Educational Psychology

ENCYCLOPEDIA
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    Goldstein, S. & Naglieri, J. A. (2011). Encyclopedia of child behavior and development [electronic resource]. New York : Springer.

     eBook:   http://link.springer.com/book/10.1007/978-0-387-79061-9

Summary:     This major reference work will break new ground as an electronic resource for students, educators, researchers and professionals. Encyclopedic in breath Child Behavior and Development will serve as a reference repository of knowledge in the field as well as a frequently updated conduit of new knowledge long before such information trickles down from research to standard textbooks. Child Behavior and Development will consist of three volumes divided by the major conceptual areas of child development: Learning, Behavior, and Emotions. Taking advantage of the techniques offered by the electronic medium, Child Behavior and Development will offer an extensive cross referencing system facilitating search and retrieval of information.

psychology

Kazdin, A. E. (Ed.). (2000). Encyclopedia of psychology. Oxford : American Psychological Association.

       BF 31 E54

Summary:     “After more than a century of extraordinary growth and development, the science of psychology at last has a reference source that defines the study of mind and behavior. Here in eight superbly organized volumes is the definitive guide to every area of psychological theory, research, and practice. International in scope, the Encyclopedia of Psychology is the first place to turn to for authoritative information on every area of the field. Organized alphabetically, the articles range from 500 to 7,000 words in length including 400 biographies. An extensive system of cross-references and blind entries facilitate research from article to article and clarify links within the field. And an exhaustive index locates topics quickly and easily--providing many points of access across areas of interest and fields of study. The Encyclopedia of Psychology serves a remarkable variety of readers: students and their teachers in every area of psychology as well as in such related fields as sociology, social work, nursing, and allied health; researchers in the cognitive sciences and neurosciences; and clinicians, counselors, and other mental health and human service professionals. It will be the definitive information, research, and reference source for many years to come”.

HANDBOOKS
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    Bar-On, R., & James D.A. Parker, J.D.A. (Eds.). (2000).     The Handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the work.     San Francisco, Calif. : Jossey-Bass.

     BF 576 H36

Summary:     “Building on nearly eighty years of scientific work, The Handbook of Emotional Intelligence is the first definitive resource that brings together a stellar panel of academics, researchers, and practitioners, in the field. Sweeping in scope, the text presents information on the most important conceptual models, reviews and evaluates the most valid and reliable methods for assessing emotional intelligence, and offers specific guidelines for applying the principles of Emotional Intelligence in a variety of settings”.

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    Frank, R. G., Mitchell Rosenthal, M. & Bruce Caplan, B. (Eds.). (2010). Handbook of rehabilitation psychology. (2nd ed). Washington, DC : American Psychological Association.

     R 726.7 H36 2010

Summary:   "As medical science continues to progress, so does the field of rehabilitation psychology. Since its publication in 2000, the first edition of the Handbook of Rehabilitation Psychology has become the most influential book covering the principles and practices of the specialty. This second edition updates and significantly revises the original text to account for fast-paced developments in the field. Over one third of the chapters are new, including several on developmental issues and risk factors for children with severe illness or injuries." "Reflecting the ever-expanding scope of rehabilitation psychology, this handbook covers diverse topics such as the clinical conditions most common to rehabilitation psychology (spinal cord injury, limb amputation, traumatic brain injury, stroke, and more), assessment and clinical interventions, neuroimaging, alcohol and substance abuse, vocational rehabilitation, assistive technology for cognitive impairments, ethics, spirituality, and the problems of family caregivers." "With its unparalleled breadth of coverage, the Handbook of Rehabilitation Psychology, Second Edition, will serve the needs of psychologists, physicians, nurses, psychiatrists, rehabilitation therapists, and a variety of other health care practitioners and researchers as well as graduate students in these fields."--BOOK JACKET.

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    Goswami, U. (Ed.). (2004).     Blackwell handbook of childhood cognitive development.     Malden, Mass. : Blackwell.

       BF 723 C5 B53 2004

Summary:     “This definitive volume provides state-of-the-art summaries of current research by leading specialists in different areas of cognitive development. * Forms part of a series of four Blackwell Handbooks in Developmental Psychology spanning infancy to adulthood. * Covers all the major topics in research and theory about childhood cognitive development. * Synthesizes the latest research findings in an accessible manner. * Includes chapters on abnormal cognitive development and theoretical perspectives, as well as basic research topics”.

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    Groth-Marnat, G.   (2009).     Handbook of psychological assessment. (5th ed.) Hoboken, NJ : John Wiley & Sons.

       BF 176 G76 2009

Summary:   “This revision of the highly acclaimed and most widely used resource on psychological assessment features thorough coverage of the principles of assessment, evaluation, referral, treatment planning and report writing. Material is presented in a practical, skills-based manner (e.g. how to integrate test data into treatment plans and writing psychological reports) and offers coverage of the most widely used assessment instruments (including the newly revised WAIS-IV and WISC-IV, as well as the Wechsler Memory Scales-IV, Rorschach, Thematic Apperception Test, Neuropsychological screening, Behavioral, CPI, MCMI-III, MMPI-2/MMPI-A). This valuable reference provides clinical psychologists, therapists, school psychologists, and counselors with step-by-step, expert guidance on how to conduct a comprehensive psychological evaluation. Thoroughly updated with increased emphasis on diversity as well as chapters on client feedback and consultation, this bestselling handbook is a must-have reference for academics, professionals, and libraries”.

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    Lamberts, K. & Robert L. Goldstone, R. L. (Eds.) (2005). Handbook of cognition. London : Sage.

    BF 311 H334

Summary:     “This book provides a synthesis of the most up-to-date and advanced work in cognitive psychology in a single volume. The editors have gathered together a team of world-leading researchers in specialist areas of the field, both traditional and new areas, to present a benchmark - in terms of theoretical insight and advances in methodology - of the discipline; a thorough overview of the most significant and current research in cognitive psychology. Core and established topics such as memory, attention, categorization, perception, and language are considered in depth, and from a fresh perspective, yet three chapters on cognitive neuroscience and two chapters on computational and mathematical modelling are a feature of this book”.

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    Littleton, K., Wood, C., & Staarman, J. K. (Eds.). (2012). International handbook of psychology in education. Bingley, UK : Emerald.

        LB 1051 I58 2012

Summary:   "The International Handbook of Psychology in Education" provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of cutting-edge research across a broad spectrum of work within the domain of psychology of education. The chapters in the handbook are authored by internationally recognised researchers, from across Europe, North America and the Pacific Rim. As well as covering the latest thinking within established areas of enquiry, the handbook includes chapters on recently emerging, yet important, topics within the field and explicitly considers the inter-relationship between theory and practice. A strong unifying theme is the volume's emphasis on processes of teaching and learning. The work discussed in the handbook focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.

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     Mayer, R. E. & Alexander, P. A. (Eds.).   (2011). Handbook of research on learning and instruction. New York : Routledge.

     LB 1060 H37 2011

Summary:   “During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations”.

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    Meece,   J.L. & Eccles, J. S. (Eds.).   (2010). Handbook of research on schools, schooling, and human development.   New York : Routledge.

       LB 1507 H36 2010

Summary:     “Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects”.

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Papadopoulos, R. K. (Ed.). (2006). The Handbook of Jungian psychology: Theory, practice and applications . London : Routledge.

       BF 173 H305 2006

Summary:     “The field of Jungian psychology has been growing steadily over the last twenty years and awareness is increasing of its relevance to the predicaments of modern life. Jung appeals not only to professionals who are looking for a more humane and creative way of working with their clients, but also to academics in an increasingly wide range of disciplines. This Handbook is unique in presenting a clear, comprehensive and systematic exposition of the central tenets of Jung’s work which has something to offer to both specialists and those seeking an introduction to the subject. Internationally recognised experts in Jungian Psychology cover the central themes in three sections: Theory, Psychotherapy & Applications. Each chapter begins with an introduction locating the topic in the context of Jung’s work as a whole, before moving on to an investigation of contemporary developments and concluding by demonstrating how Jung’s theories continue to evolve and develop through their practical therapeutic applications. The Handbook of Jungian Psychology is the definitive source of authoritative information on Jungian psychology for Jungian analysts, psychotherapists, counsellors and related professionals. It will be an invaluable aid to those involved in Jungian academic studies and related disciplines”.

 

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    Reynolds, C. R., & Kamphaus, R. W. (Eds.) (2003). Handbook of psychological and educational assessment of children.   (2nd ed.).   New York : Guilford Press.

       BF 722 H36 2003

Summary:     “Now in an extensively revised and updated second edition, these volumes cover all aspects of child and adolescent assessment. Leading clinical scientists summarize the state of the science of assessment paradigms, instruments, and methods”.

 

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    Smith, P. K. & Hart, C. H. (Eds.). (2014). The Wiley Blackwell handbook of childhood social development. (2nd ed.). Chichester, West Sussex, UK : Wiley Blackwell.

        BF 713 W55 2014

Summary: "The Wiley-Blackwell Handbook of Childhood Social Development"," Second Edition" presents an authoritative and up-to-date overview of research and theory concerning a child's social development from pre-school age to the onset of adolescence. Presents the most up-to-date research and theories on childhood social development. Features chapters by an international cast of leaders in their fields. Includes comprehensive coverage of a range of disciplinary perspectives. Offers all new chapters on children and the environment, cultural influences, history of childhood, interventions, and neuro-psychological perspectives. Represents an essential resource for students and researchers of childhood social development.

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    Tulving, E., & Fergus I.M. Craik, F. I. M. (Eds). (2000). The Oxford handbook of memory. Oxford : Oxford University Press.

       BF 371 O93

Summary:   "The strengths and weaknesses of human memory have fascinated philosophers and thinkers for hundreds of years. Recent studies have resulted in theories that are rich, complex, and far-reaching in their implications." "The Oxford Handbook of Memory lays out these theories, and the evidence on which the theories are based. The important new discoveries of the last few years are described, along with their consequences for professionals in the areas of law, engineering, and clinical medicine." "The book is exhaustive in its coverage - examining such topics as the development of memory, the contents of memory, memory in the laboratory and in everyday use, memory in decline, the organization of memory, and theories of memory - making it ideal for psychologists, memory researchers, neuroscientists, and graduate students of psychology."--Jacket.

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    Weiner, I. B. (Ed.). (2003). Handbook of psychology. New York : Wiley.

       BF 121 H197

Summary:   “* First of its kind, sure to set the standard for future psychology reference works. * Provides psychologists, practitioners, researchers, and students with complete and up-to-date information on the field of psychology. * Twelve volumes cover all of the fundamental areas of knowledge in the field”.

OTHER REFERENCE BOOKS

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     Apruebo, R.A. & Lopez, A. V. (2008). Psychometric tests.   Manila : Educational Pub. House.                  

       BF 431 A574 2008

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     Maddox, T. (Ed.).   (2002). Tests: A comprehensive reference for assessments in psychology, education, and business. (5th ed.). Austin, Tex. : Pro-ed.

       BF 176 T45 2003

Summary:     “The fifth edition of this valuable resource contains the latest information on over 2,000 assessment instruments. The update of the 1997 edition reflects test revisions, new tests, and tests that have gone out of print. Tests has three sections--psychology, education, and business. These sections are further divided into 90 sections, enabling users to readily identify tests that meet their assessment needs. This book does not review or evaluate assessments, but does present concise descriptions in a quick-scanning, easy-to-read format. Each entry contains a statement of the instrument's purpose, a description of the instrument, intended populations, scoring procedures, cost, and publisher information. In addition to primary classifications, entries are thoroughly cross-referenced in the index section”.

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    Sylwester, R. (2005).   How to explain a brain: An educator's handbook of brain terms and cognitive processes. Thousand Oaks, Calif. : Corwin Press.

      RC 334 S85 2005

     Summary:   “Robert Sylwester offers educators and general readers his own definitions for terms used in the cognitive neurosciences. This unique look into the marvelous brain uses language and descriptions that are accessible to readers, even those with a limited understanding of biology”.

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