Educational Psychology Recent Books

Interpersonal boundaries in teaching and learning

kkerns — Tue, 07 May 2013 20:47:47 +0000

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Publication Type:

Book

Authors:

Schwartz,Harriet L.; Wehlburg,Catherine M.

Source:

New directions for teaching and learning ; no. 131, Jossey-Bass; Wiley, San Francisco, Calif.; Hoboken, N.J., p.108 (2012)

Abstract:

Contents: Boundaries and student self-disclosure in authentic, integrated learning activities and assignments / Melanie Booth -- Managing boundaries in the Web 2.0 classroom / Bree McEwan -- Millennial values and boundaries in the classroom / Chip Espinoza -- We're all adults here: clarifying and maintaining boundaries with adult learners / Melanie Booth, Harriet L. Schwartz -- The coconut and the peach: understanding, establishing, and maintaining interpersonal boundaries with international students / Miki Yamashita, Harriet L. Schwartz -- Complicity or multiplicity? defining boundaries for graduate teaching assistant success / Karen Dunn-Haley, Anne Zanzucchi -- Crossing boundaries in doctoral education: relational learning, cohort communities, and dissertation committees / Elizabeth L. Holloway, Laurien Alexandre -- Reflection and intention: interpersonal boundaries in teaching and learning / Harriet L. Schwartz.; Summary: While issues of interpersonal boundaries between faculty and students are not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas. How do we set appropriate expectations regarding e-mail response time in a twenty-four-hour, seven-day-a-week Internet-connected culture? How do we maintain our authority with a generation that views the syllabus as negotiable? Complex questions about power, positionality, connection, distance, and privacy underlie these decision points. This sourcebook provides an in-depth look at interpersonal boundaries between faculty and students, giving consideration to the deeper contextual factors and power dynamics that inform how we set, adjust, and maintain boundaries as educators.

Publication Language:

eng

Affective learning together : social and emotional dimensions of collaborative learning

kkerns — Tue, 07 May 2013 20:45:00 +0000

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Publication Type:

Book

Authors:

Baker,Michael; Andriessen,Jerry; Järvelä,Sanna

Source:

Routledge, Milton Park, Abingdon, Oxon ; New York (2013)

Call Number:

Cubb LB1072 .A45 2013

URL:

http://searchworks.stanford.edu/view/9931794

Keywords:

Affective education, Educational psychology, Emotions, Group work in education, Learning--Social aspects, Team learning approach in education

Publication Language:

eng

Learning throughout life : an intergenerational perspective

kkerns — Thu, 25 Apr 2013 17:25:27 +0000

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Publication Type:

Book

Authors:

Strom,Robert D.; Strom,Paris

Source:

Lifespan learning (Submitted)

Call Number:

Cubb LB1060 .S858 2012

URL:

http://searchworks.stanford.edu/view/9955283

Keywords:

Intergenerational relations, learning, Psychology of

Publication Language:

eng

What makes a difference : Early Head Start evaluation findings in a developmental context

kkerns — Fri, 19 Apr 2013 21:52:49 +0000

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Publication Type:

Book

Authors:

Love,John M.

Source:

Monographs of the Society for Research in Child Development ; v. 78, no. 1, Wiley, Boston, Mass., p.173 (2013)

Call Number:

Cubb LB1103 .S6 V.78:NO. 1

URL:

http://searchworks.stanford.edu/view/10088217

Keywords:

Early Head Start (Program)--Evaluation, Poor children--Education--United States--Evaluation, Preschool children--Services for--United States--Evaluation

Abstract:

Contents: Background literature review pertaining to the Early Head Start study / Helen H. Raikes, Jeanne Brooks-Gunn, and John M. Love -- Design and methods in the Early Head Start study / Richard A. Faldowski ... [et al.] -- Impacts of Early Head Start participation on child and parent outcomes at ages 2, 3, and 5 / Cheri Vogel ... [et al.] -- Family subgroups and impacts at ages 2, 3, and 5 : variability by race-ethnicity and demographic risk / Helen H. Raikes, Cheri Vogel, and John M. Love -- Program subgroups : patterns of impacts for home-based, center-based, and mixed-approach programs / Rachel Chazan-Cohen, Helen H. Raikes, and Cheri Vogel -- Links between early care and education experiences birth to age 5 and prekindergarten outcomes / Rachel Chazan-Cohen and Ellen E. Kiskier -- Conclusions and implications / Jeanne Brooks-Gunn ... [et al.].; Summary: "A randomized trial evaluated the efficacy of 17 Early Head Start (EHS) programs ... "--P. [4] of cover.

Publication Language:

eng

Meritocratic education and social worthlessness

kkerns — Fri, 29 Mar 2013 21:26:48 +0000

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Publication Type:

Book

Authors:

Lampert,Khen

Source:

Palgrave pivot, Palgrave Macmillan, Basingstoke, Hampshire ; New York, p.142 (2013)

Call Number:

Cubb LB1062.6 .L37 2013

URL:

http://searchworks.stanford.edu/view/9925375

Keywords:

Academic achievement, Education--Aims and objectives, Educational psychology, Educational sociology

Abstract:

Contents: 1. Introduction -- 2. Belling the Ring -- 3. Worthlessness as Social Ideology -- 4. The Answer of Meritocracy -- 5. The Folly of Excellence -- 6. The Loss of Responsibility -- 7. The Problem of Worthlessness -- 8. The Difficulty of an Alternative.

Publication Language:

eng

The education of selves : how psychology transformed students

kkerns — Fri, 29 Mar 2013 21:26:52 +0000

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Publication Type:

Book

Authors:

Martin,Jack; McLellan,Ann-Marie

Source:

Oxford University Press, Oxford ; New York, p.230 (2013)

Call Number:

Cubb LB1051 .M311 2013

URL:

http://dx.doi.org/10.1093/acprof:oso/9780199913671.001.0001

Keywords:

Educational psychology, Self-actualization (Psychology), Transformative learning

Abstract:

Contents: An introduction to a critical history of psychology in education -- The self before and after psychology: the transformation begins -- Educational psychology's role in the education of selves -- Feeling good about your self: self-esteem as an educational goal -- Understand thy self: all about self-concept -- Be confident in what you do: self-efficacy and agency -- Managing your self: self-regulation at school and beyond -- Putting it all together: the triple E student (expressive, enterprising, entitled) -- There is another way: educating communal agents.

Publication Language:

eng

Identity, community, and learning lives in the digital age

kkerns — Fri, 01 Mar 2013 22:23:25 +0000

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Publication Type:

Book

Authors:

Erstad,Ola; Sefton-Green,Julian

Source:

Cambridge University Press, Cambridge ; New York, p.237 (2013)

Call Number:

Cubb LC191 .I34 2013

URL:

http://dx.doi.org/10.1017/CBO9781139026239

Keywords:

Digital communications, Educational sociology, Identity (Psychology), Learning--Social aspects

Abstract:

Summary: "Recent work on education, identity and community has expanded the intellectual boundaries of learning research. From home-based studies examining youth experiences with technology, to forms of entrepreneurial learning in informal settings, to communities of participation in the workplace, family, community, trade union and school, research has attempted to describe and theorize the meaning and nature of learning. Identity, Community, and Learning Lives in the Digital Age offers a systematic reflection on these studies, exploring how learning can be characterized across a range of 'whole-life' experiences. The volume brings together hitherto discrete and competing scholarly traditions: sociocultural analyses of learning, ethnographic literacy research, geo-spatial location studies, discourse analysis, comparative anthropological studies of education research and actor network theory. The contributions are united through a focus on the ways in which learning shapes lives in a digital age"-- Provided by publisher.; Summary: "Identity, Community, and Learning Lives in the Digital Age Recent work on education, identity, and community has expanded the intellectual boundaries of learning research. From home-based studies examining youth experiences with technology, to forms of ntrepreneurial learning in informal settings, to communities of participation in the workplace, family, community, trade union, and school, research has attempted to describe and theorize the meaning and nature of learning. Learning Lives offers a systematic reflection on these studies, exploring how learning can be characterized across a range of "whole-life" experiences. The volume brings together hitherto discrete and competing scholarly traditions: sociocultural analyses of learning, ethnographic literacy research, geo-spatial location studies, discourse analysis, comparative anthropological studies of education research, and actor network theory. The contributions are united through a focus on the ways in which learning shapes lives in a digital age"-- Provided by publisher.

Publication Language:

eng

Applications of dialogical self theory

kkerns — Sat, 16 Feb 2013 00:22:29 +0000

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Publication Type:

Book

Authors:

Hermans,H. J. M.

Source:

New directions for child and adolescent development ; no. 137, Jossey-Bass, San Francisco, p.77 (2012)

Call Number:

Cubb HQ750 .A1 N4 NO.137

URL:

http://searchworks.stanford.edu/view/9927147

Keywords:

Child development, Child psychology, Self in adolescence, Self in children

Abstract:

Contents: Dialogical self theory and the increasing multiplicity of I-positions in a globalizing society: an introduction / Hubert J.M. Hermans -- Self and other dialogue in infancy: normal versus compromised developmental pathways / Sarah Ahlander Stone, Ilse DeKoeyer-Laros, Alan Fogel -- Multicultural adolescents between tradition and postmodernity: dialogical self theory and the paradox of localization and globalization / Toon van Meijl -- Mental sociality and collective identity: a dialogical analysis of the Indian sense of self / Nandita Chaudhary -- Bridging theory: where cultures meet in self and science / Lene Arnett Jensen.

Publication Language:

eng

Perfectionism and gifted children

kkerns — Sat, 16 Feb 2013 00:22:01 +0000

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Publication Type:

Book

Authors:

Callard-Szulgit,Rosemary; Szulgit,Mark K.

Source:

Rowman & Littlefield Publishers, Lanham, Md., p.174 (2012)

Call Number:

Cubb LC3993.2 .C36 2012

URL:

http://searchworks.stanford.edu/view/9916864

Keywords:

Gifted children--Education--United States--Psychological aspects, Gifted children--United States--Psychology, Perfectionism (Personality trait)

Publication Language:

eng

The development of mirror self-recognition in different sociocultural contexts

kkerns — Fri, 15 Feb 2013 00:35:59 +0000

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Publication Type:

Book

Authors:

Kärtner,Joscha; Keller,Heidi; Chaudhary,Nandita; Yovsi,Relindis Dzeaye

Source:

Monographs of the Society for Research in Child Development ; v. 77, no. 4, Wiley-Blackwell, Boston, Mass., p.101 (2012)

Call Number:

Cubb LB1103 .S6 V.77:NO.4

URL:

http://searchworks.stanford.edu/view/9919831

Keywords:

Child psychology, Developmental psychology, Self-consciousness (Awareness)

Abstract:

Summary: The goal of the study was to trace the development of mirror self-recognition (MSR), as an index of toddlers' sense of themselves and others as autonomous intentional agents, in different sociocultural environments...[They] hypothesized that the onset of MSR would be earlier in sociocultural contexts in which mothers value and support their toddlers' development of autonomy. Also considered were three factors that covary with culture that may compromise the cross-cultural validity of MSR as a behavioral measure of toddlers' sense of themselves as independent agents: familiarity with mirrors, culture-specific norms of expressive behavior, and motivation for tactile exploration. Finally, [they] analyzed toddlers' reactions to their specular image (e.g. pointing, playmate, and experimenting behavior) across time and culture as well as their relation to MSR. The results indicate that MSR increased with age in all sociocultural contexts. -- from abstract.

Publication Language:

eng

Skillstreaming in early childhood : a guide for teaching prosocial skills

kkerns — Thu, 07 Feb 2013 23:59:20 +0000

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Publication Type:

Book

Authors:

McGinnis,Ellen; Goldstein,Arnold P.

Source:

Research Press, Volume 3rd, Champaign, Ill., p.333 (2012)

Call Number:

Cubb LB1139 .S6 M37 2012

URL:

http://searchworks.stanford.edu/view/9717199

Keywords:

Behavior modification, Social interaction--Study and teaching (Preschool), Social skills--Study and teaching (Preschool)

Publication Language:

eng

An interpersonal approach to classroom management : strategies for improving student engagement

kkerns — Thu, 07 Feb 2013 23:58:58 +0000

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Publication Type:

Book

Authors:

Davis,Heather A.; Summers,Jessica J.; Miller,Lauren M.

Source:

Classroom insights from educational psychology, Corwin/Division 15 (Educational Psychology) of the APA, Thousand Oaks, Calif., p.233 (2012)

Call Number:

Cubb LB3013 .D378 2012

URL:

http://searchworks.stanford.edu/view/9758973

Keywords:

Classroom management, Educational psychology, Teacher-student relationships

Publication Language:

eng

Elements of discipline : nine principles for teachers and parents

kkerns — Thu, 31 Jan 2013 21:55:21 +0000

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Book

Authors:

Greenspan,Stephen

Source:

Temple University Press, Philadelphia, Pa., p.191 (2013)

Call Number:

Cubb LB3012 .G76 2013

URL:

http://searchworks.stanford.edu/view/9806171

Keywords:

Problem children--Behavior modification, School discipline

Publication Language:

eng

Discipline without anger : a new style of classroom management

kkerns — Fri, 11 Jan 2013 16:54:36 +0000

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Publication Type:

Book

Authors:

Campbell,Doug

Source:

R&L Education, Lanham, Md., p.139 (2012)

Call Number:

Cubb LB3012.2 .C35 2012

URL:

http://searchworks.stanford.edu/view/9758646

Keywords:

Behavior modification--United States, Classroom management--United States, School discipline--United States

Abstract:

Summary: "As times and students change, teachers are finding that the old methods of anger and intimidation are no longer working for classroom management. Discipline without Anger shows teachers how to successfully manage student misbehavior so that they can be free to teach at their full potential. Without a change, our schools and students will continue to suffer the consequences"-- Provided by publisher.

Publication Language:

eng

Assessment for intervention : a problem-solving approach

kkerns — Fri, 11 Jan 2013 16:53:05 +0000

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Publication Type:

Book

Authors:

Brown-Chidsey,Rachel; Andren,Kristina J.

Source:

Guilford Press, Volume 2nd, New York, p.386 (2013)

Call Number:

Cubb LB1027.55 .A77 2013

URL:

http://searchworks.stanford.edu/view/9758710

Keywords:

School psychology--United States

Abstract:

Summary: "Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments. Prominent experts demonstrate the key role of assessment throughout the process of supporting at-risk students, from identifying academic and behavioral problems to planning and monitoring interventions. Several chapters include reproducible forms that can be downloaded and printed in a convenient 8 1/2" x 11" size"-- Provided by publisher.

Publication Language:

eng

Generation 2.0 und die Kinder von morgen : aus der Sicht eines Kinder- und Jugendpsychiaters

kkerns — Fri, 11 Jan 2013 16:53:53 +0000

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Publication Type:

Book

Authors:

Lempp,Reinhart

Source:

Wissen & Leben, Schattauer, Stuttgart, p.178 (2012)

Call Number:

Cubb BF721 .L467 2012

URL:

http://searchworks.stanford.edu/view/9635229

Keywords:

Child psychology, Children--Social conditions, Families, Mass media and children

Publication Language:

eng

Supporting and educating traumatized students : a guide for school-based professionals

kkerns — Thu, 13 Dec 2012 00:27:30 +0000

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Publication Type:

Book

Authors:

Rossen,Eric A.; Hull,Robert

Source:

Oxford University Press, Oxford ; New York, p.313 (2013)

Call Number:

Cubb LB3430 .S87 2013

URL:

http://searchworks.stanford.edu/view/9743731

Keywords:

Educational psychology, Psychic trauma in children, Psychic trauma--Treatment, Students--Mental health, Students--Mental health services

Publication Language:

eng

How children succeed : grit, curiosity, and the hidden power of character

kkerns — Thu, 13 Dec 2012 00:27:50 +0000

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Publication Type:

Book

Authors:

Tough,Paul, author

Source:

Houghton Mifflin Harcourt, Boston (2012)

Call Number:

Cubb LB1139.25 .T68 2012

URL:

http://searchworks.stanford.edu/view/9724350

Keywords:

Cognitive styles in children--United States, Early childhood education--United States

Abstract:

Contents: How to fail (and how not to) -- How to build character -- How to think -- How to succeed -- A better path.

Publication Language:

eng

Universal design for learning in the classroom : practical applications

kkerns — Thu, 13 Dec 2012 00:23:57 +0000

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Publication Type:

Book

Authors:

Hall,Tracey E.; Meyer,Anne,Ed.D.; Rose,David H.

Source:

What works for special needs learners, Guilford Press, New York, p.156 (2012)

Call Number:

Cubb LB1031 .U52 2012

URL:

http://searchworks.stanford.edu/view/9719648

Keywords:

Children with disabilities--Education, Cognitive styles, Individualized instruction

Abstract:

Summary: "Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching ideas are presented for reading, writing, science, mathematics, history, and the arts, including detailed examples and troubleshooting tips. Particular attention is given to how UDL can inform effective, innovative uses of technology in the inclusive classroom"-- Provided by publisher.; Summary: "Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching ideas are presented for reading, writing, science, mathematics, history, and the arts, including detailed examples and troubleshooting tips. Particular attention is given to how UDL can inform effective, innovative uses of technology in the inclusive classroom. Subject Areas/Keywords: assessments, classrooms, content areas, curriculum design, digital media, educational technology, elementary, inclusion, instruction, learning disabilities, literacy, schools, secondary, special education, supports, teaching methods, UDL, universal design Audience: General and special educators in grades K-8, literacy specialists, school psychologists, administrators, teacher educators, and graduate students"-- Provided by publisher.

Publication Language:

eng

Praise, motivation, and the child

kkerns — Fri, 30 Nov 2012 00:32:41 +0000

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Publication Type:

Book

Authors:

Robins,Gill

Source:

Routledge, London ; New York, p.153 (2012)

Call Number:

Cubb LB1065 .R55 2012

URL:

http://searchworks.stanford.edu/view/9725700

Keywords:

Classroom environment, Motivation in education, Praise, Self-esteem in children

Abstract:

Summary: "Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards - so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective - we use it every day and we see the positive effect that it has on our children. However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency - teachers and parents can only create an appropriate environment in which a robust sense of 'self' can grow and develop. This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise. What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions. Features include:- - Case studies and children's work samples; - Points for reflection which could be used for CPD sessions; - Appendices containing behaviour policy samples; - Pupil, teacher and parental perspectives"-- Provided by publisher.

Publication Language:

eng