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The APA Educational Psychology Handbook reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice; in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs; and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations. Volume 1 addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues. Volume 2 includes 21 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs. Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.
The APA Educational Psychology Handbook reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice; in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs; and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations. Volume 1 addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues. Volume 2 includes 21 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs. Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.
Volume 1: Theories, Constructs, and Critical Issues
Editorial Board
About the Editors-in-Chief
Contributors
Series Preface
Introduction
I. Conceptualization, Research Design, and Foundational TheoriesEditorial Board
I. Individual DifferencesEditorial Board
I. Application Across the Life SpanIndex
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 (2003–2008).
She was coeditor of the Handbook of Learning Disabilities (2003,
with H. Lee Swanson and Steve Graham) and coauthor of several
books, including Powerful Writing Strategies for All Students
(2008, with Steve Graham, Linda H. Mason, and Barbara Friedlander)
and Writing Better: Effective Strategies for Teaching Students With
Learning Difficulties (2005, with Steve Graham).
Dr. Harris, with Steve Graham, was the 2005 recipient of the
Council for Exceptional Children's Career Research Award, the 2003
recipient of the Samuel A. Kirk Award from the Division of Learning
Disabilities, and the 2001 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 (2003–2010)
and Contemporary Educational Psychology (2001–2003). He was
coeditor of the Handbook of Writing Research (2005, with Charles A.
MacArthur and Jill Fitzgerald) and the Handbook of Learning
Disabilities (2003, with H. Lee Swanson and Karen R. Harris) and
coauthor of Powerful Writing Strategies for All Students (2008,
with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and
Writing Better: Effective Strategies for Teaching Students With
Learning Difficulties (2005, with Karen R. Harris).
Dr. Graham, with Karen R. Harris, was the 2005 recipient of the
Council for Exceptional Children's Career Research Award, the 2003
recipient of the Samuel A. Kirk Award from the Division of Learning
Disabilities, and the 2001 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 1996. 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).
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