The Praeger Handbook of Education and Psychology [4 Volumes] (Hardcover)

Volume One Part One :Introduction: Educational PsychologyLimitations and Possibilities Ch.2 Educational Psychology Timeline Part Two: Introducing Theorists Important to Education and Psychology Ch. 3 Introducing Albert Bandura Ch. 4 Introducing Jerome Bruner Ch.5 Introducing Judith Butler Ch. 6- Introducing John Dewey Ch.7- Introducing Erik Erikson Ch.8 Introducing Howard Gardner Ch.9 Introducing Carol Gilligan Ch.10 Introducing Emma Goldman Ch.11 Introducing Jurgen Habermas Ch. 12- Introducing Granville Stanley Hall Ch. 13- Introducing Sandra Harding Ch. 14- Introducing Bell Hooks Ch. 15- Introducing William James Ch. 16- Introducing Lawrence Kohlberg Ch. 17- Introducing Jacques Lacan Ch. 18- Introducing Gloria Ladson-Billings Ch. 19 Introducing Jean Lave Ch. 20 Introducing Alexander Luria Ch. 21 Introducing Herbert Marcuse Ch. 22 Introducing Abraham Harold Maslow Ch. 23- Introducing Maria Montessori Ch. 24- Introducing Nel Noddings Ch. 25-Introducing Ivan Petrovich Pavlov Ch. 26- Introducing Jean Piaget Ch. 27 Introducing Carl Rodgers Ch. 28- Introducing B. F. Skinner Ch. 29- Introducing Robert J. Sternberg Ch. 30- Introducing Beverly Daniel Tatum Ch. 31- Introducing Lewis Madison Terman Ch. 32 Introducing Edward L. Thorndike Ch. 33 Introducing Rudolph von Laban Ch. 34- Introducing Lev Vygotsky Ch. 35- Introducing Valerie Walkerdine Ch. 36- Introduction to John Watson Volume Two Part III: Issues in Education and Psychology Constructivism Ch. 37- Constructivism and Educational Psychology Ch. 38- Reconsidering Teacher Professional Development Through Constructivist Principles Ch. 39- Constructivist/Engaged Learning Approaches to Teaching and Learning Creativity Ch. 40- Creative Problem Solving Ch. 41- Creativity Criticality Ch. 42- Reclaiming Critical Thinking as Ideology Critique Ch. 43 The Ideological Formation and Oppositional Possibilities of Self-Directed Learning Ch. 44- Literacy for Wellness, Oppression, and Liberation Ch. 45- Transformative Learning: Developing a Critical Worldview Culture/Cultural Studies Ch. 46 The Impact of Apartheid on Educational Psychology in South Africa: Present Challenges and Future Possibilities Ch. 47-The Implications of Cultural Psychology for Educational Practice Ch. 48- A Cultural Historical Approach to Understanding Learning and Development Ch. 49 Endorsing an Angel: Peggy Claude-Pierre, the Media and Psychology Ch. 50-The Buddha View: reviewing Educational Psychologys Practices and Perspectives Ch. 51-The Role of Spirituality in Culturally Responsive Teaching and Educational Psychology Developmentalism Ch. 52- Beyond Readiness: New Questions about Cultural Understandings And Developmental Appropriateness Educational Purpose Ch. 53- Foundations of Reconceptualized Teaching and Learning Ch. 54- The Diverse Purpose of Teaching and Learning by Ch. 55- Postmodern Pedagogy Lois Shawver Volume Three Enactivism Ch. 56- Complexity Science, Ecology, and Enactivism Ch. 57- Providing a Warrant for Constructivist Practice: The Contribution of Francisco Varela Knowledge Work Ch. 58 Action Research and Educational Psychology Ch. 59 Beyond the Qualitative/Quantitative Dichotomy: Pragmatics, Genre Studies, and Other Linguistic Methodologies in Education Research Ch. 60- Knowledge in a Reconceptualized Educational Environment Ch. 61 Critical Epistemology: An Alternative Lens on Education and Intelligence Ch. 62 Dialogism: The Diagotic Turn in the Social Sciences Learning Ch. 63- Experiential Learning Ch. 64- Workplace Learning, Work-Based Education, and the Challenges to Educational Psychology Ch. 65- Dialogic Learning: A Communicative Approach to Teaching and Learning Ch. 66- John Deweys Theory of Learning: A Holistic Perspective Ch. 67- Crash or Crash Through: Part One- Learning from Enacted Curricula Ch. 68- Crash or Crash Through: Part Two Structures that Inhibit Learning Memory Ch. 69-Memory: Counter-memory and Re-memory-ing for Social Action Ch. 70 Memory and Educational Psychology Mind Ch. 71 Where is the Mind Supposed to Be? Ch. 72- Neuropolitics: Neuroscience and the Struggles over the Brain Ch. 73- Desperately Seeking Psyche I: The Lost Soul of Psychology and Mental Dis-Order of Education Ch. 74- Desperately Seeking Psyche II:Re-Minding Our Selves, Our Societies, Our Psychologies, To Educate with Soul Psychoanalysis Ch. 75- What Educational Psychology Can Learn from Psychoanalysis Race, Class, and Gender Ch. 76- Using Critical Thinking to Understand a Black Womans Identity: Expanding Consciousness in an Urban Education Classroom Ch. 77- Pedagogies and Politics: Shifting Agendas Within the Gendering of Childhood Ch. 78- Knowledge or Multiple Knowings: Challenges and Possibilities of Indigenous Knowledges Ch. 79-Making the Familiar Strange: Exploring Social Meaning in Context Ch. 80-Gender and Education Ch. 81- TEAM: Parent/Student Support at the High School Lev