The APA Educational Psychology Handbook reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations.   Volume addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues. Volume 2 includes 2 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs. Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.

Table of Contents:
Volume : Theories, Constructs, and Critical IssuesEditorial Board About the Editors-in-Chief Contributors Series Preface Introduction I. Conceptualization, Research Design, and Foundational Theories Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene Current and Emerging Design and Data Analysis Approaches Jonna M. Kulikowich and Nell Sedransk Constructivism Angela M. O'Donnell Information Processing Richard E. Mayer Social Cognitive Theory Dale H. Schunk Sociocultural Approaches to Educational Psychology: Theory, Research, and Application Artin G amp ouml nc amp uuml and Mary Gauvain II. Theory and Research on Critical Topics: What We Know and Why It Matters Metacognition in Education Carey Dimmitt and Christine B. McCormick Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis Personal Epistemology: Theory, Research, and Future Directions Barbara K. Hofer and Lisa D. Bendixen Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice Kiruthiga Nandagopal and K. Anders Ericsson Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not John Sweller Working Memory, Learning, and Academic Achievement H. Lee Swanson and Tracy Packiam Alloway Motivation: Past, Present, and Future Sandra Graham and Bernard Weiner Self-Regulation of Learning: Process Approaches to Personal Development Barry J. Zimmerman and Andju Sara Labuhn Self-Concept: A Synergy of Theory, Method, and Application Herbert W. Marsh, Man Xu, and Andrew J. Martin III. Emerging Issues and Cutting-Edge Topics Resistance and Resiliency in a Color-Conscious Society: Implications for Learning and Teaching Margaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss Elmore Evidence-Based Practices in Education Bryan G. Cook, Garnett J. Smith, and Melody Tankersley Genetics and Education: Toward a Genetically Sensitive Classroom Claire M. A. Haworth and Robert Plomin How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students James P. Byrnes Evolutionary Educational Psychology David C. Geary Volume 2: Individual Differences and Cultural and Contextual FactorsEditorial Board I. Individual Differences Academic Emotions Reinhard Pekrun and Elizabeth J. Stephens From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures Richard D. Roberts and Anastasiya A. Lipnevich Learning Styles and Approaches to Learning Adrian Furnham Gifted and Talented Education: History, Issues, and Recommendations Donna Y. Ford Personality Moshe Zeidner and Gerald Matthews Gender, Motivation, and Educational Attainment Judith L. Meece and Karyl J. S. Askew II. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions Avi Kaplan, Idit Katz, and Hanoch Flum Engagement and Positive Youth Development: Creating Optimal Learning Environments David J. Shernoff Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors Stella Vosniadou and Lucia Mason Moral and Character Education Marvin W. Berkowitz III. Cultural and Neighborhood Effects Ethnic and Racial Identity in Childhood and Adolescence Cynthia Hudley and Miles Irving Factors Affecting the Motivation and Achievement of Immigrant Students Tim Urdan Explaining the Black amp ndash White Achievement Gap: An Intergenerational Stratification and Developmental Perspective W. Jean Yeung Neighborhoods, Schools, and Achievement Jondou J. Chen and Jeanne Brooks-Gunn IV. Relationships Child and Adolescent Peer Relations in Educational Context Philip C. Rodkin and Allison M. Ryan Understanding and Preventing Bullying and Sexual Harassment in School Dorothy L. Espelage and Melissa K. Holt Parents' Involvement in Children's Learning Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung V. Teachers and Classroom Contexts Effective Classrooms Helen Patrick, Panayota Mantzicopoulos, and David Sears Spring Cleaning for the amp quot Messy amp quot Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us? Helenrose Fives and Michelle M. Buehl Effective Teachers and Teaching: Characteristics and Practices Related to Positive Student Outcomes Alysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel Three Generations of Research on Class-Size Effects Peter Blatchford Volume 3: Application to Learning and TeachingEditorial Board I. Application Across the Life Span Early Childhood Education Penny Hauser-Cram and Darcy B. Mitchell Global Perspectives on Education During Middle Childhood Scott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo Adolescence Eric M. Anderman Learning and Assessment of Adult Reading Literacy John P. Sabatini II. Assessment and Decision Making in Education Using Assessment Data to Make Decisions About Teaching and Learning John L. Hosp Large-Scale Assessment for Educational Accountability Stephen N. Elliott, Alexander Kurz, and Laura Neergaard Testing Accommodations for Students With Disabilities James M. Royer and Jennifer Randall III. Teaching Core Skills and Content Current and Historical Perspectives on Reading Research and Instruction Michael L. Kamil Writing Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts Critical Transitions: Arithmetic to Algebra Martha Carr Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change Gale M. Sinatra and Clark A. Chinn Learning Social Studies: An Evidence-Based Approach David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen IV. Instructional Methods The Power of Setting: The Role of Field Experience in Learning to Teach Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen Designing Instruction for the Contemporary Learning Landscape Fred Paas, Jeroen J. G. van Merri amp euml nboer, and Tamara A. J. M. van Gog Classroom Applications of Cooperative Learning Robert E. Slavin Strategies Instruction Charles A. MacArthur Problem-Based Learning Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas Application of Technology to Learning Roxanna Moreno Intelligent Tutoring Systems Arthur C. Graesser, Mark W. Conley, and Andrew Olney Homework Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent V. Teaching Special Populations The Education of English Language Learners Fred Genesee and Kathryn Lindholm-Leary Methods for Preventing Early Academic Difficulties Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman A Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social Needs Kathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes Index