The Praeger Handbook of Education and Psychology [Four Volumes]

Subjects:

• Education » Education (General)
• Education » Educational Foundations
• Education » Tests & Measurements
• Education » Guidance & Counseling

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

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