The Oxford Encyclopedia of Educational Psychology
Oxford University Press Inc (Verlag)
978-0-19-087476-6 (ISBN)
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.
Li-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.
Academic 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
Writing
| Erscheinungsdatum | 12.08.2021 |
|---|---|
| Mitarbeit |
Chef-Herausgeber: Li-fang Zhang |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 279 x 201 mm |
| Gewicht | 2948 g |
| Themenwelt | Schulbuch / Wörterbuch ► Lexikon / Chroniken |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| ISBN-10 | 0-19-087476-7 / 0190874767 |
| ISBN-13 | 978-0-19-087476-6 / 9780190874766 |
| Zustand | Neuware |
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