Smith: Psychology of Education II (4-vol. set)

This new title in Routledge’s Major Themes in Education series is a four-volume collection of major works of scholarship. It is an essential successor to an earlier Routledge anthology, Psychology of Education (978-0-415-19302-3) (2000), edited by Peter K. Smith and Anthony D. Pellegrini. Research in and around psychology and education has experienced dramatic growth in recent years. Psychology of Education (2000) was the first comprehensive collection of the field’s canonical and cutting-edge research, and this new collection takes full account of the many important developments that have taken place since its appearance. Psychology of Education II also includes coverage of areas without the scope of the first collection. With a full index, together with a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context, Psychology of Education II is an indispensable work of reference.

Volume I Part 1: Theories 1. U. Goswami, ‘Neuroscience and Education’, British Journal of Educational Policy 74, 1, 2004, 1-14 2. D. C. Geary, ‘An Evolutionarily Informed Education Science’, Educational Psychologist 43, 4, 2008, 179-195 3. W. Johnson, M. McGue and W. G. Iacono, ‘Genetic and Environmental Influences on Academic Achievement Trajectories During Adolescence’, Developmental Psychology 42, 3, 2006, 514-532. 4. C. Blair and C. Cybele Raver, ‘Poverty, Stress and Brain Development: New Directions for Prevention and Stress’, Academic Pediatrics 16, 3, S30-S36, 2016. Part 2: Methodology 5. A. L. Duckworth and D. S. Yaeger, ‘Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes’, Educational Researcher 44, 4, 2015, 237-251. 6. T. R. Kratochwill and J. R. Levin, ‘Enhancing the Scientific Credibility of Single-Case Intervention Research: Randomization to the Rescue’, Psychological Methods 15, 2, 2010, 124-144. 7. M. C. Makel and J. A. Plucker, ‘Facts Are More Important Than Novelty: Replication in the Education Sciences’, Educational Researcher 43, 6, 2014, 304-316. Part 3: Theories of Learning 8. S. Chaiklin, ‘The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction’, in A. Kozulin, B. Gindis, V. S. Ageyev and S. M. Miller (eds), Vygotsky's Educational Theory in Cultural Context (Cambridge: Cambridge University Press, 2003), pp. 39-64 9. W. Schnotz and C. Kürschner, ‘A Reconsideration of Cognitive Load Theory’, Educational Psychology Review 19, 4, 2007, 469-508. 10. J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan and D. T. Willingham, ‘Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology’, Psychological Science in the Public Interest 14, 1, 2013, 4-58. 11. S. G. Paris and A. H. Paris, Classroom Applications of Research on Self-regulated Learning’, Educational Psychologist 36, 2, 2001, 89-101. 12. W. M. Roth, ‘Gestures: Their Role in Teaching and Learning’, Review of Educational Research 71, 3, 365-392 Part 4: Pupil Motivation & Self-esteem 13. J. Brophy, ‘Developing Students' Appreciation for What is Taught in School’, Educational Psychologist 43, 3 2008, 132-141. 14. L. Legault, ‘Self-Determination Theory’, in V. Zeigler-Hill, T.K. Shackelford (eds.), Encyclopedia of Personality and Individual Differences, (Springer International, 2017), pp. 1-8. 15. H. W. Marsh and A. J. Martin, ‘Academic Self-concept and Academic Achievement: Relations and Causal Ordering’, British Journal of Educational Psychology 81, 1, 2011, 59-77. Volume II Part 5. School Characteristics 16. A. Thapa, J. Cohen, S. Guffey, and A. Higgins-D'Alessandro, ‘A Review of School Climate Research’, Review of Educational Research 83, 3, 2013, 357-385. 17. R. Berkowitz, H. Moore, R. A. Astor, and R. Benbenishty, ‘A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement’, Review of Educational Research 87, 2, 2017, 425-469. 18. K. Allen, M. L. Kern, D. Vella-Brodrick, J. Hattie and L. Waters, ‘What Schools Need to Know About Fostering School Belonging: A Meta-analysis’, Educational Psychology Review 30, 1, 2018, 1-34. 19. K. Leithwood and D. Jantzi, ‘A Review of Empirical Evidence About School Size Effects: A Policy Perspective’, Review of Educational Research 79, 1, 2009, 464-490. Part 6: Gender 20. S.-F. Lim, et al., ‘Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries’, Journal of School Psychology 50, 1, 2012, 77-94. 21. G. Stoet and D. C. Geary, ‘The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education’, Psychological Science 29, 4, 2018, 581-593. Part 7: Emotional and Cognitive Intelligence 22. P. W. Garner, ‘Emotional Competence and its Influences on Teaching and Learning’, Educational Psychology Review 22, 3, 2010, 297-321. 23. K. V. Petrides et al., ‘Developments in Trait Emotional Intelligence Research’, Emotion Review 8, 4, 2016, 335-341. 24. D. M. Fergusson, L. J. Horwood and E. M. Ridder, ‘Show Me the Child at Seven II: Childhood Intelligence and Later Outcomes in Adolescence and Young Adulthood’, Journal of Child Psychology and Psychiatry and Allied Disciplines 46, 8, 2005, 850-858. 25. D. Lubinski, R. M. Webb, M. J. Morelock and C. P. Benbow, ‘Top 1 in 10,000: A 10-year Follow-up of the Profoundly Gifted’, Journal of Applied Psychology 86, 4, 2001, 718-729. Part 8: Challenging Conditions 26. A. K. Cohen, M. Rai, D. H. Rehkopf and B. Abrams, ‘Educational Attainment and Obesity: A Systematic Review’, Obesity Reviews 14, 12, 2013, 989-1005. Part 9: Ethnicity, SES and Culture 27. D. W. Sue, A. I. Lin, G. C. Torino, C. M. Capodilupo and D. P. Rivera, ‘Racial Microaggressions and Difficult Dialogues on Race in the Classroom’, Cultural Diversity an Ethnic Minority Psychology 15, 2, 2009, 183-190. 28. N. L. Letourneau, L. Duffett-Leger, L. Levac, B. Watson and C. Young-Morris, ‘Socioeconomic Status and Child Development: A Meta-Analysis’, Journal of Emotional and Behavioural Disorders 21, 3, 2013, 211-224. 29. M. Levels and J. Dronkers, ‘Educational Performance of Native and Immigrant Children from Various Countries of Origin’, Ethnic and Racial Studies 31, 8, 2008, 1404-1425. 30. R. B. King and D. M. McInerney, ‘Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory’, Educational Psychologist 49, 3, 2014, 175-198. 31. Editorial, ‘The Cost of Not Educating Girls in Africa’, The Lancet 392, 2018, 2326 Volume III Part 10: School Curriculum 32. C. Blair and R. P. Razza, ‘Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten’, Child Development 78, 2, 2007, 647-663. 33. M. Caravolas, et al., ‘Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies’, Psychological Science 23, 6, 2012, 678-686. 34. D. Sasanguie, S. M. Göbel, K. Moll, K. Smets and B. Reynvoet, ‘Approximate Number Sense, Symbolic Number Processing, or Number-space Mappings: What Underlies Mathematics Achievement?’, Journal of Experimental Child Psychology 114, 3, 2013, 418-431. 35. R. Barac and E. Bialystok, ‘Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education’, Child Development 83, 2, 2012, 413-422. 36. S. Hallam, ‘The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People’, International Journal of Music Education 28, 3, 2010, 269-289. 37. C. D. Ennis, ‘Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning’, Research Quarterly for Exercise and Sport 88, 3, 2017, 241-250. 38. B. N. Macnamara, D. Z. Hambrick, F. L. Oswald, ‘Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis’, Psychological Science 25, 8, 2014, 1608-1618. Part 11: Moral Education & Citizenship Education 39. W. Althof and M. W. Berkowitz, ‘Moral Education and Character Education: Their Relationship and Roles in Citizenship Education’, Journal of Moral Education 35, 4, 2006, 495-518. 40. L. Nucci and E. Turiel, ‘Capturing the Complexity of Moral Development and Education’, Mind, Brain and Education 3, 3, 2009, 151-159. 41. G. Biesta, R. Lawy and N. Kelly, ‘Understanding Young People's Citizenship Learning in Everyday Life: The Role of Contexts, Relationships and Dispositions’, Education, Citizenship and Social Justice 4, 1, 2009, 5-24. Part 12: Cooperative Learning 42. D. W. Johnson and R. T. Johnson, ‘An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning’, Educational Researcher 38, 5 2009, 365-379. 43. P. Dillenbourg, S. Järvelä and F. Fischer, ‘The Evo

Peter K. Smith is Emeritus Professor of Psychology, Goldsmiths University, London, UK