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Books in Educational psychology

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Emotions, Technology, and Learning

  • 1st Edition
  • November 17, 2015
  • Sharon Y. Tettegah + 1 more
  • English
  • Paperback
    9 7 8 - 0 - 1 2 - 8 0 0 6 4 9 - 8
  • eBook
    9 7 8 - 0 - 1 2 - 8 0 0 7 1 4 - 3
Research suggests two important roles of emotion related to learning and technology. First, emotion can be the key factor that is being learned or taught through technological means. Second, emotional responses with and through technology can alter what is being learned or how the content is learned. The goal of this volume is to compile and synthesize research that addresses these two perspectives by focusing on the relationship between emotion and learning as facilitated by technology. The book is divided into four sections to represent the specific interest related to emotion and learning: Theory and Overview of Emotions and Learning; Emotions and Learning Online; Technology for Emotional Pedagogy with Students; and Technology of Emotional Pedagogy with Teachers.

Emotions, Technology, Design, and Learning

  • 1st Edition
  • October 7, 2015
  • Sharon Y. Tettegah + 1 more
  • English
  • Paperback
    9 7 8 - 0 - 1 2 - 8 0 1 8 5 6 - 9
  • eBook
    9 7 8 - 0 - 1 2 - 8 0 1 8 8 1 - 1
Emotions, Technology, Design, and Learning provides an update to the topic of emotional responses and how technology can alter what is being learned and how the content is learned. The design of that technology is inherently linked to those emotional responses. This text addresses emotional design and pedagogical agents, and the emotions they generate. Topics include design features such as emoticons, speech recognition, virtual avatars, robotics, and adaptive computer technologies, all as relating to the emotional responses from virtual learning.

Transfer of Learning

  • 1st Edition
  • June 28, 2014
  • Stephen M. Cormier + 1 more
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 9 7 3 7 - 8
Since the mid-1970s, scientific and educational research has left a gap in the field of basic and applied research on transfer of learning. This book fills the gap with state-of-the-art information on recent research in the field, emphasizing methodological paradigms and interpretive concepts based on contemporary cognitive/information processing approaches to the study of human behavior. Issues discussed include how transfer is measured, how its direction and magnitude are determined, how training for transfer differs from training for acquisition, and whether different principles of transfer apply to motor, cognitive, and meta-cognitive processes.

Psychological Research in the Classroom

  • 1st Edition
  • October 22, 2013
  • Teresa M. Amabile + 1 more
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 1 - 9 0 3 4 - 1
Psychological Research in the Classroom: Issues for Educators and Researchers is a collection of papers the tackles various psychological concerns in the context of education. The articles in the title emphasize the role of psychological research in improving the overall quality of education. The first part of the text covers issues, such as the gap between teachers and researchers and the applicability of research findings. In the second part, the selection details the capability of psychological research in addressing educational issues. Next, the title talks about educational practitioners’ research needs and their role in research. The last part discusses the prospect for research in the classroom. The book will be of great use to educators and psychologists.

Lay Theories

  • 1st Edition
  • Volume 17
  • October 22, 2013
  • Michael Argyle
  • English
  • eBook
    9 7 8 - 1 - 4 8 3 2 - 8 6 4 7 - 1
Lay theories - the informal, common-sense explanations people give for particular social behaviours - are often very different from formal 'scientific' explanations of what actually happens. While they have been studied in the past, this is the first attempt to review, in detail, the nature of these beliefs. More specifically, it is the first study to consider such fundamental questions as the structure, aetiology, stability and consequence of lay theories about a range of topics. Each chapter covers a different area, such as psychology, psychiatry, medicine, economics, statistics, law and education.

Social and Emotional Aspects of Learning

  • 1st Edition
  • January 7, 2011
  • Sanna Jarvela
  • English
  • Hardback
    9 7 8 - 0 - 1 2 - 3 8 1 4 7 7 - 7
  • eBook
    9 7 8 - 0 - 1 2 - 3 8 1 4 7 8 - 4
Social and emotional aspects of schooling and the learning environment can dramatically affect one's attention, understanding, and memory for learning. This topic has been of increasing interest in both psychology and education, leading to an entire section being devoted to it in the third edition of the International Encyclopedia of Education. Thirty-three articles from the Encyclopedia form this concise reference which focuses on such topics as social and emotional development, anxiety in schools, effects of mood on motivation, peer learning, and friendship and social networks.

Psychology of Academic Cheating

  • 1st Edition
  • November 7, 2006
  • Eric M. Anderman + 1 more
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 4 6 6 4 9 - 1
Who cheats and why? How do they cheat? What are the consequences? What are the ways of stopping it before it starts? These questions and more are answered in this research based investigation into the nature and circumstances of Academic Cheating. Cheating has always been a problem in academic settings, and with advances in technology (camera cell phones, the internet) and more pressure than ever for students to test well and get into top rated schools, cheating has become epidemic. At the same time, it has been argued, the moral fiber of society as a whole has dampened to find cheating less villainous than it was once regarded. Who cheats? Why do they cheat? and Under what circumstances? Psychology of Academic Cheating looks at personality variables of those likely to cheat, but also the circumstances that make one more likely than not to try cheating. Research on the motivational aspects of cheating, and what research has shown to prevent cheating is discussed across different student populations, ages and settings.

Empirical Methods for Evaluating Educational Interventions

  • 1st Edition
  • March 7, 2005
  • Gary D. Phye + 2 more
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 4 5 5 2 3 - 5
New US government requirements state that federally funded grants and school programs must prove that they are based on scientifically proved improvements in teaching and learning. All new grants must show they are based on scientifically sound research to be funded, and budgets to schools must likewise show that they are based on scientifically sound research. However, the movement in education over the past several years has been toward qualitative rather than quantitative measures. The new legislation comes at a time when researchers are ill trained to measure results or even to frame questions in an empirical way, and when school administrators and teachers are no longer remember or were never trained to prove statistically that their programs are effective.Experimental Methods for Evaluating Educational Interventions is a tutorial on what it means to frame a question in an empirical manner, how one needs to test that a method works, what statistics one uses to measure effectiveness, and how to document these findings in a way so as to be compliant with new empirically based requirements. The book is simplistic enough to be accessible to those teaching and administrative educational professionals long out of schooling, but comprehensive and sophisticated enough to be of use to researchers who know experimental design and statistics but don't know how to use what they know to write acceptable grant proposals or to get governmental funding for their programs.

Handbook of Psychoeducational Assessment

  • 1st Edition
  • Volume .
  • April 17, 2001
  • Gary D. Phye + 3 more
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 5 3 3 8 0 - 3
The Handbook of Psychoeducational Assessment is a practical guide for educational and psychological professionals using norm-referenced tests in the ability, achievement, and behavioral assessment of children. Written by key individuals involved in the construction and evolution of the most widely used tests, this book provides critical information on the nature and scope of commonly used tests, their reliability and validity, administration, scoring and interpretation, and on how the tests may differ and complement each other in their utility with specific populations. Part 1 of the Handbook of Psychoeducational Assessment focuses on ability assessment and the use of full battery intelligence tests as well as brief scales and short forms. Part 2 discusses achievement and the expanded role of psychologists in consultation with educators. Part 3 covers behavior assessment with special attention given to discussion of which tests are most suitable for assessing specific behavioral problems such as ADHD, anxiety, and depression. The final section recognizes the importance of context and person sensitive assessment practices, discussing cross-cultural assessment, neuropsychological assessment, and the usefulness of dynamic assessment for program planning and intervention delivery. Key Features: Covers the most commonly used and newest assessment instruments Describes the nature, scope, reliability, and validity of each test Discusses the administration, scoring, and interpretation of tests Provides empirical findings on patterns of performance with tested populations Includes case studies to highlight the utility of specific tests for specific populations Illustrates new developments in instrumentation and unique features

Design Knowing and Learning

  • 1st Edition
  • February 8, 2001
  • C. Eastman + 2 more
  • English
  • eBook
    9 7 8 - 0 - 0 8 - 0 5 3 0 3 1 - 4
Wide aspects of a university education address design: the conceptualization, planning and implementation of man-made artifacts. All areas of engineering, parts of computer science and of course architecture and industrial design all claim to teach design. Yet the education of design tends ot follow tacit practices, without explicit assumptions, goals and processes. This book is premised on the belief that design education based on a cognitive science approach can lead to significant improvements in the effectiveness of university design courses and to the future capabilities of practicing designers. This applies to all professional areas of design. The book grew out of publications and a workshop focusing on design education. This volume attempts to outline a framework upon which new efforts in design education might be based. The book includes chapters dealing with six broad aspects of the study of design education: • Methodologies for undertaking studies of design learning • Longitudinal assessment of design learning • Methods and cases for assessing beginners, experts and special populations • Studies of important component processes • Structure of design knowledge • Design cognition in the classroom