SAGE Directions in Educational Psychology, Volumes 1-5

SAGE Directions in Educational Psychology, Volumes 1-5

Neil J. Salkind

Language: English

Pages: 2047

ISBN: 2:00153897

Format: PDF / Kindle (mobi) / ePub

Educational psychology is a broad field characterized by the study of individuals in educational settings and how they develop and learn. It incorporates information from such sub-disciplines such as developmental psychology, human development across the life span, curriculum and instruction, motivation, and measurement and assessment. It has evolved to become a field that increasingly focuses on individual differences without any regard to age thereby leading to interests in topics such as (early) intervention, long distance learning, educational technology, adult education, and theories of human development among others. Neil Salkind has mined the rich and extensive backlist of SAGE education and psychology journals to pull together a collection of almost a 100 articles to be the definitive research resource on education psychology.
















Pinkerton, P., & Scarr, S. (1996). Child care quality and children’s behavioral adjustment: A four-year longitudinal study. Journal of Child Psychology and Psychiatry and Allied Disciplines, 37, 937–948. DeMeis, D. K., Hock, E., & McBride, S. L. (1986). Balance of employment and motherhood: Longitudinal study of mothers’ feelings about separation from their firstborn infants. Developmental Psychology, 22, 627–632. Fox, N., & Fein, G. (1990). Infant day care: The current debate. Norwood, NJ:

at 36 months. Developmental Psychology, 35, 1297–1310. Salkind_Chapter 08.indd 149 9/16/2010 12:40:28 PM 150 Human Development NICHD Early Child Care Research Network. (2000a). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Sciences, 4, 116–135. NICHD Child Care Research Network. (2000b). The relation of child care to cognitive and language development. Child Development, 71, 958–978. NICHD Early Child Care Research Network (in press–a). Child

factors. These changes reveal an apparent suppression effect, mostly because of educational attainment. This effect, however, was weak in magnitude. The other role of early attachment (differentiating career focused and family focused) fits better the supplemental pathway – the coefficient did not differ substantially across models, and no current/ adult factor was related to attachment and to the difference between the career- and family-focused profiles. Discussion Research on human

adult life: a study in developmental psychology. Amer. J. Psychial., 129:521–531. Hartmann, H. (1939). Ego Psychology and the Problem of Adaptation. New York: Int. Univ. Press, 1958. ———& Kris, E. (1945). The genetic approach in psychoanalysis. Psychoanal Study Child, 1:11–30. Jacques, E. (1981). The midlife crisis. In The Course of Life: Psychoanalytic Contributions Toward Understanding Personality Development, Vol. 3. Washington, D.C.: U.S. Gov’t Printing Office, pp. 1–23. Loewald, H. (1960).

score of children on whom the test was standardized. The Applied Problems test measures skill in analyzing and solving practical problems in mathematics. Standard scores range from 41 to 157, with values above 100 indicating that the raw score was above the mean score of the standardization sample. Internal consistencies for 4-year-olds are .92 and .91 for the two scales, respectively. Their correlation with each other was .51 in the standardization sample and .57 in our sample. Cronbach alphas

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