Bücher der Reihe Educational Psychology Handbook

The Handbook on Motivation at School presents the first comprehensive and integrated compilation of theory and research on children's motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning and social adjustment at school..

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning.

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning.

Handbook of Strategies and Strategic Processing provides a state-of-the-art synthesis of conceptual, measurement, and analytical issues regarding strategies and strategic processing.

This second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject.

During the past 30 years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances.

During the past 30 years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances.

Epistemic cognition is a topic originating across disciplines with immediate applications in Education research. The Handbook of Epistemic Cognition brings together leading work from across disciplines, providing a comprehensive overview of this increasingly important topic.

Epistemic cognition is a topic originating across disciplines with immediate applications in Education research. The Handbook of Epistemic Cognition brings together leading work from across disciplines, providing a comprehensive overview of this increasingly important topic.

Handbook of Learning from Multiple Representations and Perspectives provides a path for understanding the cognitive, motivational, and socioemotional processes and skills necessary for learners across educational contexts to make sense of and utilize information sourced from varying inputs.

The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children's social and academic functioning within school settings.

The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children's social and academic functioning within school settings.

The field of positive psychology investigates factors that facilitate a student¿s sense of agency and active school engagement. This groundbreaking handbook describes the application of positive psychology to educational policy, and explores how its constructs relate to the school experiences of children and youth. The second edition features thirteen new chapters and a section devoted to international applications of positive psychology. Other topics explored include conceptual foundations, assessment, intervention issues, and service delivery models.

The field of positive psychology investigates factors that facilitate a student¿s sense of agency and active school engagement. This groundbreaking handbook describes the application of positive psychology to educational policy, and explores how its constructs relate to the school experiences of children and youth. The second edition features thirteen new chapters and a section devoted to international applications of positive psychology. Other topics explored include conceptual foundations, assessment, intervention issues, and service delivery models.

Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes.

Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes.

Edited by Suzanne Lane, Mark R. Raymond, and Thomas M. Haladyna, The Handbook of Test Development, 2nd edition, is based on the revised Standards for Educational and Psychological Testing, and is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups.

Edited by Suzanne Lane, Mark R. Raymond, and Thomas M. Haladyna, The Handbook of Test Development, 2nd edition, is based on the revised Standards for Educational and Psychological Testing, and is appropriate for graduate courses and seminars that deal with test development and usage, professional testing services and credentialing agencies, state and local boards of education, and academic libraries serving these groups.

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications.

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications.