Educational Psychology Series

This series has several goals:

• to present the most significant contemporary theory and research on psychology as it is applied to education at all levels – elementary; secondary, and tertiary;
• to present this research in a way that is relevant and accessible to both psychologists and educators;
• to explore new ideas in instruction and assessment that are grounded in theory and tested in classrooms;
• to inform and influence educational policy through the establishment of a solid base of theory and research rather than through the fads and fashions that come and go with the times but that have no base in the psychology of instruction;
• to achieve further integration in the perspectives of education and psychology, as well as to draw together various fields of psychology in order to capitalize on their potential contributions to educational outcomes;
• to explore notions of school reform that are linked to our knowledge about students’ learning, thinking, and motivation; and
• to disseminate ideas from around the world, including Europe, Asia, and Africa, as well as the Americas.

　

This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.

Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.

Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.