The Educational Psychology Series
Robert J. Sternberg
Oklahoma State University
Wendy M. Williams
This series has several goals:
This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.
Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of view and methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.
Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.
Authors interested in submitting book proposals for this series should contact:
Robert J. Sternberg
Education As the Cultivation of Intelligence
Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities
Design Research on Learning and Thinking in Educational Settings: Enhancing Intellectual Growth and Functioning
Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative
Translating Theory and Research Into Educational Practice: Developments in Content Domains, Large Scale Reform, and Intellectual Capacity
The Nature of Intellectual Styles
Bruce Torff, Robert J. Sternberg
May 13, 2016
The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions--knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction--sometimes work to facilitate learning in the classroom and...
Michael E. Martinez
May 07, 2015
Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the...
Lyn Corno, Lee J. Cronbach
May 07, 2015
The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on...
Don Ambrose, Robert Sternberg
September 18, 2013
In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly,...
Robert J. Sternberg, David D. Preiss
July 27, 2012
In this volume, Robert J. Sternberg and David D. Preiss bring together different perspectives on understanding the impact of various technologies on human abilities, competencies, and expertise. The inclusive range of historical, comparative, sociocultural, cognitive, educational, industrial/...
David Yun Dai
October 06, 2011
The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based...
Mark W. Aulls, Bruce M. Shore
November 29, 2007
Why should inquiry—the engine for independent, curiosity- and interest-driven, life-long learning—be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across...
Bruce M. Shore, Mark W. Aulls, Marcia A. B. Delcourt
November 29, 2007
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how...
Patrick C. Kyllonen, Richard D. Roberts, Lazar Stankov
October 30, 2007
This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes – enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in...
Mark A. Constas, Robert J. Sternberg
March 21, 2006
This book shows, in detail and with concrete examples, how educational theory and research can be translated into practice. Well-known researchers who have worked to establish productive, sustainable connections between the knowledge produced by the research community and the practices employed in...
Li-fang Zhang, Robert J. Sternberg
March 07, 2006
This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories,...
David Yun Dai, Robert J. Sternberg
April 06, 2004
The central argument of this book is 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...