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OverviewThe Oxford Encyclopedia of Educational Psychology is the first reference work on educational psychology that can truly be said to be comprehensive, systematic, theory-driven, and evidence-based. This collection of full-length articles by leading scholars specializing in a wide array of topics signifying the diverse origins and theoretical and philosophical foundations of the field situates educational psychology within the larger contexts of psychology and education.The Encyclopedia also distinguishes itself by its strong international representation - in terms of not only its contributors but also the sources of the literature. Contributors from different parts of the world have incorporated relevant theoretical perspectives and empirical work conducted in diverse cultures into the broader context of the topics they examined. The articles are not simply reflections of individual contributors' perspectives; rather, they are systematic and in-depth reviews of various domains of educational psychology.The Encyclopedia has advanced the field of educational psychology by offering new insights into the intricate relationships among the various mechanisms operating in educational psychology by integrating existing empirical work grounded in contemporary and classical theoretical constructs and perspectives from multiple academic fields, and by incorporating new knowledge created as a result of new social, economic, and technological developments. At the same time, the material presented in this work should have practical implications for practitioners in education and beyond in their efforts to foster positive educational outcomes and to design congenial work environments and improve organizational effectiveness. Indeed, all individuals who are engaged in learning, whether it be school learning or everyday learning, should find aspects of the underlying learning principles and empirical findings documented in this Encyclopedia interesting, relevant, and useful. Full Product DetailsAuthor: Li-fang ZhangPublisher: Oxford University Press Inc Imprint: Oxford University Press Inc Dimensions: Width: 27.90cm , Height: 11.90cm , Length: 20.10cm Weight: 2.948kg ISBN: 9780190874766ISBN 10: 0190874767 Pages: 1800 Publication Date: 17 November 2021 Audience: General/trade , General Format: Hardback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsAcademic Coping Adult Learners Applying Metacognition and Self-Regulated Learning in the Classroom Assessing Potential for Learning in School Children Assessment for Learning and Self-Regulation At-Risk Students Attribution Theories The Big Five Personality Trait Factors Bilingual Effects on Cognition in Children Bilingualism and Biliteracy Classroom Discussions Cognitive Early Education Cognitive Regulation Conceptions of Giftedness and Gifted Students Conceptual Change Creativity Critical Thinking Defense Mechanisms The Development of Key Mathematical Competencies: Numerical Magnitude and Equivalence The Development of Logical Reasoning Distributed Practice or Spacing Effect Dynamic Cognitive Assessment for Preschool Age Children Dyslexia: Conceptualization, Assessment, and Intervention Education for Sustainable Development and the 'Whole-Person' Curriculum in Japan Educational Psychology in Sub-Saharan Africa Embodied Cognition Emotions in Social-Historical Educational Contexts Enhancing Students' Assessment Feedback Skills Within Higher Education Exceptional Learners Gender and Math Development Gender Differences in Reading, Writing, and Language Development Gifted Girls and Women High-Stakes Assessment in Undergraduate and Post-graduate Studies High-Stakes Testing and Educational Inequality in K-12 Information Processing and Human Memory Intellectual Styles Intelligence Interdisciplinary Professional Partnerships Learning in History Learning Strategies That Help Students SOAR to Success Learning To Teach Diverse Learners: Teachers and Teacher Preparation in the U.S. Literacy, Basic Processes, and Interventions for Struggling Readers Mental Toughness in Education Metacognition and Epistemic Cognition The Mnemonic Effects of Retrieval Practice Motivation and Engagement in Learning Multiple Document Comprehension Parental Involvement Parent-School-Community Partnerships in Mental Health Peer Tutoring and Cooperative Learning Post-Piagetian Perspectives of Cognitive Development The Principles, Possibilities, and Potential Pitfalls of Community-Based Educational Research Problem Solving Problem-Based Learning Psychoeducation Psychological Well-Being and Resilience Race, Ethnicity, and Education in the Anglosphere Reading Comprehension Reasoning Abilities The Role of Field-Dependent/Independent Styles in Learning and Teaching School Crisis Prevention and Intervention School-Based Family Counseling School-Based Mindfulness Interventions Schooling, Educational Technology, and Teachers' Everyday Practice in Norway Self-Efficacy of School Principals Service Learning and Teacher Education Sociocultural Factors and Global Education Goals of Education for All Students' Misconceptions and Science Education Subjective Well-Being and Student Development Teacher Education and Its Effects on Teaching and Learning Teacher Self-Efficacy Vygotskian Theory of Development Working Memory: Models and Applications World Language Education and the Pedagogical Imperative WritingReviewsAuthor InformationLi-fang Zhang is Professor of Psychology and Education at the University of Hong Kong. She has published dozens of academic book chapters and books, and is the (co)author of more than 100 peer-reviewed journal articles and encyclopedic entries. She is the author of two award-winning monographs, The Malleability of Intellectual Styles (Cambridge University Press, 2013) and, with Robert J. Sternberg, The Nature of Intellectual Styles (Routledge, 2006). Her 2017 monograph The Value of Intellectual Styles (Cambridge) was nominated for the Sylvia Scribner Award from Division C of the American Educational Research Association). Professor Zhang serves as Associate Editor of both the Journal of Educational Psychology and Educational Psychology. She is also an editorial board member of several psychology and education journals, including Educational Psychology Review, Journal of Cognitive Education and Psychology, and Thinking Skills and Creativity. Tab Content 6Author Website:Countries AvailableAll regions |
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