SAGE Directions in Educational Psychology (SAGE Library of Educational Thought & Practice)

How to go to your page......Page 2
Contents......Page 7
Appendix of Sources......Page 15
Editor’s Introduction......Page 25
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME I......Page 5
Section I: Human Development......Page 51
1 - Aging and Human Performance......Page 53
2 - Violence and Human Development......Page 65
3 - The Life-course and Human Development: An Ecological Perspective......Page 75
4 - The Family Conference: The Social Control of Human Development......Page 93
5 - From Childhood to the Later Years: Pathways of Human Development......Page 107
6 - The Developmental Niche: A Conceptualization at the Interface of Child and Culture......Page 131
7 - Conceptualizing Adult Development......Page 153
8 - Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care......Page 169
9 - A Developmental Approach to Language Acquisition: Two Case Studies......Page 201
10 - Promoting Positive Youth Development: New Directions in Developmental Theory, Methods, and Research......Page 221
11 - Children Have More Need of Models than Critics: Early Language Experience and Brain Development......Page 231
12 - Development: Transfer of Technology, Transfer of Culture......Page 241
13 - The Clinical Study and Treatment of Normal and Abnormal Development: A Psychological Clinic......Page 257
14 - Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting......Page 281
15 - The Dangerous and the Good? Developmentalism, Progress, and Public Schooling......Page 295
16 - The Scientific Humanism of G. Stanley Hall......Page 337
17 - Growing Old – Or Older and Growing......Page 349
18 - Maturational Timing and the Development of Problem Behavior: Longitudinal Studies in Adolescence......Page 361
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME II......Page 381
Contents - Volume II......Page 383
Section I: Human Development (Continued)......Page 385
19 - Motor Development as Foundation and Future of Developmental Psychology......Page 387
20 - Physical Growth......Page 415
21 - Mental Development during the Preadolescent and Adolescent Periods......Page 463
Section II: Curriculum, Instruction and Learning......Page 475
22 - Making Sense of Curriculum Evaluation: Continuities and Discontinuities in an Educational Idea......Page 477
23 - Psychology of Learning Environments: Behavioral, Structural, or Perceptual?......Page 507
24 - Thought and Two Languages: The Impact of Bilingualism on Cognitive Development......Page 543
25 - Components of a Psychology of Instruction: Toward a Science of Design......Page 573
26 - The Emergence of Cognitive Psychology......Page 595
27 - The Advancement of Learning......Page 611
28 - Paradigms of Knowledge and Instruction......Page 633
29 - Health Promotion by Social Cognitive Means......Page 651
30 - Models of the Learner......Page 675
31 - Child’s Talk: Learning to Use Language......Page 683
32 - The Reflexivity of Cognitive Science: The Scientist as Model of Human Nature......Page 687
33 - History, Culture, Learning, and Development......Page 717
34 - Biology and Cognition......Page 735
35 - Neural Bases of Intelligence and Training......Page 753
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME III......Page 781
Contents - Volume III......Page 783
Section II: Curriculum, Instruction and Learning (Continued)......Page 785
36 - Human Intelligence: An Introduction to Advances in Theory and Research......Page 787
37 - Cognitive Demands of New Technologies and the Implications for Learning Theory......Page 835
38 - Cognitive Conceptions of Learning......Page 863
39 - Meaning in Complex Learning......Page 893
40 - Phases of Meaningful Learning......Page 925
41 - Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching......Page 945
Section III: Motivation......Page 957
42 - Maslow, Monkeys and Motivation Theory......Page 959
43 - Maslow’s Theory of Motivation: A Critique......Page 979
44 - Caught on Fire: Motivation and Giftedness......Page 999
45 - An Empirical Test of Maslow’s Theory of Motivation......Page 1003
46 - Meaningfulness, Commitment, and Engagement: The Intersection of a Deeper Level of Intrinsic Motivation......Page 1007
47 - Motivation and Human Growth :A Developmental Perspective......Page 1021
48 - Evolutionary Perspectives on Human Motivation......Page 1031
49 - The Debate about Rewards and Intrinsic Motivation: Protests and Accusations Do Not Alter the Results......Page 1047
50 - A Comprehensive Expectancy Motivation Model: Implications for Adult Education and Training......Page 1063
51 - The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education......Page 1075
52 - Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again......Page 1089
53 - Beyond the Rhetoric: Understanding Achievement and Motivation in Catholic School Students......Page 1117
54 - Dimensions of School Motivation: A Cross-cultural Validation Study......Page 1129
55 - Achievement Motivation in Children of Three Ethnic Groups in the United States......Page 1145
56 - Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students......Page 1153
57 - Attracting and Retaining Teachers: A Question of Motivation......Page 1171
Sage Directions in Educational Psychology......Page 1203
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME IV......Page 1205
Contents - Volume IV......Page 1207
Section III: Motivation (Continued)......Page 1209
58 - Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice......Page 1211
59 - Classroom and Individual Differences in Early Adolescents’ Motivation and Self-Regulated Learning......Page 1253
60 - Atkinson’s Theory of Achievement Motivation: First Step toward a Theory of Academic Motivation?......Page 1275
61 - Motivation and Engagement across the Academic Life Span: A Developmental Construct Validity Study of Elementary School, High School, and University/College Students......Page 1295
62 - Motivation and Achievement: A Quantitative Synthesis......Page 1329
63 - Academic Motivation and Achievement among Urban Adolescents......Page 1343
64 - Intrinsic Motivation and School Misbehavior: Some Intervention Implications......Page 1365
65 - Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis......Page 1387
66 - Motivation in Transition......Page 1449
Section IV: Research Design, Measurement and Statistics and Evaluation......Page 1469
67 - Why P Values Are Not a Useful Measure of Evidence in Statistical Significance Testing......Page 1471
68 - Alphabet Soup: Blurring the Distinctions between p’s and a’s in Psychological Research......Page 1491
69 - Research Methods: Experimental Design......Page 1521
70 - What Can We Learn from International Assessments?......Page 1533
71 - Power, Control, and Validity in Research......Page 1561
72 - Testing Reasoning and Reasoning about Testing......Page 1579
SAGE DIRECTIONS IN EDUCATIONAL PSYCHOLOGY VOLUME V......Page 1653
Contents - Volume V......Page 1655
Section IV: Research Design, Measurement and Statistics and Evaluation (Continued)......Page 1657
73 - Magnitudes of Experimental Effects in Social Science Research......Page 1659
74 - Hypothesis Testing in Relation to Statistical Methodology......Page 1679
75 - On Examinee Choice in Educational Testing......Page 1699
76 - Historical Views of Invariance: Evidence from the Measurement Theories of Thorndike, Thurstone, and Rasch......Page 1739
77 - If Statistical Significance Tests Are Broken/Misused, What Practices Should Supplement or Replace Them?......Page 1755
78 - Musical Aptitude Testing: From James McKeen Cattell to Carl Emil Seashore......Page 1771
79 - The Life and Labors of Francis Galton: A Review of Four Recent Books about the Father of Behavioral Statistics......Page 1787
80 - Regression towards the Mean, Historically Considered......Page 1793
81 - Karl Pearson and Statistics: The Social Origins of Scientific Innovation......Page 1807
82 - A History of Effect Size Indices......Page 1835
83 - The Role of Assessment in a Learning Culture......Page 1849
84 - The Place of Theory in Educational Research......Page 1871
85 - Curriculum-based Measures: Development and Perspectives......Page 1887
86 - Tests as Research Instruments......Page 1899
87 - My Current Thoughts on Coefficient Alpha and Successor Procedures......Page 1913
88 - Handbook of Evaluation Research......Page 1941
89 - A Model for Studying the Validity of Multiple-Choice Items......Page 1961
90 - Assisted Assessment: A Taxonomy of Approaches and an Outline of Strengths and Weaknesses......Page 1975
91 - Standardized Testing......Page 2007
92 - The Place of Statistics in Psychology......Page 2015
93 - Education in Statistics and Research Design in School Psychology......Page 2023
94 - The Role of Measurement Error in Familiar Statistics......Page 2033
95 - Qualitative Methods and the Development of Clinical Assessment Tools......Page 2049