Educational Psychology Reader

Contents: Greg S. Goodman: Critical Thinking: How Good Questions Affect Classrooms - Greg S. Goodman: Coming to a Critical Constructivism: Roots and Branches - Stephen Vassallo: Critical Educational Psychology - Joe L. Kincheloe: Beyond Reductionism: Difference, Criticality, and Multilogicality in the Bricolage and Postformalism - Dengting Boyanton: Behaviorism and Its Effect upon Learning in the Schools - Russell A. Barkley: School Interventions for Attention Deficit Hyperactivity Disorder: Where to From Here? - Paul Beare/Colleen Torgerson/Kelly Dubois-Gerchak: A Positive Procedure to Increase Compliance in the General Education Classroom for a Student with Serious Emotional Disorders - David Weber: The Limitations of a Behavioral Approach in Most Educational Settings - Susan Jean Mayer: Dewey's Dynamic Integration of Vygotsky and Piaget - David Jardine: On the Origins of Constructivism: The Kantian Ancestry of Jean Piaget's Genetic Epistemology - David Jardine: Jean Piaget and the Origins of Intelligence: A Return to «Life Itself» - Cathrene Connery/Christina Curran: A Cultural-Historical Teacher Starts the School Year: A Novel Perspective on Teaching and Learning - Jeff Duncan-Andrade: To Study Is a Revolutionary Duty - Herb Kohl: Eating, Drinking, and Acting: The Magic of Freire - Binbin Jiang: English Language Learners: Understanding Their Needs - Kamau O. Siwatu/Tehia V. Starker: Preparing Culturally Responsive Teachers - Patricia Kolencik: Affective and Motivational Factors for Learning and Achievement - Barry J. Zimmerman: Self-Efficacy: An Essential Motive to Learn - Kathleen Murphy: Motivation and Reading: Focus on Content Literacy - Julia Ellis/Susan Fitzsimmons/Jan Small-McGinley: Encouraging the Discouraged: Students' Views for Elementary Classrooms - Evangelia Moula: Momentous Historical Events as Incentives to Explore History Making - Carol Lee: The Centrality of Culture to the Scientific Study of Learning and Development: How an Ecological Framework

Greg S. Goodman is Associate Professor of Education at Clarion University of Pennsylvania. His research interests include school psychology, educational psychology, distance learning, and how people learn.