4th Edition
Handbook of Educational Psychology
The fourth edition of the Handbook of Educational Psychology, sponsored by Division 15 of the American Psychological Association, addresses new developments in educational psychology theory and research methods while honoring the legacy of the field’s past. Comprising 31 chapters written by a diverse group of recognized Educational Psychologist and/or Learning and Motivational Scientist (EDP/LMS) scholars, this volume provides integrative reviews and critical syntheses of inquiry across a variety of foundational and new areas. Key constructs like motivation, development, beliefs, literacy, and emotions are given substantive updates, while entire new chapters touch on trends that have materialized since the publication of the third edition, such as inquiry world views, Critical Race Theory, cognitive neuroscience, and emerging technologies in education. Throughout this new edition, chapter authors coalesce on issues of social justice, situated approaches to inquiry, and progressive inquiry methods.
The Handbook of Educational Psychology, Fourth Edition, will be an important reference volume for current and future EDP/LMS scholars, broadly conceived, as well as for teacher educators, practicing teachers, policy makers, and the academic libraries serving these audiences. It is also appropriate for graduate-level courses in educational psychology, learning and motivational sciences, and research methods in education and psychology.
Section 1: The Handbook of Educational Psychology, Fourth Edition 1. An Introduction to the Handbook of Educational Psychology, Fourth Edition Section 2: Philosophical, Theoretical, and Methodological Approaches to Inquiry 2. Hast Thee any Philosophy? Unearthing the Value of Philosophy for Educational Psychology 3. Inquiry Worldviews, Approaches to Research, and Mixed Methods in Educational Psychology 4. Examining Race in Educational Psychology: The Need for Critical Race Theory 5. Cross-Cultural Research on Learning and Teaching 6. Taking a Situative Approach to Research in Educational Psychology 7. Contributions of Complex Systems Approaches, Perspectives, Models, and Methods in Educational Psychology 8. Educational Psychology and Educational Policy: Intersections and New Directions Section 3: Inquires in Foundational Areas 9. Motivation 10. Emotion and Emotion Regulation 11. The Role of Passion in Education 12. Identity and Learning: Student and Teacher Identity Development 13. Belief Change 14. Self-Regulation 15. Exceptionalities 16. The Roles of Peers in Students’ Cognitive and Academic Development 17. Cognitive Neuroscience and Education Section 4: Inquiries in Teaching and Learning 18. The Relevance of Educational Psychology Research in Teacher Education 19. Asset-Based Pedagogy 20. Educating with Collective Intersectional Care: Attending to, Embodying, and Enacting Women of Color Feminisms in Learning Spaces 21. Mathematics Teaching and Learning 22. Social Studies Education 23. Science Learning and Teaching 24. Literacy Section 5: Inquiries in Emerging Technologies 25. New Literacies: Expanding the Conversation to Include Data Literacies 26. Intelligent Tutoring Systems: How computers achieve learning gains that rival human tutors 27. Technology Rich Learning Environments: Theories and Methodologies for Understanding Solo and Group Learning 28. Cyberbullying 29. Gaming in Educational Contexts 30. Virtual Reality and Educational Psychology Section 6: Conclusions: Bringing it Together for Better Education (Where are we and Where Might we be Going?) 31. The Prejudiced Past and Progressive Future of Educational Psychology
Biography
Paul A. Schutz (he/him/his) is Professor Emeritus at the University of Texas at San Antonio, USA, and an affiliated member of the Department of Educational Psychology at the University of Arizona, USA.
Krista R. Muis is Professor and Canada Research Chair in the Department of Educational and Counselling Psychology at McGill University, Canada.
"As societies change, and they do so with increasing rapidity, scholarship in the social and behavioral sciences needs also to reconsider its history, methods, and purposes. This edition of the Handbook does just that. It is contemporary in that it not only honors the knowledge we have created through updated literature reviews in the various sub-areas of our field, but also deals forthrightly with the many social problems that also must be addressed by our scholarship. I am delighted to watch educational psychology evolve in such productive and socially responsible ways."
—David C. Berliner, Regents’ Professor Emeritus at Arizona State University, USA, and co-editor of the first edition of the Handbook of Educational Psychology (1996)
"Like its predecessors, the fourth edition of the Handbook of Educational Psychology will prove a useful resource for course content and research. This volume goes well beyond a handy summary of the state of the art of the field. With its greater diversity of contributors and topics, this edition illustrates how the field is moving towards a more inclusive and progressive view of the role psychology plays in advancing teaching, learning, and education."
—Gale M. Sinatra, Stephen H. Crocker Professor of Education at the University of Southern California, USA
