APA Educational Psychology Handbook. Cet article n’est pas disponible.APA Educational Psychology Handbook

The APA Educational Psychology Handbook reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations.
 

• Volume addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues.
• Volume 2 includes 2 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs.
• Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.

Karen R. Harris, EdD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University, Nashville, Tennessee. Her research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students who are normally achieving who are at risk and who face severe learning challenges, especially in the area of writing. She is a Fellow of APA and the former editor of the Journal of Educational Psychology (2 3 amp ndash 2 8).
 
She was coeditor of the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2 8, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Steve Graham).
 
Dr. Harris, with Steve Graham, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.
 
Steve Graham, EdD, is Currey Ingram Professor of Special Education and Literacy in the Department of Special Education at Vanderbilt University, Nashville, Tennessee. His research focuses on identifying the factors involved in writing difficulties and disabilities and on examining the effectiveness of specific prevention and intervention procedures for enhancing writing development.
 
He is the former editor of both Exceptional Children (2 3 amp ndash 2 ) and Contemporary Educational Psychology (2 amp ndash 2 3). He was coeditor of the Handbook of Writing Research (2 5, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2 3, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2 8, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2 5, with Karen R. Harris).
 
Dr. Graham, with Karen R. Harris, was the 2 5 recipient of the Council for Exceptional Children's Career Research Award, the 2 3 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.
 
Tim Urdan, PhD, is professor of psychology and liberal studies at Santa Clara University, Santa Clara, California. He received his doctorate in psychology and education from the University of Michigan and taught at Emory University before moving to Santa Clara in 99 . His research focuses primarily on student motivation and how it is influenced by cultural and classroom factors.
 
Dr. Urdan is the coeditor of two book series, Adolescence and Education (with Frank Pajares) and Advances in Motivation and Achievement (with Stuart Karabenick).