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INTERNATIONAL ENCYCLOPEDIA OF DEVELOPMENTAL & INSTRUCTIONAL PSYCHOLOGY
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To order this title, and for more information, click here
Edited By
E. De Corte, Centre for Instructional Psychology and Technology (CIP&T), University of Leuven, Belgium
F. Weinert, Max-Planck-Institut für Psychologische Forschung, München, Germany
Reviews
, Robert S. Siegler
This impressively-comprehensive volume brings together leading European and North American researchers who study instructional and developmental
psychology. The more than 170 chapters address essentially all of the central issues in these fields. Especially important, the book
integrates two fields, instructional and developmental psychology, that are intrinsically related but that usually are discussed separately.
For graduate students attempting to obtain a basic understanding of the fundamental issues in these fields, for faculty in other areas
trying to expand their general understanding, and for experts on instructional and developmental psychology who are interested in the
current thinking of other experts in the field, this volume is a most valuable resource.
, Bob Glaser, University of Pittsburgh, USA
This encyclopedia is an unparalleled resource for students and advanced scholars. The extent of its coverage of significant topics in
human development and learning relevant to education is outstanding and as complete as can be found anywhere in one volume. It considers
biological, cognitive, and social conceptions of development; theories and models of learning; processes and outcomes of instruction;
curriculum, educational settings, and technology; and, individual differences in learning. The scope of the encyclopedia is wide-ranging
not only in its content and presentations of points of view, but also in the range of international contributors from 16 countries. Its
17 major sections and over 170 detailed entries are introduced by an excellent section offering a general framework of human development,
learning, and instruction from an educational perspective.
International Journal of Technology and Design Education, Peter Tomlinson, School of Education, University of Leeds
...a welcome enterprise in that we have here a much more affordable and very useful resource that is focused, up to date and authoritative.
Any institution concerned with education or training will find it most useful to have this item amongst its reference materials. Its
up to date authoritativeness is apparent in the very high quality of the entries generally and the pre-eminence of a good proportion
of its contributiors...The references and further reading typically include very recent items and whilst the topics range considerably,
current psycho-pedagogical themes are very much in evidence, including the nature and implications of skilled expertise, neo-Vygotskyan
and situated cognition/cognitive apprenticeship emphases on both social and constructive dimensions of knowledge and its development,
and the need for attention to the interaction of influences, such as cognitive, affective and conative factors, in the promotion of learning.
The form and organisational structure of the sections and their several entries also give the book very useful potential for direct but
also critical access to this modern range of pedagogical resources, even for the relatively uninitiated user...Thus entries can generally
be accessed relatively speedily as a first base from which to explore in more depth....this carefully compiled work offers immense utility
both as and up-to-date reference work for anyone already working in the field of pedagogy and as an introductory resource for those coming
into it...this encyclopedia makes very clear what useful resources developmental and instructional psychology now have to offer, as well
as providing an excellent means of access to them.
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