07P:200 - Educational Psychology
readings

Barab, S. A., & Duffy, T. D. (2000). From practice fields to communities of practice. In D. Jonassen, & S. M. Land (eds.). Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Lawrence Erlbaum Associates.

Bringuier, J. (1980). Conversations with Jean Piaget (pp. 36-48). Chicago: The University Press of Chicago.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 , 32-42.

Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (1999). Long-term memory: Structures and models. In Cognitive psychology and instruction (4 th ed.) (Chapter 3, pp. 36-64). Upper Saddle River , NJ : Pearson.

Campione, J. C., Brown, A. L., & Connell, M. L. (1988). Metacognition: On the importance of understanding what you are doing. In C. Randall I. & E. A. Silver (eds.), The teaching and assessing of mathematical problem solving, Vol. 3. Research agenda for mathematics education (pp. 93-114). Hillsdale, NJ, England; Reston, VA, US: Lawrence Erlbaum Associates, Inc; National Council of Teachers of Mathematics.

Cognition and Technology Group at Vanderbilt. (2003). Connecting learning theory and instructional practice: Leveraging some powerful affordances of technology. In H. F. O'Neil, Jr. & R. S. Perez (Eds.), Technology applications in education: A learning view (pp. 173-209). Mahwah, NJ: Lawrence Erlbaum Associates.

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49(1), 14-23.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson.

Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1), 47-65.

Gardner, H. G. (1993). Multiple intelligences: The theory in practice (pp. 13-34). New York: BasicBooks.

Gardner, H. G. (1999). Multiple approaches to understanding. In C. M. Reigeluth (ed.) Instructional-design models (vol II): A new paradigm of instructional theory (pp. 69-89). Mahway, NJ: Lawrence Ealbaum.

Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and application (6 th ed.) (pp. 3-26). Upper Saddle River, NJ: Merrill.

Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74 , 1-14.

Gredler, M. E. (1992). Learning and instruction: Theory into practice (2 nd ed.) (pp. 302-345; Chapter 11 Albert Bandura's social-cognitive theory). New York: Macmillan.

Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds .), Handbook of educational psychology (pp. 15-46). New York: Macmillan Library Reference USA.

Greeno, J. G. and the Middle-School Mathematics Through Applications Project Group (1997). Theories and practices of thinking and learning to think. American Journal of Education, 106 , 85-123.

Kazdin, A. E. (ed.) (2000). Encyclopedia of psychology . (vol. 7 pp. 30-34). Oxford University Press.

Kazdin, A. E. (ed.) (2000). Encyclopedia of psychology . (vol. 8 pp. 149-153). Oxford University Press.

Lubinski, David. (2000). Scientific and social significance of assessing individual differences: "Sinking shafts at a few critical points." Annual Review of Psychology, 51, 405-444.

Maslow, A. H. (1987). Motivation and personality (3 rd ed.) (pp. 15-31). New York: Harper & Row, Publishers, Inc.

Mayer, R. E. & Moreno, R. (2001). Aids to computer-based multimedia learning. Learning and Instruction, 12 , 107-119.

Mayer, R. E. (1999). The promise of educational psychology: Learning in the content areas (pp. 2-13). Upper Saddle River, NJ: Merrill.

Nitko, A. J. (2001). Educational assessment of students (3 rd ed.) (pp. 372-391).

Reiser, B. J. (2004). Scaffolding complex learning: the mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13 (3), 273-304.

Roschelle, J. & Clancey, W. J. (1992). Learning as social and neural. Educational Psychologist, 27 (4), 435-453.

Schuh, K. L. (2003). Knowledge construction in the learner-centered classroom. Journal of Educational Psychology, 95 (2), 426-442.

Skinner, B. F. (1996). The science of learning and the art of teaching . In D. P. Ely & T. Plomp (eds.), Classic writings on instructional technology (pp. 199-209). Englewood, CO: Libraries Unlimited, Inc.

Stevens, R. (1983). Erik Erikson: An introduction (pp. 41-58). Milton Keynes, England: The Open University Press.

Sutherland, P. (1992). Cognitive development today: Piaget and his critics (pp. 7-29). Paul Chapman Publishing, Ltd.

Varma, S., McCandliss, B. D., & Schwartz, D. L. (2008). Scientific and pragmatic challenges for bridging education and neuroscience. Educational Researcher, 37(3), 140-152.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (pp. 15-16, 79-91). Cambridge, MA: Harvard University Press.

Useful Resource

Snowman, J. & Biehler, R. (2000). Age-level characteristics. In Psychology applied to teaching (9th ed.) (Chapter 3, pp. 70-106). Boston , MA : Houghtin Mifflin Company.