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
Expanding Definitions of Giftedness: The Case of Young Interpreters From Immigrant Communities
The Pursuit of Excellence Through Education
Metacognition in Educational Theory and Practice
Learning and Awareness
Larisa V. Shavinina, Michel Ferrari
March 01, 2004
Some aspects of giftedness and creativity cannot be explained by cognitive, developmental, personality, or social approaches considered in isolation. At the intersection of these approaches is something invisible, deeply hidden, but at the same time very important--the extracognitive facets of high...
February 01, 2003
This book is about bilingual young people who have been selected by their families to carry out the hard work of interpreting and translating to mediate communication between themselves and the outside world--between minority and majority communities. It examines the experiences of these young...
November 01, 2001
Although specific definitions may change over time, few goals are considered more important to education than the pursuit of academic excellence. There are many different viewpoints on this issue today among educational psychologists and other social scientists. One particularly glaring fault line...
Roger L. Dominowski
July 01, 2001
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. Its goal...
Robert J. Sternberg, Li-fang Zhang
January 01, 2001
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and *...
Robert J. Sternberg, Wendy M. Williams
July 01, 1998
Intelligence, Instruction, and Assessment shows how modern theories of intelligence can be directly applied by educators to the teaching of subject matter, regardless of the age of the students or the content being taught. It is intended primarily for teachers at all levels--elementary, secondary,...
Douglas J. Hacker, John Dunlosky, Arthur C. Graesser
March 01, 1998
This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized...
M. Cecil Smith, Thomas Pourchot
January 01, 1998
Adult education occurs whenever individuals engage in sustained, systematic learning in order to affect changes in their attitudes, knowledge, skills, or belief systems. Learning, instruction, and developmental processes are the primary foci of educational psychology research and theorizing, but...
Ference Marton, Shirley Booth
March 01, 1997
This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the...