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The Praeger Handbook of Education and Psychology [Four Volumes]
Joe L. Kincheloe, ed., Raymond A. Horn, Jr., ed.
ISBN: 0-313-33122-7
ISBN-13: 978-0-313-33122-0
1064 pages
Praeger Publishers
Publication: 12/30/2006
List Price: $400.00 (UK Sterling Price: £275.95)
Discount Price: $200.00 Sale Price for U.S. Customers Only. Save 50%. Ends 12/31/2009.
Availability: In Stock
Media Type: Hardcover
Also Available: Ebook
Trim Size: 7 x 10
Subjects: Reviews:
  • This set would be a very good reference resource for many high school students. Index. Recommended.
    —Library Media Connection     August/September 2007
  • Well worth considering by libraries concerned with education, psychology or public policy.
    —Reference Reviews     November 2007
  • As editors Kincheloe and Horn make clear in their introduction, this four-volume survey of the field of educational psychology in oriented away from the dominant mechanistic disciplinary orientation and is rooted more in traditions of cultural and interpretive psychology that focus on the process of meaning making over the production of generalized empirical data. The 110 chapters review the various strands of this cultural and interpretive tradition, culminating in discussion of Kinchelhoe's postformalist approach to educational psychology, which draws on insights from the Frankfurt School, feminist theory, the development theory of Jean Piaget, the ethical concerns of liberation theology, and a variety of other critical theories.
    —Reference & Research Book News     February 2007
Description: Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse races, cultures, and classes. This work, a rethinking of school psychology, will be an essential resource for anyone who is interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students.
Table of Contents:
  • Volume One
    Part One
    :Introduction: Educational PsychologyLimitations and Possibilities
    Ch.2 Educational Psychology Timeline
    Part Two: Introducing Theorists Important to Education and Psychology
    Ch. 3 Introducing Albert Bandura
    Ch. 4 Introducing Jerome Bruner
    Ch.5 Introducing Judith Butler
    Ch. 6- Introducing John Dewey
    Ch.7- Introducing Erik Erikson
    Ch.8 Introducing Howard Gardner
    Ch.9 Introducing Carol Gilligan
    Ch.10 Introducing Emma Goldman
    Ch.11 Introducing Jurgen Habermas
    Ch. 12- Introducing Granville Stanley Hall
    Ch. 13- Introducing Sandra Harding
    Ch. 14- Introducing Bell Hooks
    Ch. 15- Introducing William James
    Ch. 16- Introducing Lawrence Kohlberg
    Ch. 17- Introducing Jacques Lacan
    Ch. 18- Introducing Gloria Ladson-Billings
    Ch. 19 Introducing Jean Lave
    Ch. 20 Introducing Alexander Luria
    Ch. 21 Introducing Herbert Marcuse
    Ch. 22 Introducing Abraham Harold Maslow
    Ch. 23- Introducing Maria Montessori
    Ch. 24- Introducing Nel Noddings
    Ch. 25-Introducing Ivan Petrovich Pavlov
    Ch. 26- Introducing Jean Piaget
    Ch. 27 Introducing Carl Rodgers
    Ch. 28- Introducing B. F. Skinner
    Ch. 29- Introducing Robert J. Sternberg
    Ch. 30- Introducing Beverly Daniel Tatum
    Ch. 31- Introducing Lewis Madison Terman
    Ch. 32 Introducing Edward L. Thorndike
    Ch. 33 Introducing Rudolph von Laban
    Ch. 34- Introducing Lev Vygotsky
    Ch. 35- Introducing Valerie Walkerdine
    Ch. 36- Introduction to John Watson
    Volume Two
    Part III: Issues in Education and Psychology
    Constructivism
    Ch. 37- Constructivism and Educational Psychology
    Ch. 38- Reconsidering Teacher Professional Development Through Constructivist Principles
    Ch. 39- Constructivist/Engaged Learning Approaches to Teaching and Learning
    Creativity
    Ch. 40- Creative Problem Solving
    Ch. 41- Creativity
    Criticality
    Ch. 42- Reclaiming Critical Thinking as Ideology Critique
    Ch. 43 The Ideological Formation and Oppositional Possibilities of Self-Directed Learning
    Ch. 44- Literacy for Wellness, Oppression, and Liberation
    Ch. 45- Transformative Learning: Developing a Critical Worldview
    Culture/Cultural Studies
    Ch. 46 The Impact of Apartheid on Educational Psychology in South Africa: Present Challenges and Future Possibilities
    Ch. 47-The Implications of Cultural Psychology for Educational Practice
    Ch. 48- A Cultural Historical Approach to Understanding Learning and Development
    Ch. 49 Endorsing an Angel: Peggy Claude-Pierre, the Media and Psychology
    Ch. 50-The Buddha View: reviewing Educational Psychologys Practices and Perspectives
    Ch. 51-The Role of Spirituality in Culturally Responsive Teaching and Educational Psychology
    Developmentalism
    Ch. 52- Beyond Readiness: New Questions about Cultural Understandings And Developmental Appropriateness
    Educational Purpose
    Ch. 53- Foundations of Reconceptualized Teaching and Learning
    Ch. 54- The Diverse Purpose of Teaching and Learning by
    Ch. 55- Postmodern Pedagogy Lois Shawver
    Volume Three
    Enactivism
    Ch. 56- Complexity Science, Ecology, and Enactivism
    Ch. 57- Providing a Warrant for Constructivist Practice: The Contribution of Francisco Varela
    Knowledge Work
    Ch. 58 Action Research and Educational Psychology
    Ch. 59 Beyond the Qualitative/Quantitative Dichotomy: Pragmatics, Genre Studies, and Other Linguistic Methodologies in Education Research
    Ch. 60- Knowledge in a Reconceptualized Educational Environment
    Ch. 61 Critical Epistemology: An Alternative Lens on Education and Intelligence
    Ch. 62 Dialogism: The Diagotic Turn in the Social Sciences
    Learning
    Ch. 63- Experiential Learning
    Ch. 64- Workplace Learning, Work-Based Education, and the Challenges to Educational Psychology
    Ch. 65- Dialogic Learning: A Communicative Approach to Teaching and Learning
    Ch. 66- John Deweys Theory of Learning: A Holistic Perspective
    Ch. 67- Crash or Crash Through: Part One- Learning from Enacted Curricula
    Ch. 68- Crash or Crash Through: Part Two Structures that Inhibit Learning
    Memory
    Ch. 69-Memory: Counter-memory and Re-memory-ing for Social
    Action
    Ch. 70 Memory and Educational Psychology
    Mind
    Ch. 71 Where is the Mind Supposed to Be?
    Ch. 72- Neuropolitics: Neuroscience and the Struggles over the Brain
    Ch. 73- Desperately Seeking Psyche I: The Lost Soul of Psychology and Mental Dis-Order of Education
    Ch. 74- Desperately Seeking Psyche II:Re-Minding Our Selves, Our Societies, Our Psychologies, To Educate with Soul
    Psychoanalysis
    Ch. 75- What Educational Psychology Can Learn from Psychoanalysis
    Race, Class, and Gender
    Ch. 76- Using Critical Thinking to Understand a Black Womans Identity: Expanding Consciousness in an Urban Education Classroom
    Ch. 77- Pedagogies and Politics: Shifting Agendas Within the Gendering of Childhood
    Ch. 78- Knowledge or Multiple Knowings: Challenges and Possibilities of Indigenous Knowledges
    Ch. 79-Making the Familiar Strange: Exploring Social Meaning in Context
    Ch. 80-Gender and Education
    Ch. 81- TEAM: Parent/Student Support at the High School Lev
About the Author: Joe L. Kincheloe is the Canada Research Chair in the Faculty Education at McGill University. He is the author of numerous books and articles about critical pedagogy, cultural studies, education and social justice, racism, class bias, and sexism, issues of cognition and cultural context, and educational reform.

Raymond A. Horn, Jr. is Associate Professor and Director of the Interdisciplinary Doctoral Program in Educational Leadership, Saint Joseph's University. He is the author of numerous books and articles about educational leadership, educational change, teacher preparation, cognition, and critical pedagogy.
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