Handbook of psychology volume 7 educational psychology
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x Volume Preface learning; cognitive, instructional, sociocultural, motivational, and individual differences; and learner characteristics. The sum total of this research contribution to the understanding of learners and the instructional and learning process represents an important application of psychology to education and the needs of the learner. The chapters in this book illustrate the dynamic nature of educational psychology as a field of scientific inquiry within psychology. Although we often conceptualize educational psy- chology as an applied field of study, what can be more basic than understanding the process by which we learn? This book examines what we know about learners in classroom set- tings—their cognitions, behaviors, interactions with teachers and peers, and the context of learning—as well as learner char- acteristics, systems of motivation and self-regulation, and other variables that inform us as to the complex interactions that are part of the learning process. OUR INTERESTS IN THE FIELD OF EDUCATIONAL PSYCHOLOGY AND ACKNOWLEDGMENTS W. M. R. My interest in educational psychology dates back to my undergraduate days in the early 1970s at the University of California at Berkeley where faculty such as Read Tuddenham, Arthur Jensen, and Marjorie Honzik stimulated my interest in the study of intelligence, cognitive assessment, and individual differences. During this time I was active as a volunteer and later student director of the Richmond Project, a UC Berkeley student organization in which students worked as volunteer aides in the Richmond, California, public schools. For nearly two years I spent one to two days a week at Cortez School, an inner-city school where Mary Carbone, a progres- sive third-grade teacher, allowed me to work with small groups of children and apply what I was learning in my psychology courses to the elementary school classroom. This interest in the field continued when I was a graduate student in the Depart- ment of Educational Psychology at the University of Oregon, where Richard Rankin provided guidance in understanding the psychometric foundations underlying the evaluation of intelli- gence and the application of scientific methods to the study of individual differences and encouraged my teaching the gradu- ate course titled “Mental Testing.” This experience, along with mentoring and coursework in clinical psychology provided by Norm Sundberg, additional course work in psychometrics and test construction with Lew Goldberg, and collaboration in test construction with Paul Raffeld and Larry Irvin, triggered a switch in graduate-school goals from a career as a school psychologist to that of a university professor. My subsequent employment in the field of educational psychology has stretched over nearly a quarter of a century as a faculty member in departments of educational psychology at the State University of New York at Albany (1976–1980), the University of Wisconsin-Madison (1980–1991), where 20 years ago I was pleased to serve on the dissertation com- mittee of my esteemed coeditor, and the University of British Columbia (1991–2000). I wish to acknowledge the influence and example provided by my colleagues and friends in the Department of Educa- tional Psychology at the UW-Madison during my years of teaching there. The intellectual stimulation and positive inter- actions provided by my colleagues and the graduate students in the educational psychology department at UW-Madison were an unlisted job benefit. I am exceptionally pleased that several of these colleagues and good friends—Joel Levin, Tom Kratochwill, Rich Lehrer, Chris McCormick, and Mike Pressley (who spent many summers working at UW-Madison during this time)—have contributed directly to this volume. I am also pleased that a number of my colleagues from the Uni- versity of British Columbia, including Linda Siegel, Hillel Goelman, Ricki Goldman (now at New Jersey Institute of Technology), and Marion Porath, also contributed to chapters for this volume. I especially wish to thank my coeditor, Gloria Miller, my colleague of over 20 years, for her excellent work on this vol- ume and her friendship these many years. Although there is an order to the editorship of this volume on the title page, equal editorship should be understood. Gloria was instrumental in maintaining work on this volume during the months that I was out due to serious illness. Finally, and most important, I wish to thank and acknowl- edge the meaningful and much appreciated support of my wife Margaret, a very special person who was understanding of the many late nights spent working on this project, and to my parents for their example and guidance and who amaz- ingly continue to be survivors.
I began my undergraduate program in the early 1970s as a bi- ology major but very quickly became enthralled by the field of psychology after my first introductory class. I can still re- call my fascination and the intellectual stimulation that ac- companied my learning about the exciting new advances in learning, cognition, and behavioral neuroscience, which was still in its infancy. My dissecting skills as a biology major led Volume Preface xi to an invitation to become a psychology “rat” lab assistant. I worked with an older professor who, while trained in Skinnerian conditioning techniques, was more interested in neuroanatomy, brain chemistry, and the effects of environ- mental learning conditions on brain functioning. The field of medicine and neuropsychology appeared as my niche—that was, until I took my first (of many) summer jobs working as a counselor at a camp for children with Down’s syndrome and other forms of mental retardation. From then on my in- terests leaned further away from basic neuroanatomy and more toward applied research in cognition. After three years of teaching reading to students with severe learning disabili- ties, my interest in learning and development drew me to re- examine the different graduate program opportunities within psychology. How happy I was to “discover” that in fact there actually was a domain of study called educational psychol- ogy that was so closely aligned to my applied instructional research interests. I had the great fortune of entering the field of educational psychology at a most dynamic and opportune time. The ear- lier passage of the federal law PL 99-142, which guaranteed free and appropriate education to all handicapped students, ensured that funding for educational research was at an all-time high in the late 1970s. As a graduate student at the University of Wisconsin, I worked closely with some of the top educational researchers of the time on several nation- ally funded projects housed at the Wisconsin Educational Research Center. Through the excellent research mentorship of professors Joel Levin and Steve Yussen, I developed a strong empirical and theoretical foundation in human learn- ing and development, which contributed to my eventual switch into the closely related field of school psychology. I would like to thank the many individuals who have con- tributed significantly to my own learning and development over the years. Although it is not possible due to space limi- tations to mention everyone here, my list would include many of my K–12 teachers, university professors, and peers, all of whom have been skillful mentors, dynamic instructors, patient collaborators, and steady influences during my quest to apply educational psychology theory to benefit students and teachers. I would not be where I am today without the total support and affection of my deceased parents. And to my spouse, thank you Joseph—you have added depth and breadth to each and every day. I also want to thank my daughter, Erica, for understanding and accepting the many long evenings and weekends when Mom was back at work—yet again—and so missed the hustle and bustle of our evening goodnight rou- tines. I am certain that the work highlighted here will touch your life and others after you in many as-yet-unforeseen ways.
A special thanks goes to my colleague and coeditor, William (Bill) Reynolds, who honored me with the invitation to collaborate on this exciting project. Finally, I would like to acknowledge several colleagues who provided excellent crit- ical yet constructive feedback during the preparation of this volume: Martin L. Tomabari, University of Denver, Christine B. McCormick, University of New Mexico, and Joseph M. Czajka, Personnel Department for the State of Colorado. W. M. R. and G. E. M. It is an honor and a pleasure for us to acknowledge the sig- nificant and meaningful contributions of the authors of chap- ters in this book. Through their own busy schedules, family and personal illness, requests for revisions, and other unfore- seen events that impacted our lives, the contributors have been wonderful to work with and magnanimous in their time, effort, and scholarship in creating this book. Their work is a reflection of the best in the field and will be instrumental in establishing the important role of educational psychologists in the next century. To our chapter authors, you have our sin- cere thanks and appreciation. A most important acknowledgement and note of apprecia- tion goes Dr. Irving Weiner, Editor-in-Chief of the Handbook of Psychology. The completion of this enormous undertaking was facilitated greatly by his exceptional editorial leadership. We have never experienced the level of support, continued guidance, effort, and organization as that presented by Irv to- ward the realization of this Handbook. We also wish to thank the staff at John Wiley & Sons, and in particular Jennifer Simon—their great support and assistance helped to make this book possible. W ILLIAM
M. R EYNOLDS
G LORIA
E. M ILLER
Handbook of Psychology Preface vii
Irving B. Weiner Volume Preface ix William M. Reynolds and Gloria E. Miller Contributors xvii
PA RT O N E INTRODUCTION 1 CURRENT PERSPECTIVES IN EDUCATIONAL PSYCHOLOGY 3 William M. Reynolds and Gloria E. Miller PA RT T W O COGNITIVE CONTRIBUTIONS TO LEARNING, DEVELOPMENT, AND INSTRUCTION 2 CONTEMPORARY THEORIES OF INTELLIGENCE 23 Robert J. Sternberg 3 MEMORY AND INFORMATION PROCESSES 47 Richard E. Mayer 4 SELF-REGULATION AND LEARNING 59 Dale H. Schunk and Barry J. Zimmerman 5 METACOGNITION AND LEARNING 79 Christine B. McCormick 6 MOTIVATION AND CLASSROOM LEARNING 103
Paul R. Pintrich PA RT T H R E E SOCIOCULTURAL, INSTRUCTIONAL, AND RELATIONAL PROCESSES 7 SOCIOCULTURAL CONTEXTS FOR TEACHING AND LEARNING 125
Vera John-Steiner and Holbrook Mahn Contents xiii xiv Contents 8 TEACHING PROCESSES IN ELEMENTARY AND SECONDARY EDUCATION 153
Michael Pressley, Alysia D. Roehrig, Lisa Raphael, Sara Dolezal, Catherine Bohn, Lindsey Mohan, Ruth Wharton-McDonald, Kristen Bogner, and Kass Hogan 9 COOPERATIVE LEARNING AND ACHIEVEMENT: THEORY AND RESEARCH 177
Robert E. Slavin, Eric A. Hurley, and Anne Chamberlain 10 RELATIONSHIPS BETWEEN TEACHERS AND CHILDREN 199
Robert C. Pianta, Bridget Hamre, and Megan Stuhlman 11 SCHOOL ADJUSTMENT 235
Kathryn R. Wentzel 12 GENDER ISSUES IN THE CLASSROOM 259
Janice Koch PA RT F O U R CURRICULUM APPLICATIONS 13 EARLY CHILDHOOD EDUCATION 285
Hillel Goelman, Catherine J. Andersen, Jim Anderson, Peter Gouzouasis, Maureen Kendrick, Anna M. Kindler, Marion Porath, and Jinyoung Koh 14 PSYCHOLOGY OF LITERACY AND LITERACY INSTRUCTION 333
Michael Pressley 15 MATHEMATICAL LEARNING 357
Richard Lehrer and Richard Lesh 16 COMPUTERS, THE INTERNET, AND NEW MEDIA FOR LEARNING 393
Ricki Goldman-Segall and John W. Maxwell PA RT F I V E EXCEPTIONAL LEARNER PROGRAMS AND STUDENTS 17 SCHOOL PSYCHOLOGY 431
Daniel J. Reschly 18 LEARNING DISABILITIES 455
Linda S. Siegel 19 GIFTED EDUCATION PROGRAMS AND PROCEDURES 487
Paula Olszewski-Kubilius 20 SCHOOL-RELATED BEHAVIOR DISORDERS 511
Hill M. Walker and Frank M. Gresham Contents xv PA RT S I X EDUCATIONAL PROGRAM, RESEARCH, AND POLICY 21 LEARNING AND PEDAGOGY IN INITIAL TEACHER PREPARATION 533
Jennifer A. Whitcomb 22 EDUCATIONAL/PSYCHOLOGICAL INTERVENTION RESEARCH 557
Joel R. Levin, Angela M. O’Donnell, and Thomas R. Kratochwill 23 RESEARCH TO POLICY FOR GUIDING EDUCATIONAL REFORM 583
Barbara L. McCombs 24 FUTURE PERSPECTIVES IN EDUCATIONAL PSYCHOLOGY 609
Gloria E. Miller and William M. Reynolds Author Index 631
Subject Index 653
Catherine J. Andersen Faculty of Education University of British Columbia Vancouver, British Columbia, Canada James Anderson, PhD Department of Language and Literacy Education University of British Columbia Vancouver, British Columbia, Canada Kristen Bogner Department of Educational Psychology University of Minnesota Minneapolis, Minnesota Catherine Bohn Department of Psychology Notre Dame University Notre Dame, Indiana Anne Chamberlain Success for All Foundation Baltimore, Maryland
Department of Psychology Notre Dame University Notre Dame, Indiana Hillel Goelman, PhD Department of Educational and Counseling Psychology Faculty of Education University of British Columbia Vancouver, British Columbia, Canada Ricki Goldman-Segall, PhD College of Computing Sciences New Jersey Institute of Technology Newark, New Jersey Peter Gouzouasis, PhD Department of Curriculum Studies University of British Columbia Vancouver, British Columbia, Canada Contributors Frank M. Gresham, PhD Graduate School of Education University of California–Riverside Riverside, California Bridget Hamre School Psychology Program University of Virginia Charlottesville, Virginia Kass Hogan Institute of Ecosystem Studies Milbrook, New York
Teacher’s College Columbia University New York, New York Vera John-Steiner, PhD Department of Language, Literacy, and Sociocultural Studies University of New Mexico Albuquerque, New Mexico Maureen Kendrick, PhD Department of Language and Literacy Education University of British Columbia Vancouver, British Columbia, Canada Anna M. Kindler, PhD Department of Curriculum Studies University of British Columbia Vancouver, British Columbia, Canada Janice Koch, PhD Special Programs in Mathematics Science and Technology Hofstra University Hempstead, New York
Department of Educational and Counseling Psychology and Special Education University of British Columbia Vancouver, British Columbia, Canada
xviii Contributors Thomas R. Kratochwill, PhD Department of Educational Psychology University of Wisconsin–Madison Madison, Wisconsin Richard Lehrer, PhD Department of Teaching and Learning Peabody College Vanderbilt University Nashville, Tennessee
Mathematics and Science Center School of Education Purdue University West Lafayette, Indiana
Department of Educational Psychology University of Arizona Tucson, Arizona Holbrook Mahn, PhD Department of Language, Literacy, and Socicultural Studies University of New Mexico Albuquerque, New Mexico John W. Maxwell, MA College of Education University of British Columbia Vancouver, British Columbia, Canada Richard E. Mayer, PhD Department of Psychology University of California Santa Barbara, California Barbara L. McCombs, PhD Human Motivation, Learning and Development Center University of Denver Research Institute Denver, Colorado Christine B. McCormick, PhD College of Education University of New Mexico Albuquerque, New Mexico Gloria E. Miller, PhD College of Education University of Denver Denver, Colorado Lindsey Mohan Department of Psychology Notre Dame University Notre Dame, Indiana Angela M. O’Donnell Department of Educational Psychology Rutgers, The State University of New Jersey New Brunswick, New Jersey Paula Olszewski-Kubilius, PhD Center for Talent Development Northwestern University Evanston, Illinois Robert C. Pianta, PhD Curry Programs in Clinical and School Psychology University of Virginia Charlottesville, Virginia Paul R. Pintrich, PhD Program in Education and Psychology University of Michigan Ann Arbor, Michigan Marion Porath, PhD Department of Educational and Counseling Psychology and Special Education University of British Columbia Vancouver, British Columbia, Canada
College of Education Michigan State University
Department of Psychology Notre Dame University Notre Dame, Indiana Daniel J. Reschly, PhD Department of Special Education Vanderbilt University Nashville, Tennessee William M. Reynolds, PhD Department of Psychology Humboldt State University Arcata, California Contributors xix Alysia D. Roehrig Department of Psychology Notre Dame University Notre Dame, Indiana Dale H. Schunk, PhD School of Education University of North Carolina–Greensboro Greensboro, North Carolina Linda S. Siegel, PhD Department of Educational and Counseling Psychology and Special Education University of British Columbia Vancouver, British Columbia, Canada
Center for Social Organization of Schools Johns Hopkins University Baltimore, Maryland Robert J. Sternberg, PhD Department of Psychology Yale University New Haven, Connecticut Megan Stuhlman School Psychology Program University of Virginia Charlottesville, Virginia Hill M. Walker, PhD Center on Human Development and Institute on Violence and Destructive Behavior University of Oregon Eugene, Oregon
University of South Florida Tampa, Florida
Human Development University of Maryland College Park, Maryland Ruth Wharton-McDonald Department of Education University of New Hampshire Durham, New Hampshire Jennifer A. Whitcomb College of Education University of Colorado Boulder, Colorado Barry J. Zimmerman, PhD Department of Psychology City University of New York New York, New York PA R T O N E INTRODUCTION |
