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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.

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Section VI: Complex Ecologies for Educational Psychology

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d_ch 13 thru 24_EdPsychReader_2013 11/9/2013 3:31 PM Page 274 Education, it is rare to find any serious attempts to synthesize across these paradigms and empirical research bases to examine how culture shapes learning and development (Cole, 1998). Although there clearly are differences among these paradigms, they share a number of funda- mental propositions: • Context matters: Contexts help to shape people, and people shape contexts. • Routine practices count. • The cognitive, social, physical, and biological dimensions of both individuals and con- texts interact in important ways. Yet, despite these broad points of convergence, as Michael Cole (1996) explains, we are not yet in a position to articulate a unified theory of culture and human development. Human development here includes not only the development of cognitive abilities but, equally, the ways in which emo- tional and social development and cognition jointly shape goals, attention, persistence, and resilience (Dai & Sternberg, 2004; Zajonc & Marcus, 1984). We have abundant evidence, includ- ing our own tacit self-reflections, that learning is influenced by intersections among thinking; per- ceptions of self, others, and tasks; emotional attributions; and self-regulation. We have abundant evidence that what some call this dynamic and complex self-system is influenced by the contexts, the routine activities in which we participate (Bronfenbrenner, 1979; Fischer & Bidell, 1998; Rogoff, 2003). And yet we are still not able to use these fundamental propositions to understand the range of human adaptations in terms of (a) what such adaptations reveal about mechanisms that are local and situated and...

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