Bücher der Reihe Educational Psychology Series

Addresses the question of how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints.

Pulls together diverse theoretical & methodological approaches to the origin, structure, function, & development of intuitive conceptions; explores these in a diversity of academic disciplines; explicitly links theory & research to educ. implications.

Richard E. Snow's final book, unfinished at his death in 1997, has been organized & completed by a panal of his colleagues. The book identifies questions that research should address to combine aptitude theory with theory of social & cognitive processes.

The book argues that the intellectual abilities that are crucial to modern life correspond to the cognitive functions that are reasonably called intelligence. These intellectual abilities are learnable and we have the knowledge to teach them directly.

The contributors to this book examine and reflect upon the impact of various technologies on human abilities, competencies and expertise.

Shows, in detail and with examples, how educational theory and research can be translated into practice. This book provides descriptions of successful strategies that have been used to bridge the gap among theory, research, and practice.

This practical guide is designed to help college teachers plan their undergraduate courses and deliver high-quality instruction. The book's theme is that teaching is a creative, decision-making, idea-testing enterprise whose purpose is to facilitate student learning in all of its facets.

Taking a design research-based approach to a long-debated issue, the key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is important to effective functioning in the 21st century.

Presents research on the enhancement of human intelligence. This book is organized around five themes including enhancement via instruction and enhancement over time. It includes constructs such as practical intelligence in definitions of intellectual functioning. It is intended for students in the fields of intelligence and critical thinking.

This volume describes the recent research that has examined specific theoretical aspects of metacognition in domains of direct relevance to education. It shows that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

Presents a picture of the field of intellectual styles, through describing, analyzing, and integrating the major theoretical and research works on the topic. This book describes nature, origins, historical development, theories, research, and applications of this field, and addresses three major controversial issues.

A study of bilingual young people who have been selected by their families to mediate communication between themselves and the outside world. It shows that these family interpreters perform at remarkably high levels of accomplishment when compared with others of their age.

This text introduces the subfield of "adult educational psychology" within educational psychology, which has traditionally focused on the childhood and adolescent school years. The topics explored include theoretical perspectives, problem-solving in adulthood and metacognitive knowledge.

Illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum.

This text shows how theories of intelligence can be directly applied by educators to the teaching of subject matter. The focus is not on modifying students' intelligence but on increasing their disciplinary knowledge and understanding.

Argues that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related..

This book presents the psychological basis, methodology, and application of Marton's phenomenographic approach to the theory of learning.