Routledge Education
New Titles and Key Backlist
Educational Psychology
2008/2009
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Highlights in Educational Psychology
TABLE OF CONTENTS Educational Psychology . . . . . . . . . . . . . . . .1 Learning and Instruction . . . . . . . . . . . . . . .7 Cognitive Development . . . . . . . . . . . . . . .15 Assessment and Testing . . . . . . . . . . . . . . .17 Classroom Management and Motivation . .20 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Order Form . . . . . . . . . . . . . . . . . . . . . . . .28
Complete Catalogue This catalogue only contains a selection of our Education titles. Our online catalogue gives you the power to search for any title currently in print by title, author, ISBN or full text. All the entries have a description of the book’s contents and each month a number of titles are featured with further information. To access our full range of titles please visit www.routledge.com/education
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EDUCATIONAL PSYCHOLOGY
EDUCATIONAL PSYCHOLOGY
1
Forthcoming 2ND EDITION
Forthcoming
Handbook of Research on Adult Learning and Development Edited by M. Cecil Smith and Nancy DeFratesDensch, Assistant Editor, both at Northern Illinois University, US The time is right for this comprehensive, state-of-the-art handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning—a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields—education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education—the volume is organized around six themes: • Theoretical Perspectives on Adult Development and Learning • Research Methods in Adult Development
Developments in Educational Psychology How Far Have We Come in Twenty Five Years? Edited by Kevin Wheldall, Macquarie University, Australia What is the relevance of educational psychology in the twenty first century? And what are the seminal developments in the field over the past quarter century? In this collection of essays, leading psychologists of education reflect on how far we have come in the last twenty five years. Given a broad and personal remit to address whatever issues they chose to explore, the contributors review and critique a variety of topics, providing provocative and challenging insights into the state of contemporary educational psychology. Intelligence, communication intervention, effective teaching, family environments, peer learning, individual differences, and teaching and learning in higher education, are just some of the topics explored. Now in its second edition this essential text for students and researchers is thoroughly updated and includes four new chapters.
• Research on Adult Development • Research on Adult Learning • Aging and Gerontological Research
February 2009: 180pp Hb: 978-0-415-46998-2: $160.00 Pb: 978-0-415-46993-7: $41.95 www.routledge.com/9780415469937 £80.00
• Policy Perspectives on Aging
£21.99
The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning. December 2008: 832pp Hb: 978-0-8058-5819-8: $250.00 Pb: 978-0-8058-5820-4: $99.95 eBook: 978-0-203-88788-2 www.routledge.com/9780805858204
Forthcoming
Handbook of Metacognition in Education
£140.00
£55.00
Edited by Douglas J. Hacker, University of Utah, US, John Dunlosky, Kent State University, US and Arthur C. Graesser, University of Memphis, US
Want More Information on a Book? Visit the direct URL found at the bottom of each title description
This Handbook is the first to provide comprehensive coverage of the theoretical bases of metacognition and the applications of metacognitive theory to educational practice. Representing an intersection of education, cognitive science, and technology, and providing an opportunity for leading scholars to present focused and in-depth discussions of the role of metacognitive theory in specific areas of education, it sets the standard of scholarship for theoretical research and practical application in this field. April 2009: 640pp Hb: 978-0-8058-6353-6: $260.00 Pb: 978-0-8058-6354-3: $94.95 eBook: 978-1-4106-1817-7 www.routledge.com/9780805863543 £135.00
£60.00
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EDUCATIONAL PSYCHOLOGY
Forthcoming
Forthcoming
Metacognition in Young Children
Philosophical Inquiry in the Primary and Secondary Classroom
Shirley Larkin, University of Exeter, UK This book addresses the neglected area of the development of metacognition in young children. Educationalists understand the need to develop children’s thinking skills throughout elementary school, however, much of the work teachers and educationalists undertake in terms of thinking skills programs is under-theorized and piecemeal. The book examines theories of metacognition of particular relevance to elementary school age children. Drawing on empirical research from psychology and education to show the specific kinds of metacognitive processing that young children can engage in, it brings together international research on metacognition in the early years across different curriculum areas, including science, mathematics, literacy and the less traditional area of physical education. Rather than giving tips for teachers, as many thinking skills books do, this book argues for a coherent approach to the development of metacognition, which involves building metacognitive environments in the classroom. Using real classroom examples, the author argues for an approach to developing metacognition which takes account of the whole child, the socio-cultural context, the classroom environment and the curriculum. September 2009: 214pp Hb: 978-0-415-46357-7: $150.00 Pb: 978-0-415-46358-4: $45.95 www.routledge.com/9780415463584 £75.00
Catherine McCall, The European Foundation for the Advancement of Doing Philosophy with Children, Scotland If 6 year olds can philosophize, so can everybody! Essential reading for anyone who wants to prepare active citizens for the twenty first century, this long-awaited book, is about Philosophical Inquiry: an empowering teaching method that can lead to significant improvements in confidence and articulacy, with positive effect on other school activities. The author shows how to create a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of elementary and secondary schools, the community center and beyond. With examples ranging from 5 year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops: the skills of reasoning, critical and creative thinking, concept formation and judgment, and the virtues of intellectual honesty and bravery. Written by the creator of the CoPI method, this book is the first and only comprehensive study of the theory and practice of Philosophical Inquiry: how it was developed, what it is and what it achieves. April 2009: 270pp Pb: 978-0-415-47668-3: $37.95 www.routledge.com/9780415476683
£23.99
£19.99
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EDUCATIONAL PSYCHOLOGY NEW
NEW
The Dangerous Rise of Therapeutic Education
Fostering Change in Institutions, Environments, and People
Kathryn Ecclestone and Dennis Hayes, both at Oxford Brookes University, UK
Edited by David C. Berliner, Arizona State University, US and Haggai Kupermintz, University of Haifa, Israel
The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Kathryn Ecclestone and Dennis Hayes’ controversial and compelling book uses a wealth of examples across the education system, from elementary schools to universities, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and selfpreoccupied individuals rather than aspiring, optimistic and resilient learners who want to learn about the world. The chapters address a variety of thought-provoking themes, including: • How therapeutic ideas from popular culture dominate social thought and social policies and offer a diminished view of human potential • How schools undermine parental confidence and authority by fostering dependence and compulsory participation in therapeutic activities based on disclosing emotions to others • How higher education has adopted therapeutic forms of teacher training because many academics have lost faith in the pursuit of knowledge
This volume is comprised of contributions from leading scholars in education and psychology. In Part One of the book the authors provide insight into the psychology of change, examining: • What factors work as catalysts for change in environments, institutions and people • What factors hinder change • When change is deemed beneficial In the Second Part of this volume the authors turn their attention to the issue of peace education. They examine the types of problems that societies and scholars should identify and try to solve in hopes of building more peaceful environments. The final chapter is a biography honoring Professor Gavriel (Gabi) Salomon, a significant contributor to the vast literature on change. This book is appropriate reading for professors, students and academics who are dedicated to fostering change to benefit institutions, environments and people. August 2008: 352pp Hb: 978-0-8058-6386-4: $79.95 eBook: 978-1-4106-1845-0 www.routledge.com/9780805863864 £42.50
• How such developments are propelled by a deluge of political initiatives in areas such as emotional literacy, emotional well-being and the “soft outcomes” of learning This book is eye-opening reading for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people’s lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change in society-from parent to policy maker. September 2008: 208pp Hb: 978-0-415-39700-1: $150.00 Pb: 978-0-415-39701-8: $35.95 www.routledge.com/9780415397018 £75.00
£18.99
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3
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EDUCATIONAL PSYCHOLOGY
Forthcoming
Handbook of Positive Psychology in Schools Michael Furlong, University of California at Santa Barbara, US, Richard Gilman University of Kentucky, US and Scott Huebner, University of South Carolina, US The purpose of this groundbreaking handbook is to: • Describe ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development. • Describe how specific positive psychological constructs relate to students and schools and support the delivery of school-based services. • Describe the application of positive psychology to educational policy making. • By bringing together critical findings from this loosely coupled field of study, the book provides a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. December 2008: 688pp Hb: 978-0-8058-6361-1: $250.00 Pb: 978-0-8058-6362-8: $99.95 eBook: 978-1-4106-1821-4 www.routledge.com/9780805863628
Video Research in the Learning Sciences Edited by Ricki Goldman, New York University, US, Roy Pea and Brigid Barron, both at Stanford University, US and Sharon J. Derry, University of Wisconsin at Madison, US This comprehensive exploration of key theoretical, methodological, and technological advances in uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes, is designed around four themes: theoretical frameworks for video research, video research on peer, family, and informal learning, video research on classroom and teacher learning, and video collaborations and technological futures. This volume is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies.
£140.00
Visit the website affiliated with this book: www.videoresearch.org
£55.00
June 2007: 624pp Hb: 978-0-8058-5359-9: $180.00 Pb: 978-0-8058-5360-5: $59.95 eBook: 978-1-4106-1619-7 www.routledge.com/9780805853605 £100.00
Race, Culture, and Schooling Identities of Achievement in Multicultural Urban Schools
£42.50
Pter C. Murrell, Jr., Northeastern University, US Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement and personal development. The book provides an accessible, practiceoriented culturally responsive framework for teachers in American schools. June 2007: 232pp Hb: 978-0-8058-5537-1: $69.95 Pb: 978-0-8058-5538-8: $24.50 eBook: 978-1-4106-1748-4 www.routledge.com/9780805855388 £75.0
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£21.99
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EDUCATIONAL PSYCHOLOGY
5
Educational Psychology Series Series Editors: Robert J. Sternberg and Wendy M. Williams
Extending Intelligence
VOLUME I
Enhancement and New Constructs
Inquiry in Education
Edited by Patrick C. Kyllonen, Richard D. Roberts and Lazar Stankov, all at the Educational Testing Service, US
The Conceptual Foundations for Research as a Curricular Imperative
This volume presents research from a variety of perspectives on the enhancement of human intelligence— enhancement via instruction, enhancement via development over the life cycle, enhancement over time, enhancement via new constructs, and new directions in enhancement.
October 2007: 488pp Hb: 978-0-8058-4504-4: $125.00 eBook: 978-1-4106-1788-0 www.routledge.com/9780805845044
Mark W. Aulls and Bruce M. Shore, both at McGill University, Canada This book pulls together more than four decades of expert opinion and research and presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquirybased curricula.
£70.00
November 2007: 336pp Hb: 978-0-8058-2741-5: $90.00 Pb: 978-0-8058-2742-2: $32.50 eBook:978-1-4106-1594-7 www.routledge.com/9780805827422 £49.99
The Nature of Intellectual Styles Li-fang Zhang, University of Hong Kong, Hong Kong and Robert J. Sternberg, Tufts University, US March 2006: 248pp Hb: 978-0-8058-5287-5: $83.95 Pb: 978-0-8058-5288-2: $36.95 www.routledge.com/9780805852882
£17.99
VOLUME II
Inquiry in Education
£55.00
£23.99
Overcoming Barriers to Successful Implementation
Translating Theory and Research Into Educational Practice Developments in Content Domains, Large Scale Reform, and Intellectual Capacity Edited by Mark A. Constas, Cornell University, US and Robert J. Sternberg, Tufts University, US March 2006: 312pp Hb: 978-0-8058-5147-2: $94.95 Pb: 978-0-8058-5148-9: $31.95 www.routledge.com/9780805851489 £60.00
£20.99
TWO VOLUME SET
Inquiry in Education Volume I and II
Edited by Bruce M. Shore and Mark W. Aulls, both at McGill University, Canada and Marcia A. B. Delcourt, Western Connecticut State University, US A companion to Inquiry in Education, Volume I, Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-of-school contexts. November 2007: 368pp Hb: 978-0-8058-2743-9: $90.00 Pb: 978-0-8058-2744-6: $32.50 eBook: 978-1-4106-1596-1 www.routledge.com/9780805827446 £49.99
November 2007 PB: 978-0-8058-6388-8 $47.00 www.routledge.com/9780805863888 £25.99
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6
EDUCATIONAL PSYCHOLOGY
Handbook of Complementary Methods in Education Research
2ND EDITION
Edited by Judith L. Green, University of California at Santa Barbara, US, Gregory Camilli, Rutgers University, US and Patricia B. Elmore, Southern Illinois University, US
Edited by Patricia A. Alexander, University of Maryland at College Park, US and Philip H. Winne, Simon Fraser University, Canada
Published for the American Educational Research Association by Routledge This handbook is a successor volume to AERA’s earlier and highly acclaimed edition of Complementary Methods for Research in Education. More than any book to date, including its predecessor, this new volume brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Each method is described in detail, including its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes. April 2006: 896pp Hb: 978-0-8058-5932-4: $250.00 Pb: 978-0-8058-5933-1: $95.00 www.routledge.com/9780805859331 £150.00
£60.50
Forthcoming
Handbook of Education Policy Research
Handbook of Educational Psychology
Sponsored by Division 15 of the American Psychological Association, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute upto-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’, development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. May 2006: 1,080pp Hb: 978-0-8058-4937-0: $275.00 Pb: 978-0-8058-5971-3: $89.95 www.routledge.com/9780805859713 £164.95
£55.50
Edited by David N. Plank, University of California at Berkeley, US and Gary Sykes and Barbara Schneider, both at Michigan State University, US
Sponsored by the American Educational Research Association Education is no longer just about what happens in classrooms and schools, but increasingly is about the rules and regulations that drive our education system—from governance and finance to curriculum, pedagogy, and assessment. Virtually all aspects of the education enterprise, at all levels, are now the objects of policy research. Defining the boundaries of this fast growing and wide ranging field is the objective of this comprehensive handbook. March 2009: 1,080pp Hb: 978-0-415-98991-6: $250.00 Pb: 978-0-415-98992-3: $99.95 www.routledge.com/9780415989923 £140.00
£55.00
Ourselves Why We Are Who We Are Frank Smith March 2006: 136pp Hb: 978-0-8058-5954-6: $52.95 Pb: 978-0-8058-5955-3: $20.95 eBook: 978-0-203-92862-2 www.routledge.com/9780805859553 £32.50
£13.50
Intelligence, Destiny and Education The Ideological Roots of Intelligence Testing John White, Emeritus, Institute of Education, University of London, UK April 2006: 184pp Hb: 978-0-415-36892-6: $150.00 Pb: 978-0-415-39493-2: $42.95 eBook: 978-0-203-02919-0 www.routledge.com/9780415394932 £80.00
£22.99
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LEARNING AND INSTRUCTION
LEARNING AND INSTRUCTION
Forthcoming
Contemporary Theories of Learning
Forthcoming
Learning Theorists...In Their Own Words
Constructivist Theory Applied to Instruction Success or Failure? Edited by Sigmund Tobias, Teachers College, Columbia University, US and Thomas M. Duffy, Indiana University, US This book brings together leading thinkers from both sides of the hotly debated controversy over constructivist versus behavioral approaches to instruction. It is the next edition of the conversation started in Duffy and Jonassen’s Constructivism and the Technology of Instruction: A Conversation, published in 1992 when the implications of constructivist theories for instruction were just emerging. Things have changed considerably since that time. Constructivist theories and a “constructivist practice” now dominate the fields of learning sciences, instructional technology, and educational psychology, but at the same time there are notable failures, and, additionally, strong evidence in support of the model is sparse. This book is carefully structured to generate a conversation among its contributors and beyond, with sections on the evidence for constructivism, the challenges from information-processing theorists, and commentaries from leading researchers in specific subject areas on the implications for success of the constructivist framework in their respective fields.
Edited by Knud Illeris, Danish University of Education, Denmark This book draws together the writing of leading contemporary teaching theorists to explain and elucidate the concepts of learning. Providing both an ideal introduction for students as well as a useful guide for all researchers and academics involved in the study of learning crucially it gives the theories in the words of the theorists themselves. In their own words, each international expert provides either an entirely new précis of the conceptual framework they have developed over a lifetime of study or adapts a version of an already existing text, which has been up-dated and abridged for this book. With contributions from most of the leading contemporary theorists the book provides detailed syntheses of current learning theories in the words of the theorists themselves. Including individual chapters by Knud Illeris, Peter Jarvis, Etienne Wenger, Jack Mezirow, Yrjö Engeström, Thomas Ziehe, Jerome Bruner, Chris Argyris, Peter Alheit, Jean Lave, Mark Tennant, and Robin Usher amongst others, the book is an ideal desk reference for both the student and professional researcher. April 2009: 224pp Hb: 978-0-415-47343-9: $150.00 Pb: 978-0-415-47344-6: $41.95 www.routledge.com/9780415473446 £75.00
£22.99
February 2009: 344pp Hb: 978-0-415-99423-1: $140.00 Pb: 978-0-415-99424-8: $44.95 www.routledge.com/9780415994248
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LEARNING AND INSTRUCTION
How We Learn
Forthcoming
Learning and Non-Learning in School and Beyond Knud Illeris, Danish University of Education, Denmark This book deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. It is a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view. December 2007: 304pp Hb: 978-0-415-43846-9: $150.00 Pb: 978-0-415-43847-6: $37.95 eBook: 978-0-203-93989-5 www.routledge.com/9780415438476 £75.00
2ND EDITION
Learning, Creating, and Using Knowledge Concept Maps as Facilitative Tools in Schools and Corporations Joseph D. Novak, Cornell University, US The fully revised and updated Second Edition of this important work is a pioneer illustration of a new educational paradigm designed to meet the challenges of the third millennium. Recognizing that the future of economic wellbeing in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators, the book presents a solidly grounded theory for meaningful learning and autonomous knowledge building along with tools to make it operational, including concept maps, created with the use of CMap Tools and the V diagram. People who have until now been reluctant to use the new technologies in their professional lives are also likely to be attracted by this book. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
£19.99
September 2009: 312pp Hb: 978-0-415-99184-1: $135.00 Pb: 978-0-415-99185-8: $49.95 www.routledge.com/9780415991858 £75.00
£27.99
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LEARNING AND INSTRUCTION Forthcoming
Forthcoming
Reclaiming Childhood
Thinking Lessons for Thinking Classrooms
Why and How We Must Let Our Children Run Free but Safe Helen Guldberg, Spiked online magazine, UK According to a recent survey, a third of British children never go outside the home alone. Three-quarters of parents feel there are growing risks of playing outside, and two thirds say they feel anxious whenever their children go beyond the front door. This book describes a phenomenon that is affecting increasing numbers of children, as well as their parents. It argues that many children’s lives, as they grow up, are characterized by reduced and delayed freedom to engage in activities that, in earlier generations would have been taken for granted. Children are no longer able to play in the streets, walk or bike to school, play in local parks, or even just spend time with their friends, away from the supervision of parents and teachers. Reclaiming Childhood focuses on an irony that lies at the heart of the battery children phenomenon: in seeking to protect children from all risks— real and imagined—parents are actually making them more vulnerable to harm. Children need to be given the opportunity to develop the resilience to life’s blows that characterizes a sane and successful adulthood.
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Tools for Teachers Carol McGuinness, Carol Curry, Angela Eakin and Noel Sheehy, all at Queens University, UK Developing broader learning goals has become a national priority for many countries and great emphasis is being placed on developing the quality of children’s thinking and learning. This book will help elementary schools to promote children’s thinking. Focusing on skills such as: information processing, reasoning, enquiry, being creative, evaluating, problem-solving, decision-making and working with others, it shows teachers how to design and teach thinking lessons across the curriculum. This practical handbook is divided into three parts: • What is thinking? • How can thinking lessons be designed? • How are they best taught? Thinking Lessons for Thinking Classrooms guides teachers on how to get started and provides plenty of examples of case studies from classroom teachers who have already used the methodology. A brief theoretical framework is also provided for teachers to interpret and to advance their current practice.
While assessing the wide range of issues this phenomenon impinges upon the book finishes by examining possible solutions to the problem and offering constructive, practical, albeit, controversial proposals. Rather than supposing that anxious parents simply need to “get a grip”, it recommends solutions that balance rational concerns with a recognition that children need to learn to be safe away from home and school and to develop the skills that are necessary for a happy, healthy life.
All the activities have been tried and tested in busy elementary schools. For those teachers who are ready to advance their practice, it explores issues related to planning schemes of work, progression in developing thinking skills, observing and assessing thinking, as well as advice related to how teachers can share their practice.
March 2009: 160pp Pb: 978-0-415-47723-9: $31.95 www.routledge.com/9780415477239
March 2009: 144pp Pb: 978-0-415-45454-4: $39.95 www.routledge.com/9780415454544
£16.99
Series: Improving Practice (TLRP) £19.99
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LEARNING AND INSTRUCTION
Forthcoming
Forthcoming
Visible Learning
Applied Behavior Analysis for Effective Teaching
A Synthesis of Meta-Analyses Relating to Achievement John Hattie, University of Auckland, New Zealand This unique and ground-breaking builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers-an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. February 2009: 300pp Hb: 978-0-415-47617-1: $150.00 Pb: 978-0-415-47618-8: $47.95 eBook: 978-0-203-88733-2 www.routledge.com/9780415476188 £75.00
Julie Vargas, President of the B.F Skinner Foundation, US “The pedagogical features of the book are excellent. The topics covered are a good balance of depth (within chapters) and breadth (between chapters).” —Craig Kennedy, Vanderbilty University Modern classrooms face an increasing population of special needs students and “regular” students who have behavioral problems. At the same time, punitive methods of handling misbehavior are increasingly coming under attack from laws such as IDEA and corporal punishment of students is being phased out state by state. The mission of this book is to show teachers and other human service professionals how to employ non-aversive behavior analytic principles in classrooms and other school settings. This text is intended for undergraduate and graduate courses in teacher education, special education, physical education, and educational psychology. It is also appropriate for students in school psychology, school counseling, school social work and other human service areas.
£24.99
December 2008: 448pp Hb: 978-0-415-99007-3: $195.00 PB: 978-0-415-99008-0: $79.95 www.routledge.com/9780415990080 £105.00
£45.00
Forthcoming Forthcoming
2ND EDITION
Ways of Learning
VOLUME III
Alan Pritchard, University of Warwick, UK
Instructional-Design Theories and Models
Teachers are very good at providing excellent opportunities for children’s learning to progress. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can use in their planning and teaching in order to provide even better opportunities for effective and lasting learning. The second edition of this widely used book has been revised to include updated information in the existing chapters as well as a new chapter which covers the area of learning difficulties and special educational needs. January 2009: 168pp Pb: 978-0-415-46608-0: $33.95 eBook:978-0-203-88724-0 www.routledge.com/9780415466080 £17.99
Building a Common Knowledge Base Charles Reigeluth, Indiana University, US and Alison Carr-Chellman, Pennsylvania State University, US Whereas Volume II took on the daunting task of comprehensively reviewing the proliferating theories and models of instruction that characterized the 1980’s and 1990’s, Volume III has taken on an even more daunting task: the attempt to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that together constitute the field of Instructional Design. Just as Volume II was hailed as a classic text following its publication in 1999, Volume III is destined to become an even more recognized classic over the coming decade. December 2008: 728pp Hb: 978-0-8058-6456-4: $50.00 eBook: 978-1-4106-1884-9 • www.routledge.com/9780805864564 £27.99
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LEARNING AND INSTRUCTION NEW
NEW
International Handbook of Research on Conceptual Change
Learners, Learning and Educational Activity
Stella Vosniadou, University of Athens, Greece The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields. The International Handbook of Research on Conceptual Change consists of 27 chapters that clarify the nature of conceptual change research, describes its most important findings and demonstrates their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in the content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students’ difficulties in learning more advanced and counter-intuitive concepts.
Series: Educational Psychology Handbook June 2008: 768pp Hb: 978-0-8058-6044-3: $250.00 Pb: 978-0-8058-6045-0: $99.95 www.routledge.com/9780805860450 £140.00
Judith Ireson, Institute of Education, University of London, UK This book offers a new and creative approach to the psychology of learning. The central idea in the book is that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place. Providing an accessible introduction to new ideas and recent developments in cognitive and socio-cultural perspectives on learning, it reviews advances in selected topics that are especially relevant for teachers and other educators. These include: • Learners’ conceptions of the nature of learning • The development of advanced levels of learning and thinking • The role of motivation and self-regulation in learning • How learning and thinking relate to social and cultural contexts • The ways in which these contexts influence interactions between teachers and learners By illustrating connections between individual and social aspects of learning in educational settings in and out of school, this book encourages teachers, parents and other educators to think about learners and learning in new ways.
Series: Foundations and Futures of Education May 2008: 176pp Hb: 978-0-415-41407-4: $150.00 Pb: 978-0-415-41406-7: $45.95 eBook: 978-0-203-92909-4 www.routledge.com/9780415414067 £75.00
£22.99
£55.00
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11
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12
LEARNING AND INSTRUCTION
NEW
Forthcoming
Creating a Learner-Centred Primary Classroom
The Means to Grow Up
Learner-Centred Strategic Teaching Kath Murdoch and Jeni Wilson, both at the University of Melbourne, Australia. This book is an essential resource to improve teaching practice, examining the key elements that contribute to a learner-centered classroom and offering strategies to encourage children to take a shared role in their learning. Including case studies describing teachers’ methods for linking theory to practice, this user-friendly, photo-copiable resource demonstrates how to: • Construct a learning community • Encourage collaborative learning • Share strategies for engaging individual learners • Provide a scaffold for strategic thinking in the classroom • Link assessment procedures to learning • Showcase the practice and outcomes of purposeful curriculum planning Any teacher who wants to practically tailor their teaching practice to meet the needs of individual learners will find this an invaluable resource. May 2008: 128pp Pb: 978-0-415-45432-2: $30.95 eBook: 978-0-203-93112-7 www.routledge.com/9780415454322
Reinventing Apprenticeship as a Developmental Support to Adolescence Robert Halpern, Erikson Institute, US In this book, author Robert Halpern describes the pedagogical importance of “apprenticeship”—a growing movement based in schools, youth-serving organizations, and arts, civic, and other cultural institutions. This movement aims to re-engage youth through in-depth learning and unique experiences under the guidance of skilled professionals. Employing a “pedagogy of apprenticeship,” these experiences combine specific, visceral, and sometimes messy work with opportunity for self-expression, increasing responsibility, and exposure to the adult world. Grounded in ethnographic studies, The Means to Grow Up illustrates how students work in unique ways around these meaningful activities and projects across a range of disciplines. Participation in these efforts strengthens skills, dispositions, and self-knowledge that is critical to future schooling and work, renews young peoples’ sense of vitality, and fosters a grounded sense of accomplishment. In unearthing the complexities of apprenticeship learning, Halpern challenges the education system that is increasingly geared towards the acquisition of de-contextualized skills. The Means to Grow Up reveals instead how learning alongside experienced adults can be a profoundly challenging and complex endeavor for adolescents and offers readers an exciting vision of what education can and should be about.
Series: Critical Youth Studies
£15.99
December 2008: 256pp Hb: 978-0-415-96032-8: $135.00 Pb: 978-0-415-96033-5: $39.95 eBook: 978-0-203-88597-0 www.routledge.com/9780415960335 £125.00
£19.99
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LEARNING AND INSTRUCTION
13
2ND EDITION
Forthcoming
Engaging Minds
Vygotsky and Research
Changing Teaching in Complex Times
Harry Daniels, University of Bath, UK This book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky. A concise introduction to Vygotsky’s original thesis and discussions on his approach to research methods is given; this is followed by an exploration of the research practices which have arisen in fields developed on the basis of his original thesis. To aid understanding, chapters devoted to each area will provide excellent accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. In each case assumptions and limitations are discussed. The book concludes with some proposals for future developments at both methodological and conceptual levels.
Brent Davis and Dennis Sumara, both at the University of Alberta, Canada and Rebecca LuceKapler, Queen’s University, Canada This book involves readers in a stimulating, informative, comprehensive exploration of teaching and learning. Prompting examinations of the complexities of learning, pedagogy, and schooling, it interrupts the assumptions and norms that frame popular understandings and refuses simplistic notions or unresolvable tensions that sometimes infuse popular debates about knowing, learning, and teaching. A variety of sophisticated, interactive pedagogical features and graphic displays draw readers into new ways of thinking about and responding to the ideas and information presented. July 2007: 256pp Pb: 978-0-8058-6287-4: $44.95 eBook: 978-1-4106-1690-6 www.routledge.com/9780805862874
October 2008: 216pp Hb: 978-0-415-39592-2: $150.00 Pb: 978-0-415-39593-9: $45.95 eBook: 978-0-203-89179-7 www.routledge.com/9780415395939
£24.99
£75.00
£22.99
Complexity and Education Critical Thinking
Inquiries Into Learning, Teaching, and Research
An Exploration of Theory and Practice Jennifer Moon, University of Bournemouth, UK This book explores and clarifies critical thinking, and provides practical guidance for improving student learning and supporting the teaching process. Key themes covered include:
Brent Davis and Dennis Sumara, both at the University of Alberta, Canada March 2006: 216pp Hb: 978-0-8058-5934-8: $62.95 Pb: 978-0-8058-5935-5: $20.95 www.routledge.com/9780805859355 £42.50
£13.50
•Different approaches to critical thinking with an emphasis on a practical basis •Links between learning, thinking and writing •The place of critical thinking alongside other academic activities •Critical thinking and assessment, class environments, staff knowledge and development, writing tasks, oral tasks November 2007: 248pp Hb: 978-0-415-41178-3: $150.00 Pb: 978-0-415-41179-0: $45.98 eBook: 978-0-203-94488-2 www.routledge.com/9780415411790 £75.00
£22.99
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14
LEARNING AND INSTRUCTION
Human Learning An Holistic Approach
Learning to Solve Complex Scientific Problems
Edited by Peter Jarvis, University of Surrey, UK and Stella Parker, University of Nottingham, UK
Edited by David H. Jonassen, University of Missouri at Columbia, US
The study of, and research into, learning forms a central part of educational studies. The wellrespected and established authors, Jarvis and Parker, not only focus on the psychological processes of human learning, but they also examine the importance of the relationship between the body and the mind. For the first time, this book considers how our neurological, biological, emotional and spiritual faculties all impact on human learning. Drawing on material from the worlds of science and social science, and with contributions from international authors, this book will be of interest to academics in a wide range of disciplines.
This book is an immensely useful read offering the insights of cognitive scientists and engineering and science educators who explain methods for helping students solve the complexities of everyday, scientific problems. Important features of this volume include discussions on: • How problems are represented and how perception, attention, memory, and various forms of reasoning impact the management of information and search for solutions • Gender issues in science and engineering classrooms • Questions to guide future problem-solving research
May 2007: 240pp Pb: 978-0-415-43218-4: $47.95 eBook: 978-0-203-46332-1 www.routledge.com/9780415432184
June 2007: 416pp Hb: 978-0-8058-5918-8: $125.00 Pb: 978-0-8058-5919-5: $49.95 eBook: 978-1-4106-1623-4 www.routledge.com/9780805859195
£24.99
£75.00
£29.99
4TH EDITION
Learning in Groups
Making Minds
A Handbook for Face-to-Face and Online Environments
What’s Wrong With Education—and What Should We Do About It?
David Jaques, Independent Education Constultant, UK and Gilly Salmon, University of Leicester, UK
Paul Kelley, Monkseaton High School, UK
This handbook is a truly comprehensive guide for anyone involved in group work, containing advice and practical exercises to develop group learning skills for both learners and tutors. This new edition has been thoroughly updated, containing valuable new material throughout on group learning and collaborating online, action research and the role of reflection and emotional intelligence. February 2007: 360pp Hb: 978-0-415-36527-7: $180.00 Pb: 978-0-415-36526-0: $49.98 eBook: 978-0-203-01645-9 www.routledge.com/9780415365260 £90.00
£24.99
Inciting debate, this book gives a controversial critique of our education systems. Written by an author who is extremely outspoken and very media savvy, the book, while critical in tone, maintains an upbeat message that things can change for the better and clearly outlines what can be done to improve children’s learning. Illustrated with a wide range of case studies from around the world, and with major new research findings in the US and UK, the book looks at the underlying limitations we have accepted over the past two thousand years. It describes the more productive approach to learning that could emerge from the rare good educational research, new technologies, and a rigorous scientific approach to learning. September 2007: 200pp Hb: 978-0-415-41410-4: $160.00 Pb: 978-0-415-41411-1: $35.95 eBook: 978-0-203-94680-0 www.routledge.com/9780415414111 £80.00
£18.99
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COGNITIVE DEVELOPMENT Ten Steps to Complex Learning
2ND EDITION
A Systematic Approach to Four-Component Instructional Design
Handbook of Research on the Education of Young Children
Jeroen J.G. van Merrienboer and Paul A. Kirschner, both at Open University, The Netherlands This book presents in ten steps a path from a training problem to a training solution in a way that students, practitioners, (both instructional designers and teachers) and researchers can understand and use. Practitioners in the field of instructional design may use this book as a reference guide to support their design of courses, materials, and environments for complex learning. Students in the field of instructional design should use this book to broaden their knowledge of the design of training programs for complex learning.
Edited by Bernard Spodek, University of Illinois at Urbana-Champaign, US and Olivia N. Saracho, University of Maryland at College Park, US October 2005: 624pp Hb: 978-0-8058-4720-8: $240.00 Pb: 978-0-8058-4721-5: $78.95 www.routledge.com/9780805847215 £150.00
£50.00
COGNITIVE DEVELOPMENT Forthcoming
Handbook of Research on Schools, Schooling and Human Development Edited by Judith Meece, North Carolina University, US and Jacquelynne Eccles, University of Michigan, US
April 2007: 320pp Hb: 978-0-8058-5792-4: $79.95 Pb: 978-0-8058-5793-1: $39.95 eBook: 978-1-4106-1805-4 www.routledge.com/9780805857931 £75.00
£24.50
Help Seeking in Academic Settings Goals, Groups, and Contexts Edited by Stuart A. Karabenick University of Michigan at Ann Arbor, US and Richard S. Newman, University of California at Riverside, US March 2006: 344pp Hb: 978-0-8058-5219-6: $105.00 Pb: 978-0-8058-5220-2: $31.95 www.routledge.com/9780805852202 £65.00
£20.99
Teaching, Learning and Psychology Jane Yeomans and Christopher Arnold, both Educational Psychologists, UK June 2006: 200pp Pb: 978-1-84312-401-6: $31.95 www.routledge.com/9781843124016
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 chance than any environment beyond the home and neighborhood. In spite of this, there has never been a comprehensive handbook that attempted to assemble the widely dispersed body of research on the developmental effects of schooling. That is the mission of this book. It will attempt to provide a comprehensive review of what is known about the effects of schools and schooling on human development. Topical coverage will range from historical and theoritical foundations to investigative methodologies and from classroom-level influences, such as teacher-student relations, to broad, impersonal influences such as school and societal organizational patterns and educational policy. By bringing together critical findings from this loosely-coupled, crossdisciplinary field of study, this 40-chapter, 6-part book provides a much-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. March 2009: 704pp Hb: 978-0-8058-5948-5: $195.00 Pb: 978-0-8058-5949-2: $89.95 www.routledge.com/9780805859492
£16.99
£105.00
£50.00
Web-Based Learning Theory, Research, and Practice Edited by Harold F. O’Neil University of South Carolina, US and Ray S. Perez, Office of Naval Research, US May 2006: 448pp Hb: 978-0-8058-5100-7: $120.00 www.routledge.com/9780805851007 £72.50
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16
COGNITIVE DEVELOPMENT
Applied Cognitive Research in K-3 Classrooms
Handbook of Moral and Character Education
Edited by S. Kenneth Thurman and Catherine A. Fiorello, both at Temple University, US
Edited by Larry P. Nucci, University of Illinois at Chicago, US and Darcia Narvaez, Notre Dame University, US
This book summarizes important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning. Applying research to the environment of the schools is not an automatic process. Researchers must attend to the ecological validity of their studies. Universities must incorporate the results of research into their pre-professional training programs. Schools must support their in-service staff in developing new knowledge and skills. This book contributes strongly to these goals, not only by providing researchers, professionals, and graduate students with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms. January 2008: 320pp Hb: 978-0-8058-5821-1: $135.00 Pb: 978-0-8058-5822-8: $49.95 eBook: 978-0-203-93268-1 www.routledge.com/9780805858228 £75.00
£27.99
There is widespread agreement that schools should contribute to students’ moral development and character formation. Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and character education. The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years. Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings.
Series: Educational Psychology Handbook February 2008: 656pp Hb: 978-0-8058-5960-7: $195.00 Pb: 978-0-8058-5961-4: $89.95 eBook: 978-0-203-93143-1 www.routledge.com/9780805859614 £85.00
£50.00
The Developing Child in the 21st Century A Global Perspective on Child Development Sandra Smidt, Independent Education Consultant, UK September 2006: 160pp Hb: 978-0-415-38569-5: $150.00 Pb: 978-0-415-38570-1: $31.95 eBook: 978-0-203-96888-8 www.routledge.com/9780415385701 £75.00
£16.99
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ASSESSMENT AND TESTING
World Library of Educationalists
17
ASSESSMENT AND TESTING NEW
VOLUME I
In Search of Pedagogy The Selected Works of Jerome Bruner, 1957-1978 Jerome S. Bruner, New York University, US
May 2006: 224pp Hb: 978-0-415-38668-5: $150.00 Pb: 978-0-415-38670-8: $35.95 eBook: 978-0-203-08860-9 www.routledge.com/9780415386708 £80.00
£18.99
VOLUME II
In Search of Pedagogy The Selected Works of Jerome Bruner, 1979-2006 Jerome S. Bruner, New York University, US
The Future of Test-Based Educational Accountability Edited by Katherine E. Ryan, University of Illinois at Urbana-Champaign, US and Lorrie A. Shepard, University of Colorado at Boulder, US In recent decades testing has become a much more visible and high-stakes accountability mechanism that is now seen as a powerful tool that can be used to drive school improvement. The purpose of this book is to identify and analyze the key issues associated with test-based educational accountability and to chart the future of educational accountability research. Chapter contributions are intended to be forward looking rather than a compendium of what has happened in the past. The book provides an accessible discussion of issues such as validity, test equating, growth modeling, fairness for special populations, causal inferences, and misuses of accountability data. June 2008: 332pp Hb: 978-0-8058-6470-0: $95.00 eBook: 978-0-203-89509-2 www.routledge.com/9780805864700 £60.00
May 2006: 256pp Hb: 978-0-415-38675-3: $150.00 Pb: 978-0-415-38676-0: $35.95 www.routledge.com/9780415386760 £80.00
£18.99
TWO VOLUME SET
In Search of Pedagogy The Selected Works of Jerome S. Bruner, 1957-1978 & 1979-2006 June 2006 Hb: 978-0-415-38682-1: $270.00 Pb: 978-0-415-38689-0: $56.95 www.routledge.com/9780415386890 £135.00
£29.99
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18
ASSESSMENT AND TESTING
NEW
NEW
Measurement and Statistics for Teachers
Testing Times
Malcolm Van Blerkom, University of Pittsburgh at Johnstown, US
Gordon Stobart, Institute of Education, University of London, UK
Written in a student-friendly style, this text shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics such as how to develop and use effective classroom tests, how to carry out informal assessments, performance assessments, portfolio assessments, and how to use and interpret standardized tests. It also provides a more complete coverage of basic descriptive statistics and their use in the classroom than any text now available.
Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow “for-the-test” learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for-purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status:
September 2008: 272pp Hb: 978-0-415-99565-8: $150.00 Pb: 978-0-8058-6457-1: $79.95 eBook: 978-0-203-88786-8 www.routledge.com/9780805864571
• Intelligence testing
£85.00
The Uses and Abuses of Assessment
• Learning skills
£45.00
• Accountability • The “diploma disease” • Formative assessment The book explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. It raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field. May 2008: 224pp Hb: 978-0-415-40474-7: $150.00 Pb: 978-0-415-40475-4: $45.95 eBook: 978-0-203-93050-2 www.routledge.com/9780415404754 £75.00
£22.99
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ASSESSMENT AND TESTING
19
3RD EDITION
NEW
Unlocking Assessment Understanding for reflection and application Edited by Sue Swaffield, University of Cambridge, UK Assessment is inextricably linked with learning and teaching, and its profile in schools has never been higher. Recently the value and importance of formative assessment in supporting learning and teaching has also become widely recognized. Although assessment is a prime concern of anyone involved in education it remains a highly complex field where much controversy and misunderstanding abounds. This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences.
Series: Unlocking March 2008: 200pp Pb: 978-0-415-45313-4: $33.95 eBook: 978-0-203-93093-9 www.routledge.com/9780415453134 £17.99
Behavioral, Social, and Emotional Assessment of Children and Adolescents Kenneth W. Merrell, University of Oregon, US This book provides a comprehensive foundation for conducting clinical assessments of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is aimed at graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education but will also be of interest to those in related disciplines such as counseling psychology, child psychiatry, and social work. August 2007: 560pp Hb: 978-0-8058-5370-4: $79.95 www.routledge.com/9780805853704 £50.00
Enhancing Learning through Formative Assessment and Feedback Alastair Irons, Northumbria University, UK This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. Underpinned by relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively, and shows teachers how they can provide further useful formative feedback.
Series: Key Guides for Effective Teaching in Higher Education December 2007: 176pp Hb: 978-0-415-39780-3: $125.00 Pb: 978-0-415-39781-0: $28.95 eBook: 978-0-203-93433-3 www.routledge.com/9780415397810 £65.00
£15.99
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20
ASSESSMENT AND TESTING
Rethinking Assessment in Higher Education Learning for the Longer Term Edited by David Boud, University of Technology, Australia and Nancy Falchikov, University of Edinburgh, UK There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important, acts as an incentive for study, and has a powerful effect on students’ learning. This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do. Focusing on how assessment influences students in the long term, expert contributors focus on the problematic nature of assessment as a human activity. They reposition debates about assessment policy and practice and illustrate practical directions for development. April 2007: 224pp Hb: 978-0-415-39778-0: $150.00 Pb: 978-0-415-39779-7: $47.98 eBook: 978-0-203-96430-9 www.routledge.com/9780415397797
Handbook of Motivation at School Edited by Kathryn Wentzel and Allan Wigfield, both at the University of Maryland, US This book provides the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning and social adjustment at school. In addition to reviewing the extant literature on motivation, it also provides an overview of new directions and issues for the field. December 2008: 768pp Hb: 978-0-8058-6284-3: $195.00 Pb: 978-0-8058-6290-4: $89.95 eBook: 978-1-4106-1693-7 www.routledge.com/9780805862904 £105.00
£50.00
Forthcoming
Proactive Approaches to Behaviour Management
Handbook of Test Development Edited by Steven M. Downing, University of Illinois at Chicago, US and Thomas M. Haladyna, Arizona State University, US January 2006: 792pp Hb: 978-0-8058-5264-6: $275.00 Pb: 978-0-8058-5265-3: $95.00 www.routledge.com/9780805852653 £167.00
£58.00
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Forthcoming
Behaviour for Learning
£75.00
£23.99
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CLASSROOM MANAGEMENT AND MOTIVATION
Simon Ellis and Janet Tod, both at the Canterbury Christ Church University, UK This book offers teachers a clear conceptual framework for making sense of the many behavior management strategies, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom. Teachers need to be asking themselves not “Is a child behaving?” but “Is a child behaving sufficiently to be able to learn?” This unique approach to behavior management places an emphasis on the development of “learning behaviors” as opposed to just control of unwanted behaviors and endorses the view that a focus on learning is a key factor in raising standards and achievement. Essentially, this book will help teachers: Authoritative and timely, this book is compelling reading for all trainees and practicing teachers, coordinators and other professionals working with challenging pupils. November 2008: 200pp Pb: 978-1-84312-466-5: $31.95 www.routledge.com/9781843124665 AVAILABLE AS AN INSPECTION COPY
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CLASSROOM MANAGEMENT AND MOTIVATION Managing Pupil Behaviour
21
Key Issues in Teaching and Learning
Motivation and Self-Regulated Learning
Terry Haydn, University of East Anglia, UK
Theory, Research, and Applications
This book provides routes through the classroom management maze and will assist practicing and aspiring teachers to find ways forward with this central facet of their working lives. It is based around a unique ten-point scale that has been devised to encourage teachers and trainee teachers to think about the degree to which they are relaxed and in assured control of their classrooms and can enjoy their teaching, as well as the extent to which there is a “right to learn” for pupils. The book draws on case study material and recent research to develop insights into the whole range of factors impinging on teachers’ ability to manage their classes.
Edited by Dale H. Schunk, University of North Carolina, US and Barry J. Zimmerman, Graduate Center, CUNY, US
January 2007: 200pp Hb: 978-0-415-39467-3: $150.00 Pb: 978-0-415-28782-1: $31.95 eBook: 978-0-203-96711-9 www.routledge.com/9780415287821 £80.00
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3RD EDITION
Motivation and Learning Strategies for College Success A Self-Management Approach
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Myron H. Dembo and Helena Seli, both at the University of Southern California, US This popular study skills text combines theory, research, and applications to teach college students how to become more selfdirected learners. The focus of this text is on relevant information and features designed to help students identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies where they are taught a process for improving their academic behavior. August 2007: 360pp PB: 978-0-8058-6229-4: $39.95 Instructor’s Manual: 978-0-8058-6230-0: Available Upon Adoption www.routledge.com/9780805862294 £21.99
This volume focuses on the role of motivational processes—goals, attributions, self-efficacy, outcome expectations, self-concept, selfesteem, social comparisons, emotions, values, and selfevaluations—in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in selfregulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.
Motivation for Achievement Possibilities for Teaching and Learning M. Kay Alderman, University of Akron, US Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators, teachers, parents, coaches, and administrators, to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. September 2007: 360pp Pb: 978-0-8058-6048-1: $45.00 eBook:978-1-4106-1427-8 www.routledge.com/9780805860481 £24.99
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CLASSROOM MANAGEMENT AND MOTIVATION
‘Whole-Brain’ Behaviour Management in the Classroom Every Piece of the Puzzle Chris Derrington, University of Northampton, UK and Hilary Goddard, Ramridge Primary School, UK “Up to date, broad and insightful. A comprehensive look at the ingredients that can help to make a teacher successful when faced with challenging behavior...This book is my first recommendation when asked by teachers for a useful read on behavior management.” —Stuart Coupe, Behavior Support Advisory Teacher, UK Representing a brave and insightful shift away from narrow perspectives on behavior management, this book draws practitioners towards a more holistic understanding of ourselves and how we impact on children’s learning and behavior. December 2007: 232pp Hb: 978-0-415-41180-6: $130.00 Pb: 978-0-415-41181-3: $42.95 eBook: 978-0-203-93437-1 www.routledge.com/9780415411813 £65.00
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Handbook of Classroom Management Research, Practice, and Contemporary Issues Edited by Carolyn M. Evertson, Vanderbilt University, US and Carol S. Weinstein, Rutgers University, US January 2006: 1368pp Hb: 978-0-8058-4753-6: $310.00 Pb: 978-0-8058-4754-3: $94.45 www.routledge.com/9780805847543 £190.00
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INDEX BY TITLE A Applied Behavior Analysis for Effective Teaching 10 Applied Cognitive Research in K-3 Classrooms16
B Behavioral, Social, and Emotional Assessment of Children and Adolescents . . . . . . . . . . . . . . . .19 Behaviour for Learning . . . . . . . . . . . . . . . . . .20
C Complexity and Education . . . . . . . . . . . . . . .13 Constructivist Theory Applied to Instruction . .7 Contemporary Theories of Learning . . . . . . . .7 Creating a Learner-Centred Primary Classroom12 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . .13 Critical Youth Studies Series . . . . . . . . . . . . . . .12
D Dangerous Rise of Therapeutic Education, The3 Developing Child in the 21st Century, The . .16 Developments in Educational Psychology . . . .1
E Educational Psychology Handbook Series .11, 16 Educational Psychology Series . . . . . . . . . . . . . .5 Engaging Minds . . . . . . . . . . . . . . . . . . . . . . . .13 Enhancing Learning through Formative Assessment and Feedback . . . . . . . . . . . . . . . .19 Extending Intelligence . . . . . . . . . . . . . . . . . . . .5
F Fostering Change in Institutions, Environments, and People . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Foundations and Futures of Education Series 11 Future of Test-Based Educational Accountability, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
H Handbook of Classroom Management . . . . .22 Handbook of Complementary Methods in Education Research . . . . . . . . . . . . . . . . . . . . . .6 Handbook of Education Policy Research . . . . .6 Handbook of Educational Psychology . . . . . . .6 Handbook of Metacognition in Education . . .1
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Handbook of Moral and Character Education16 Handbook of Motivation at School . . . . . . . .20 Handbook of Positive Psychology in Schools . .4 Handbook of Research on Adult Learning and Development . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Handbook of Research on Schools, Schooling and Human Development . . . . . . . . . . . . . . . .15 Handbook of Research on the Education of Young Children . . . . . . . . . . . . . . . . . . . . . . . .15 Handbook of Test Development . . . . . . . . . . .20 Help Seeking in Academic Settings . . . . . . . .15 How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . .8 Human Learning . . . . . . . . . . . . . . . . . . . . . . .14
I Improving Practice (TLRP) Series . . . . . . . . . . . .9 In Search of Pedagogy Volume I . . . . . . . . . . .17 In Search of Pedagogy Volume II . . . . . . . . . .17 Inquiry in Education, Volume I . . . . . . . . . . . . .5 Inquiry in Education, Volume II . . . . . . . . . . . .5 Instructional-Design Theories and Models, Volume III . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Intelligence, Destiny and Education . . . . . . . . .6 International Handbook of Research on Conceptual Change . . . . . . . . . . . . . . . . . . . . .11
K Key Guides for Effective Teaching in Higher Education Series . . . . . . . . . . . . . . . . . . . . . . . .19
L Learners, Learning and Educational Activity .11 Learning in Groups . . . . . . . . . . . . . . . . . . . . .14 Learning to Solve Complex Scientific Problems14 Learning, Creating, and Using Knowledge . . .8
M Making Minds . . . . . . . . . . . . . . . . . . . . . . . . .14 Managing Pupil Behaviour . . . . . . . . . . . . . . .21 Means to Grow Up, The . . . . . . . . . . . . . . . . .12 Measurement and Statistics for Teachers . . . .18 Metacognition in Young Children . . . . . . . . . .2 Motivation and Learning Strategies for College Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Motivation and Self-Regulated Learning . . . .21 Motivation for Achievement . . . . . . . . . . . . . .21
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INDEX
N
BY AUTHOR
Nature of Intellectual Styles, The . . . . . . . . . . .5
Alderman, M. Kay . . . . . . . . . . . . . . . . . . . . . . . .21 Alexander, Patricia A. . . . . . . . . . . . . . . . . . . . . . .6 Arnold, Christopher . . . . . . . . . . . . . . . . . . . . . .15 Aulls, Mark W. . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Barron, Brigid . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Berliner, David C. . . . . . . . . . . . . . . . . . . . . . . . . .3 Boud, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Bruner, Jerome S. . . . . . . . . . . . . . . . . . . . . . . . .17 Camilli, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . .6 Carr-Chellman, Alison . . . . . . . . . . . . . . . . . . . . .10 Constas, Mark A. . . . . . . . . . . . . . . . . . . . . . . . . .5 Curry, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Davis, Brent . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 DeFrates-Densch, Nancy . . . . . . . . . . . . . . . . . . . .1 Delcourt, Marcia A. B. . . . . . . . . . . . . . . . . . . . . . .5 Dembo, Myron H. . . . . . . . . . . . . . . . . . . . . . . . .21 Derrington, Chris . . . . . . . . . . . . . . . . . . . . . . . .22 Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Downing, Steven M. . . . . . . . . . . . . . . . . . . . . . .20 Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . . . . .7 Dunlosky, John . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Eakin, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Eccles, Jacquelynne . . . . . . . . . . . . . . . . . . . . . . .15 Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . . .3 Ellis, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Elmore, Patricia B. . . . . . . . . . . . . . . . . . . . . . . . . .6 Evertson, Carolyn M. . . . . . . . . . . . . . . . . . . . . .22 Falchikov, Nancy . . . . . . . . . . . . . . . . . . . . . . . . .20 Fiorello, Catherine A. . . . . . . . . . . . . . . . . . . . . .16 Furlong, Michael . . . . . . . . . . . . . . . . . . . . . . . . . .4 Gilman, Richard . . . . . . . . . . . . . . . . . . . . . . . . . .4 Goddard, Hilary . . . . . . . . . . . . . . . . . . . . . . . . .22 Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Graesser, Arthur C. . . . . . . . . . . . . . . . . . . . . . . . .1 Green, Judith L. . . . . . . . . . . . . . . . . . . . . . . . . . .6 Guldberg, Helen . . . . . . . . . . . . . . . . . . . . . . . . . .9 Hacker, Douglas J. . . . . . . . . . . . . . . . . . . . . . . . .1 Haladyna, Thomas M. . . . . . . . . . . . . . . . . . . . . .20 Halpern, Robert . . . . . . . . . . . . . . . . . . . . . . . . .12
O Ourselves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
P Philosophical Inquiry in the Primary and Secondary Classroom . . . . . . . . . . . . . . . . . . . . .2
R Race, Culture, and Schooling . . . . . . . . . . . . . .4 Reclaiming Childhood . . . . . . . . . . . . . . . . . . . .9 Rethinking Assessment in Higher Education .20
T Teaching, Learning and Psychology . . . . . . . .15 Ten Steps to Complex Learning . . . . . . . . . . .15 Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . .18 Thinking Lessons for Thinking Classrooms . . . .9 Translating Theory and Research Into Educational Practice . . . . . . . . . . . . . . . . . . . . . .5
U Unlocking Assessment . . . . . . . . . . . . . . . . . . .19 Unlocking Series . . . . . . . . . . . . . . . . . . . . . . . .19
V Video Research in the Learning Sciences . . . . .4 Visible Learning . . . . . . . . . . . . . . . . . . . . . . . .10 Vygotsky and Research . . . . . . . . . . . . . . . . . .13
W Ways of Learning . . . . . . . . . . . . . . . . . . . . . . .10 Web-Based Learning . . . . . . . . . . . . . . . . . . . .15 ‘Whole-Brain’ Behaviour Management in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 World Library of Educationalists Series . . . . .17
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INDEX Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Haydn, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Huebner, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . . .7, 8 Ireson, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Irons, Alastair . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Jaques, David . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Jonassen, David H. . . . . . . . . . . . . . . . . . . . . . . .14 Karabenick, Stuart A. . . . . . . . . . . . . . . . . . . . . .15 Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Kirschner, Paul A. . . . . . . . . . . . . . . . . . . . . . . . .15 Kupermintz, Haggai . . . . . . . . . . . . . . . . . . . . . . .3 Kyllonen, Patrick C. . . . . . . . . . . . . . . . . . . . . . . . .5 Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Luce-Kapler, Rebecca . . . . . . . . . . . . . . . . . . . . .13 McCall, Catherine . . . . . . . . . . . . . . . . . . . . . . . . .2 McGuinness, Carol . . . . . . . . . . . . . . . . . . . . . . . .9 Meece, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Merrell, Kenneth W. . . . . . . . . . . . . . . . . . . . . . .19 Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . .13 Murdoch, Kath . . . . . . . . . . . . . . . . . . . . . . . . . .12 Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . . . . . . .4 Narvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . . . . .16 Newman, Richard S. . . . . . . . . . . . . . . . . . . . . . .15 Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . . . . .8 Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . . . .16 O’Neil, Harold F. . . . . . . . . . . . . . . . . . . . . . . . . .15 Parker, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Perez, Ray S. . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Plank, David N. . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Pritchard, Alan . . . . . . . . . . . . . . . . . . . . . . . . . .10 Reigeluth, Charles . . . . . . . . . . . . . . . . . . . . . . . .10 Roberts, Richard D. . . . . . . . . . . . . . . . . . . . . . . . .5 Ryan, Katherine E. . . . . . . . . . . . . . . . . . . . . . . .17 Salmon, Gilly . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Saracho, Olivia N. . . . . . . . . . . . . . . . . . . . . . . . .15 Schneider, Barbara . . . . . . . . . . . . . . . . . . . . . . . .6 Schunk, Dale H. . . . . . . . . . . . . . . . . . . . . . . . . .21
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Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Sheehy, Noel . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Shepard, Lorrie A. . . . . . . . . . . . . . . . . . . . . . . . .17 Shore, Bruce M. . . . . . . . . . . . . . . . . . . . . . . . . . .5 Smidt, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Smith, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Smith, M. Cecil . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Spodek, Bernard . . . . . . . . . . . . . . . . . . . . . . . . .15 Stankov, Lazar . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Sternberg, Robert J. . . . . . . . . . . . . . . . . . . . . . . .5 Stobart, Gordon . . . . . . . . . . . . . . . . . . . . . . . . .18 Sumara, Dennis . . . . . . . . . . . . . . . . . . . . . . . . .13 Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Thurman, S. Kenneth . . . . . . . . . . . . . . . . . . . . .16 Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . . . . .7 Tod, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Van Blerkom, Malcolm . . . . . . . . . . . . . . . . . . . .18 van Merrienboer, Jeroen J.G. . . . . . . . . . . . . . . .15 Vargas, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Vosniadou, Stella . . . . . . . . . . . . . . . . . . . . . . . .11 Weinstein, Carol S. . . . . . . . . . . . . . . . . . . . . . . .22 Wentzel, Kathryn . . . . . . . . . . . . . . . . . . . . . . . .20 Wheldall, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . .1 White, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Wigfield, Allan . . . . . . . . . . . . . . . . . . . . . . . . . .20 Williams, Wendy M. . . . . . . . . . . . . . . . . . . . . . . .5 Wilson, Jeni . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Winne, Philip H. . . . . . . . . . . . . . . . . . . . . . . . . . .6 Yeomans, Jane . . . . . . . . . . . . . . . . . . . . . . . . . .15 Zhang, Li-fang . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Zimmerman, Barry J. . . . . . . . . . . . . . . . . . . . . . .21
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