RD EDITION

Motivation and Learning Strategiesfor College SuccessA Self-Management Approach

Myron H. Dembo and Helena Seli, both at theUniversity of Southern California, US

This popular study skills textcombines theory, research, andapplications to teach collegestudents how to become more self-directed learners. The focus of thistext is on relevant information andfeatures designed to help studentsidentify the components of academiclearning that contribute to highachievement, to master and practiceeffective learning and studystrategies, and then to complete

self-management studies where they are taught a processfor improving their academic behavior.

August 2007: 360ppPB: 978-0-8058-6229-4: £21.99$39.95Instructor’s Manual: 978-0-8058-6230-0: Available Upon Adoptionwww.routledge.com/9780805862294

Motivation and Self-RegulatedLearningTheory, Research, and Applications

Edited by Dale H. Schunk, University of North Carolina,US and Barry J. Zimmerman, Graduate Center,CUNY, US

This volume focuses on the role ofmotivational processes—goals,attributions, self-efficacy, outcomeexpectations, self-concept, self-esteem, social comparisons,emotions, values, and self-evaluations—in self-regulatedlearning. It provides theoretical andempirical evidence demonstratingthe role of motivation in self-regulated learning, and discussesdetailed applications of the principles

of motivation and self-regulation in educational contexts.Each chapter includes a description of the motivationalvariables, the theoretical rationale for their importance,research evidence to support their role in self-regulation,suggestions for ways to incorporate motivational variablesinto learning contexts to foster self-regulatory skilldevelopment, and achievement outcomes.

October 2007: 432ppHb: 978-0-8058-5897-6: £75.00$135.00Pb: 978-0-8058-5898-3: £24.99$44.95www.routledge.com/9780805858983

3RD EDITION

Motivation for AchievementPossibilities for Teaching and Learning

M. Kay Alderman, University of Akron, US

Understanding student and teachermotivation and developing strategiesto foster motivation for students atall levels of performance areessential to effective teaching. Thistext is designed to help prospectiveand practicing teachers achievethese goals. Its premise is thatcurrent research and theory aboutmotivation offer hope andpossibilities for educators,teachers, parents, coaches, and

administrators, to enhance motivation for achievement. Theorientation draws primarily on social-cognitive perspectivesthat have generated much research relevant to classroompractice.

September 2007: 360ppPb: 978-0-8058-6048-1: £24.99$45.00eBook:978-1-4106-1427-8www.routledge.com/9780805860481

21CLASSROOM MANAGEMENT AND MOTIVATION


‘Whole-Brain’ Behaviour Managementin the ClassroomEvery Piece of the Puzzle

Chris Derrington, University of Northampton, UK andHilary Goddard, Ramridge Primary School, UK

“Up to date, broad andinsightful. A comprehensive lookat the ingredients that can helpto make a teacher successfulwhen faced with challengingbehavior...This book is my firstrecommendation when asked byteachers for a useful read onbehavior management.”

—Stuart Coupe, Behavior SupportAdvisory Teacher, UK

Representing a brave and insightfulshift away from narrow perspectives on behaviormanagement, this book draws practitioners towards a moreholistic understanding of ourselves and how we impact onchildren’s learning and behavior.


Handbook of Classroom ManagementResearch, Practice, and Contemporary Issues

Edited by Carolyn M. Evertson, Vanderbilt University,US and Carol S. Weinstein, Rutgers University, US

January 2006: 1368ppHb: 978-0-8058-4753-6: £190.00$310.00Pb: 978-0-8058-4754-3: £58.99$94.45www.routledge.com/9780805847543

CLASSROOM MANAGEMENT AND MOTIVATION22




23INDEX


BY TITLE

AApplied Behavior Analysis for Effective Teaching10

Applied Cognitive Research in K-3 Classrooms16

BBehavioral, Social, and Emotional Assessment ofChildren and Adolescents . . . . . . . . . . . . . . . .19

Behaviour for Learning . . . . . . . . . . . . . . . . . .20

CComplexity and Education . . . . . . . . . . . . . . .13

Constructivist Theory Applied to Instruction . .7

Contemporary Theories of Learning . . . . . . . .7

Creating a Learner-Centred Primary Classroom12

Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . .13

Critical Youth Studies Series . . . . . . . . . . . . . . .12

DDangerous Rise of Therapeutic Education, The3

Developing Child in the 21st Century, The . .16

Developments in Educational Psychology . . . .1

EEducational Psychology Handbook Series .11, 16

Educational Psychology Series . . . . . . . . . . . . . .5

Engaging Minds . . . . . . . . . . . . . . . . . . . . . . . .13

Enhancing Learning through FormativeAssessment and Feedback . . . . . . . . . . . . . . . .19

Extending Intelligence . . . . . . . . . . . . . . . . . . . .5

FFostering Change in Institutions, Environments,and People . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Foundations and Futures of Education Series 11

Future of Test-Based Educational Accountability,The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

HHandbook of Classroom Management . . . . .22

Handbook of Complementary Methods inEducation Research . . . . . . . . . . . . . . . . . . . . . .6

Handbook of Education Policy Research . . . . .6

Handbook of Educational Psychology . . . . . . .6

Handbook of Metacognition in Education . . .1

Handbook of Moral and Character Education16

Handbook of Motivation at School . . . . . . . .20

Handbook of Positive Psychology in Schools . .4

Handbook of Research on Adult Learning andDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Handbook of Research on Schools, Schoolingand Human Development . . . . . . . . . . . . . . . .15

Handbook of Research on the Education ofYoung Children . . . . . . . . . . . . . . . . . . . . . . . .15

Handbook of Test Development . . . . . . . . . . .20

Help Seeking in Academic Settings . . . . . . . .15

How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . .8

Human Learning . . . . . . . . . . . . . . . . . . . . . . .14

IImproving Practice (TLRP) Series . . . . . . . . . . . .9

In Search of Pedagogy Volume I . . . . . . . . . . .17

In Search of Pedagogy Volume II . . . . . . . . . .17

Inquiry in Education, Volume I . . . . . . . . . . . . .5

Inquiry in Education, Volume II . . . . . . . . . . . .5

Instructional-Design Theories and Models,Volume III . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Intelligence, Destiny and Education . . . . . . . . .6

International Handbook of Research onConceptual Change . . . . . . . . . . . . . . . . . . . . .11

KKey Guides for Effective Teaching in HigherEducation Series . . . . . . . . . . . . . . . . . . . . . . . .19

LLearners, Learning and Educational Activity .11

Learning in Groups . . . . . . . . . . . . . . . . . . . . .14

Learning to Solve Complex Scientific Problems14

Learning, Creating, and Using Knowledge . . .8

MMaking Minds . . . . . . . . . . . . . . . . . . . . . . . . .14

Managing Pupil Behaviour . . . . . . . . . . . . . . .21

Means to Grow Up, The . . . . . . . . . . . . . . . . .12

Measurement and Statistics for Teachers . . . .18

Metacognition in Young Children . . . . . . . . . .2

Motivation and Learning Strategies for CollegeSuccess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Motivation and Self-Regulated Learning . . . .21

Motivation for Achievement . . . . . . . . . . . . . .21

NNature of Intellectual Styles, The . . . . . . . . . . .5

OOurselves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PPhilosophical Inquiry in the Primary andSecondary Classroom . . . . . . . . . . . . . . . . . . . . .2

RRace, Culture, and Schooling . . . . . . . . . . . . . .4

Reclaiming Childhood . . . . . . . . . . . . . . . . . . . .9

Rethinking Assessment in Higher Education .20

TTeaching, Learning and Psychology . . . . . . . .15

Ten Steps to Complex Learning . . . . . . . . . . .15

Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . .18

Thinking Lessons for Thinking Classrooms . . . .9

Translating Theory and Research IntoEducational Practice . . . . . . . . . . . . . . . . . . . . . .5

UUnlocking Assessment . . . . . . . . . . . . . . . . . . .19

Unlocking Series . . . . . . . . . . . . . . . . . . . . . . . .19

VVideo Research in the Learning Sciences . . . . .4

Visible Learning . . . . . . . . . . . . . . . . . . . . . . . .10

Vygotsky and Research . . . . . . . . . . . . . . . . . .13

WWays of Learning . . . . . . . . . . . . . . . . . . . . . . .10

Web-Based Learning . . . . . . . . . . . . . . . . . . . .15

‘Whole-Brain’ Behaviour Management in theClassroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

World Library of Educationalists Series . . . . .17

BY AUTHORAlderman, M. Kay . . . . . . . . . . . . . . . . . . . . . . . .21

Alexander, Patricia A. . . . . . . . . . . . . . . . . . . . . . .6

Arnold, Christopher . . . . . . . . . . . . . . . . . . . . . .15

Aulls, Mark W. . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Barron, Brigid . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Berliner, David C. . . . . . . . . . . . . . . . . . . . . . . . . .3

Boud, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Bruner, Jerome S. . . . . . . . . . . . . . . . . . . . . . . . .17

Camilli, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . .6

Carr-Chellman, Alison . . . . . . . . . . . . . . . . . . . . .10

Constas, Mark A. . . . . . . . . . . . . . . . . . . . . . . . . .5

Curry, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Davis, Brent . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

DeFrates-Densch, Nancy . . . . . . . . . . . . . . . . . . . .1

Delcourt, Marcia A. B. . . . . . . . . . . . . . . . . . . . . . .5

Dembo, Myron H. . . . . . . . . . . . . . . . . . . . . . . . .21

Derrington, Chris . . . . . . . . . . . . . . . . . . . . . . . .22

Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Downing, Steven M. . . . . . . . . . . . . . . . . . . . . . .20

Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . . . . .7

Dunlosky, John . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Eakin, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Eccles, Jacquelynne . . . . . . . . . . . . . . . . . . . . . . .15

Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . . .3

Ellis, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Elmore, Patricia B. . . . . . . . . . . . . . . . . . . . . . . . . .6

Evertson, Carolyn M. . . . . . . . . . . . . . . . . . . . . .22

Falchikov, Nancy . . . . . . . . . . . . . . . . . . . . . . . . .20

Fiorello, Catherine A. . . . . . . . . . . . . . . . . . . . . .16

Furlong, Michael . . . . . . . . . . . . . . . . . . . . . . . . . .4

Gilman, Richard . . . . . . . . . . . . . . . . . . . . . . . . . .4

Goddard, Hilary . . . . . . . . . . . . . . . . . . . . . . . . .22

Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Graesser, Arthur C. . . . . . . . . . . . . . . . . . . . . . . . .1

Green, Judith L. . . . . . . . . . . . . . . . . . . . . . . . . . .6

Guldberg, Helen . . . . . . . . . . . . . . . . . . . . . . . . . .9

Hacker, Douglas J. . . . . . . . . . . . . . . . . . . . . . . . .1

Haladyna, Thomas M. . . . . . . . . . . . . . . . . . . . . .20

Halpern, Robert . . . . . . . . . . . . . . . . . . . . . . . . .12

INDEX24




25INDEX


Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Haydn, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Huebner, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . . .7, 8

Ireson, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Irons, Alastair . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Jaques, David . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Jonassen, David H. . . . . . . . . . . . . . . . . . . . . . . .14

Karabenick, Stuart A. . . . . . . . . . . . . . . . . . . . . .15

Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Kirschner, Paul A. . . . . . . . . . . . . . . . . . . . . . . . .15

Kupermintz, Haggai . . . . . . . . . . . . . . . . . . . . . . .3

Kyllonen, Patrick C. . . . . . . . . . . . . . . . . . . . . . . . .5

Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Luce-Kapler, Rebecca . . . . . . . . . . . . . . . . . . . . .13

McCall, Catherine . . . . . . . . . . . . . . . . . . . . . . . . .2

McGuinness, Carol . . . . . . . . . . . . . . . . . . . . . . . .9

Meece, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Merrell, Kenneth W. . . . . . . . . . . . . . . . . . . . . . .19

Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . .13

Murdoch, Kath . . . . . . . . . . . . . . . . . . . . . . . . . .12

Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . . . . . . .4

Narvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . . . . .16

Newman, Richard S. . . . . . . . . . . . . . . . . . . . . . .15

Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . . . . .8

Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . . . .16

O’Neil, Harold F. . . . . . . . . . . . . . . . . . . . . . . . . .15

Parker, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Perez, Ray S. . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Plank, David N. . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Pritchard, Alan . . . . . . . . . . . . . . . . . . . . . . . . . .10

Reigeluth, Charles . . . . . . . . . . . . . . . . . . . . . . . .10

Roberts, Richard D. . . . . . . . . . . . . . . . . . . . . . . . .5

Ryan, Katherine E. . . . . . . . . . . . . . . . . . . . . . . .17

Salmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Saracho, Olivia N. . . . . . . . . . . . . . . . . . . . . . . . .15

Schneider, Barbara . . . . . . . . . . . . . . . . . . . . . . . .6

Schunk, Dale H. . . . . . . . . . . . . . . . . . . . . . . . . .21

Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Sheehy, Noel . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Shepard, Lorrie A. . . . . . . . . . . . . . . . . . . . . . . . .17

Shore, Bruce M. . . . . . . . . . . . . . . . . . . . . . . . . . .5

Smidt, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Smith, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Smith, M. Cecil . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Spodek, Bernard . . . . . . . . . . . . . . . . . . . . . . . . .15

Stankov, Lazar . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Sternberg, Robert J. . . . . . . . . . . . . . . . . . . . . . . .5

Stobart, Gordon . . . . . . . . . . . . . . . . . . . . . . . . .18

Sumara, Dennis . . . . . . . . . . . . . . . . . . . . . . . . .13

Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Thurman, S. Kenneth . . . . . . . . . . . . . . . . . . . . .16

Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . . . . .7

Tod, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Van Blerkom, Malcolm . . . . . . . . . . . . . . . . . . . .18

van Merrienboer, Jeroen J.G. . . . . . . . . . . . . . . .15

Vargas, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Vosniadou, Stella . . . . . . . . . . . . . . . . . . . . . . . .11

Weinstein, Carol S. . . . . . . . . . . . . . . . . . . . . . . .22

Wentzel, Kathryn . . . . . . . . . . . . . . . . . . . . . . . .20

Wheldall, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . .1

White, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Wigfield, Allan . . . . . . . . . . . . . . . . . . . . . . . . . .20

Williams, Wendy M. . . . . . . . . . . . . . . . . . . . . . . .5

Wilson, Jeni . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Winne, Philip H. . . . . . . . . . . . . . . . . . . . . . . . . . .6

Yeomans, Jane . . . . . . . . . . . . . . . . . . . . . . . . . .15

Zhang, Li-fang . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Zimmerman, Barry J. . . . . . . . . . . . . . . . . . . . . . .21

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