The Praeger Handbook of Education and Psychology Four Volumes 1st edition by Joe Kincheloe,Raymond Horn 0313014809 9780313014802

PART I INTRODUCTION

1. Introduction: Educational Psychology—Limitations and Possibilities

2. Educational Psychology Timeline

PART II INTRODUCING THEORISTS IMPORTANT TO EDUCATION AND PSYCHOLOGY

3. Albert Bandura

4. Jerome Bruner

5. Judith Butler

6. John Dewey

7. Erik Erikson

8. Howard Gardner

9. Carol Gilligan

10. Emma Goldman

11. Jurgen Habermas

12. Granville Stanley Hall

13. Sandra Harding

14. bell hooks

15.William James

16. Lawrence Kohlberg

17. Jacques Lacan

18. Gloria Ladson-Billings

19. Jean Lave

20. Alexander R. Luria

21. Herbert Marcuse

22. Abraham Harold Maslow

23. Maria Montessori

24. Nel Noddings

25. Ivan Petrovich Pavlov

26. Jean Piaget

27. Carl Rogers

28. B. F. Skinner

29. Robert J. Sternberg

30. Beverly Daniel Tatum

31. Lewis Madison Terman

32. Edward L. Thorndike

33. Rudolph von Laban

34. Lev Vygotsky

35. Valerie Walkerdine

36. John Watson

Volume 2

PART III ISSUES IN EDUCATION AND PSYCHOLOGY

Constructivism

37. Constructivism and Educational Psychology

38. Reconsidering Teacher Professional Development Through Constructivist Principles

39. Constructivist/Engaged Learning Approaches to Teaching and Learning

Creativity

40. Creative Problem Solving

41. Creativity

Criticality

42. Reclaiming Critical Thinking as Ideology Critique

43. Ideological Formation and Oppositional Possibilities of Self-Directed Learning

44. Literacy for Wellness, Oppression, and Liberation

45. Transformative Learning: Developing a Critical Worldview

Culture/Cultural Studies

46. The Impact of Apartheid on Educational Psychology in South Africa: Present Challenges and Future

47. Implications of Cultural Psychology for Guiding Educational Practice: Teaching and Learning as C

48. The Culture/Learning Connection: A Cultural Historical Approach to Understanding Learning and De

49. Endorsing an Angel: Peggy Claude-Pierre, the Media and Psychology

50. The Buddha View: ReVIEWing Educational Psychology’s Practices and Perspectives

51.Without Using the “S” Word: The Role of Spirituality in Culturally Responsive Teaching and Ed

Developmentalism

52. Beyond Readiness: New Questions about Cultural Understandings and Developmental Appropriateness

Educational Purpose

53. Foundations of Reconceptualized Teaching and Learning

54. The Diverse Purposes of Teaching and Learning

55. Postmodern Pedagogy

Volume 3

Enactivism

56. Complexity Science, Ecology, and Enactivism

57. Providing a Warrant for Constructivist Practice: The Contribution of Francisco Varela

Knowledge Work

58. Action Research and Educational Psychology

59. Beyond the “Qualitative/Quantitative” Dichotomy: Pragmatics, Genre Studies and Other Linguis

60. Knowledge in a Reconceptualized Educational Environment

61. Critical Epistemology: An Alternative Lens on Education and Intelligence

62. Dialogism: The Diagotic Turn in the Social Sciences

Learning

63. Experiential Learning

64.Workplace Learning, Work-Based Education, and the Challenges to Educational Psychology

65. Dialogic Learning: A Communicative Approach to Teaching and Learning

66. John Dewey’s Theory of Learning: A Holistic Perspective

67. Crash or Crash Through: Part 1—Learning from Enacted Curricula

68. Crash or Crash Through: Part 2—Structures That Inhibit Learning

Memory

69. Memory: Counter-memory and Re-memory-ing for Social Action

70. Memory and Educational Psychology

Mind

71. Where Is the Mind Supposed to Be?

72. Neuropolitics: Neuroscience and the Struggles over the Brain

73. Desperately Seeking Psyche I: The Lost Soul of Psychology and Mental Disorder of Education

74. Desperately Seeking Psyche II: Re-Minding Ourselves, Our Societies, Our Psychologies, to Educate

Psychoanalysis

75. What Educational Psychology Can Learn from Psychoanalysis

Race, Class, and Gender

76. Using Critical Thinking to Understand a Black Woman’s Identity: Expanding Consciousness in an Ur

77. Pedagogies and Politics: Shifting Agendas within the Gendering of Childhood

78. Knowledge or Multiple Knowings: Challenges and Possibilities of Indigenous Knowledges

79. Making the “Familiar” Strange: Exploring Social Meaning in Context

80. Gender and Education

81. TEAM: Parent/Student Support at the High School Level

82. Becoming Whole Again through Critical Thought: A Recipe

Volume 4

Situated Cognition

83. Situated Cognition and Beyond: Martin Heidegger on Transformations in Being and Identity

84. Situating Situated Cognition

85. Stakeholder-Driven Educational Systems Design: At the Intersection of Educational Psychology and

Teaching

86. Teacher Thinking for Democratic Learning

87. Recognizing Students among Educational Authorities

88. Critical Consciousness and Pedagogy: Reconceptualizing Student-Centered Dialogue as Educational

89. Homeschooling: Challenging Traditional Views of Public Education

90. Activity Theory as a Framework for Designing Educational Systems

91. Reconnecting the Disconnect in Teacher—Student Communication in Education

Testing/Assessment

92. The Rise of Scientific Literacy Testing: Implications for Citizenship and Critical Literacy Skil

93. What Are We Measuring? A Reexamination of Psychometric Practice and the Problem of Assessment in

94. Curriculum, Instruction, and Assessment in a Reconceptualized Educational Environment

PART IV: NEW VISIONS—POSTFORMALISM: EDUCATION AND PSYCHOLOGY

Curriculum

95. Race in America: An Analysis of Postformal Curriculum Design

Epistemology

96. Upside Down and Backwards: The State of the Soul in Educational Psychology

97. Critical Constructivism and Postformalism: New Ways of Thinking and Being

Intelligence

98. Intelligence Is Not a Thing: Characterizing the Key Features of Postformal Educational Psycholog

99. Unpackaging the Skinner Box: Revisiting B.F. Skinner through a Postformal Lens

Multilogicality

100. Postformalism and Critical Multiculturalism: Educational Psychology and the Power of Multilogic

Ontology

101. Postformalism and Critical Ontology—Part 1: Difference, Indigenous Knowledge, and Cognition

102. Postformalism and Critical Ontology—Part 2: The Relational Self and Enacted Cognition

Paradigmatic Change

103. Educational Psychology in a New Paradigm: Learning a Democratic Way of Teaching

104. Alternative Realities in Educational Psychology: Postformalism as a Compelling Force in Opposit

105. Educational Psychology on the Move: Visual Representations of the Old and New Paradigms

Pedagogy

106. Toward a Postformal Model of History Education

Power

107. Postformalism and a Literacy of Power: Elitism and Ideology of the Gifted

Research

108. Research in Educational Psychology: Incorporating the Bricolage in Educational Psychology—Par

109. Research in Educational Psychology: The Bricolage and Educational Psychological Research Method

Spirituality

110. The Spiritual Nature of Postformal Thought: Reading as Praxis