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Educational Psychology—Limitations and Possibilities

Educational Psychology—Limitations and Possibilities

Educational Psychology—Limitations and

The Praeger Handbook of Education and Psychology, Volumes 1–4 Edited by Joe L. Kincheloe Raymond A. Horn, Jr. PRAEGER

  • Page 2 and 3: The Praeger Handbook of
  • Page 4 and 5: Contents
  • Page 6 and 7: Contents vii
  • Page 8 and 9: Educational Purpose
  • Page 10 and 11: Contents xi
  • Page 12: Contents xiii
  • Page 16 and 17: CHAPTER 1
  • Page 18 and 19: Introduction 5
  • Page 20 and 21: Introduction 7
  • Page 22 and 23: Introduction 9
  • Page 24 and 25: Introduction 11
  • Page 26 and 27: Introduction 13
  • Page 28 and 29: Introduction 15
  • Page 30 and 31: Introduction 17
  • Page 32 and 33: Introduction 19
  • Page 34 and 35: Introduction 21
  • Page 36 and 37: Introduction 23
  • Page 38 and 39: Introduction 25
  • Page 40 and 41: Introduction 27
  • Page 42 and 43: Introduction 29
  • Page 44 and 45: Introduction 31
  • Page 46 and 47: Introduction 33
  • Page 48 and 49: Introduction 35
  • Page 50 and 51: Introduction 37
  • Page 52 and 53:

    Introduction 39

  • Page 54 and 55:

    CHAPTER 2

  • Page 56 and 57:

    Educational Psychology Timeline 43

  • Page 58:

    Educational Psychology Timeline 45

  • Page 62 and 63:

    CHAPTER 3

  • Page 64 and 65:

    Albert Bandura 51

  • Page 66 and 67:

    Albert Bandura 53

  • Page 68 and 69:

    Albert Bandura 55

  • Page 70 and 71:

    CHAPTER 4

  • Page 72 and 73:

    Jerome Bruner 59

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    Jerome Bruner 61

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    BUTLER’S PASSION

  • Page 78 and 79:

    Judith Butler 65

  • Page 80 and 81:

    CHAPTER 6

  • Page 82 and 83:

    John Dewey 69

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    John Dewey 71

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    John Dewey 73

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    CHAPTER 7

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    Erik Erikson 77

  • Page 92 and 93:

    Table 7.1

  • Page 94 and 95:

    CHAPTER 8

  • Page 96 and 97:

    Howard Gardner 83

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    Howard Gardner 85

  • Page 100 and 101:

    Howard Gardner 87

  • Page 102 and 103:

    Carol Gilligan 89

  • Page 104 and 105:

    Carol Gilligan 91

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    Carol Gilligan 93

  • Page 108 and 109:

    Emma Goldman 95

  • Page 110 and 111:

    Emma Goldman 97

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    Emma Goldman 99

  • Page 114 and 115:

    Emma Goldman 101

  • Page 116 and 117:

    CHAPTER 11

  • Page 118 and 119:

    Jurgen Habermas 105

  • Page 120 and 121:

    Jurgen Habermas 107

  • Page 122 and 123:

    Granville Stanley Hall 109

  • Page 124 and 125:

    Granville Stanley Hall 111

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    CHAPTER 13

  • Page 128 and 129:

    Sandra Harding 115

  • Page 130 and 131:

    Sandra Harding 117

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    CHAPTER 14

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    ell hooks 121

  • Page 136 and 137:

    ell hooks 123

  • Page 138 and 139:

    William James 125

  • Page 140 and 141:

    William James 127

  • Page 142 and 143:

    CONCLUSION

  • Page 144 and 145:

    Lawrence Kohlberg 131

  • Page 146 and 147:

    Lawrence Kohlberg 133

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    Lawrence Kohlberg 135

  • Page 150 and 151:

    Jacques Lacan 137

  • Page 152 and 153:

    Jacques Lacan 139

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    Jacques Lacan 141

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    CHAPTER 18

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    Gloria Ladson-Billings 145

  • Page 160 and 161:

    Gloria Ladson-Billings 147

  • Page 162 and 163:

    BEHAVIORISM, CONSTRUCTIVISM, AND TH

  • Page 164 and 165:

    Jean Lave 151

  • Page 166 and 167:

    Jean Lave 153

  • Page 168 and 169:

    Alexander R. Luria 155

  • Page 170 and 171:

    Alexander R. Luria 157

  • Page 172 and 173:

    CHAPTER 21

  • Page 174 and 175:

    Herbert Marcuse 161

  • Page 176 and 177:

    Herbert Marcuse 163

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    Herbert Marcuse 165

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    CHAPTER 22

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    Abraham Harold Maslow 169

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    Abraham Harold Maslow 171

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    CHAPTER 23

  • Page 188 and 189:

    Maria Montessori 175

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    Maria Montessori 177

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    CHAPTER 24

  • Page 194 and 195:

    Nel Noddings 181

  • Page 196 and 197:

    REFERENCES

  • Page 198 and 199:

    Ivan Petrovich Pavlov 185

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    Ivan Petrovich Pavlov 187

  • Page 202 and 203:

    Ivan Petrovich Pavlov 189

  • Page 204 and 205:

    Jean Piaget 191

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    Jean Piaget 193

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    Jean Piaget 195

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    CHAPTER 27

  • Page 212 and 213:

    Carl Rogers 199

  • Page 214 and 215:

    CHAPTER 28

  • Page 216 and 217:

    B. F. Skinner 203

  • Page 218 and 219:

    B. F. Skinner 205

  • Page 220 and 221:

    Robert J. Sternberg 207

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    Robert J. Sternberg 209

  • Page 224 and 225:

    CHAPTER 30

  • Page 226 and 227:

    Beverly Daniel Tatum 213

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    Beverly Daniel Tatum 215

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    Beverly Daniel Tatum 217

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    Beverly Daniel Tatum 219

  • Page 234 and 235:

    Lewis Madison Terman 221

  • Page 236 and 237:

    Lewis Madison Terman 223

  • Page 238 and 239:

    CHAPTER 32

  • Page 240 and 241:

    Edward L. Thorndike 227

  • Page 242 and 243:

    Edward L. Thorndike 229

  • Page 244 and 245:

    CHAPTER 33

  • Page 246 and 247:

    Rudolph von Laban 233

  • Page 248 and 249:

    Rudolph von Laban 235

  • Page 250 and 251:

    Rudolph von Laban 237

  • Page 252 and 253:

    Rudolph von Laban 239

  • Page 254 and 255:

    Lev Vygotsky 241

  • Page 256 and 257:

    Lev Vygotsky 243

  • Page 258 and 259:

    Lev Vygotsky 245

  • Page 260 and 261:

    Valerie Walkerdine 247

  • Page 262 and 263:

    Valerie Walkerdine 249

  • Page 264 and 265:

    REFERENCES

  • Page 266 and 267:

    John Watson 253

  • Page 268 and 269:

    John Watson 255

  • Page 270 and 271:

    John Watson 257

  • Page 272:

    John Watson 259

  • Page 276 and 277:

    Constructivism

  • Page 278 and 279:

    Constructivism and Educational Psyc

  • Page 280 and 281:

    Constructivism and Educational Psyc

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    Constructivism and Educational Psyc

  • Page 284 and 285:

    CHAPTER 38

  • Page 286 and 287:

    Table 38.1

  • Page 288 and 289:

    Reconsidering Teacher Professional

  • Page 290 and 291:

    Table 38.2

  • Page 292 and 293:

    Reconsidering Teacher Professional

  • Page 294 and 295:

    Reconsidering Teacher Professional

  • Page 296 and 297:

    CHAPTER 39

  • Page 298 and 299:

    Constructivist/Engaged Learning App

  • Page 300 and 301:

    Constructivist/Engaged Learning App

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    Constructivist/Engaged Learning App

  • Page 304 and 305:

    WILL STUDENTS BE SUCCESSFUL?

  • Page 306 and 307:

    Constructivist/Engaged Learning App

  • Page 308 and 309:

    Creativity

  • Page 310 and 311:

    Creative Problem Solving 297

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    Creative Problem Solving 299

  • Page 314 and 315:

    Table 40.1

  • Page 316 and 317:

    Table 40.2

  • Page 318 and 319:

    Figure 40.3

  • Page 320 and 321:

    Creative Problem Solving 307

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    Creative Problem Solving 309

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    Creativity 311

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    Creativity 313

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    Creativity 315

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    Creativity 317

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    Creativity 319

  • Page 334 and 335:

    Criticality

  • Page 336 and 337:

    Reclaiming Critical Thinking as Ide

  • Page 338 and 339:

    Reclaiming Critical Thinking as Ide

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    Reclaiming Critical Thinking as Ide

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    Reclaiming Critical Thinking as Ide

  • Page 344 and 345:

    CHAPTER 43

  • Page 346 and 347:

    Ideological Formation and Oppositio

  • Page 348 and 349:

    Ideological Formation and Oppositio

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    Ideological Formation and Oppositio

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    Ideological Formation and Oppositio

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    CHAPTER 44

  • Page 356 and 357:

    Literacy for Wellness, Oppression,

  • Page 358 and 359:

    Literacy for Wellness, Oppression,

  • Page 360 and 361:

    Literacy for Wellness, Oppression,

  • Page 362 and 363:

    Literacy for Wellness, Oppression,

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    Literacy for Wellness, Oppression,

  • Page 366 and 367:

    NOTE Literacy for Wellness, Oppress

  • Page 368 and 369:

    Transformative Learning 355

  • Page 370 and 371:

    Transformative Learning 357

  • Page 372 and 373:

    O’SULLIVAN: A PLANETARY TRANSFORM

  • Page 374 and 375:

    Transformative Learning 361

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    Transformative Learning 363

  • Page 378 and 379:

    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    CHAPTER 48

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    The Culture/Learning Connection 387

  • Page 402 and 403:

    The Culture/Learning Connection 389

  • Page 404 and 405:

    Part I

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    The Culture/Learning Connection 393

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    The Culture/Learning Connection 395

  • Page 410 and 411:

    The Culture/Learning Connection 397

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    The Culture/Learning Connection 399

  • Page 414 and 415:

    Endorsing an Angel 401

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    Endorsing an Angel 403

  • Page 418 and 419:

    Endorsing an Angel 405

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    Endorsing an Angel 407

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    Endorsing an Angel 409

  • Page 424 and 425:

    The Buddha View 411

  • Page 426 and 427:

    The Buddha View 413

  • Page 428 and 429:

    The Buddha View 415

  • Page 430 and 431:

    The Buddha View 417

  • Page 432 and 433:

    Without Using the “S” Word 419

  • Page 434 and 435:

    Without Using the “S” Word 421

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    Without Using the “S” Word 423

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    Without Using the “S” Word 425

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    Without Using the “S” Word 427

  • Page 442 and 443:

    Beyond Readiness 429

  • Page 444 and 445:

    Beyond Readiness 431

  • Page 446 and 447:

    Beyond Readiness 433

  • Page 448 and 449:

    Beyond Readiness 435

  • Page 450 and 451:

    Beyond Readiness 437

  • Page 452 and 453:

    Educational Purpose

  • Page 454 and 455:

    Foundations of Reconceptualized Tea

  • Page 456 and 457:

    Foundations of Reconceptualized Tea

  • Page 458 and 459:

    Foundations of Reconceptualized Tea

  • Page 460 and 461:

    Foundations of Reconceptualized Tea

  • Page 462 and 463:

    CHAPTER 54

  • Page 464 and 465:

    The Diverse Purposes of Teaching an

  • Page 466 and 467:

    The Diverse Purposes of Teaching an

  • Page 468 and 469:

    SKEPTICAL POSTMODERNISM

  • Page 470 and 471:

    Postmodern Pedagogy 457

  • Page 472 and 473:

    Postmodern Pedagogy 459

  • Page 474 and 475:

    Postmodern Pedagogy 461

  • Page 476 and 477:

    Enactivism

  • Page 478 and 479:

    Complexity Science, Ecology, and En

  • Page 480 and 481:

    Complexity Science, Ecology, and En

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    Complexity Science, Ecology, and En

  • Page 484 and 485:

    Complexity Science, Ecology, and En

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    Complexity Science, Ecology, and En

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    Providing a Warrant for Constructiv

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    Providing a Warrant for Constructiv

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    ENACTION

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    Providing a Warrant for Constructiv

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    Providing a Warrant for Constructiv

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    Knowledge Work

  • Page 500 and 501:

    Action Research and Educational Psy

  • Page 502 and 503:

    Action Research and Educational Psy

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    Action Research and Educational Psy

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    ETHICAL ISSUES AND PROFESSIONAL RES

  • Page 508 and 509:

    Action Research and Educational Psy

  • Page 510 and 511:

    CHAPTER 59

  • Page 512 and 513:

    Beyond the “Qualitative/Quantitat

  • Page 514 and 515:

    Beyond the “Qualitative/Quantitat

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    Beyond the “Qualitative/Quantitat

  • Page 518 and 519:

    Knowledge in a Reconceptualized Edu

  • Page 520 and 521:

    Knowledge in a Reconceptualized Edu

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    Knowledge in a Reconceptualized Edu

  • Page 524 and 525:

    Critical Epistemology 511

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    Critical Epistemology 513

  • Page 528 and 529:

    Critical Epistemology 515

  • Page 530 and 531:

    Critical Epistemology 517

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    Critical Epistemology 519

  • Page 534 and 535:

    CHAPTER 62

  • Page 536 and 537:

    Dialogism 523

  • Page 538 and 539:

    Dialogism 525

  • Page 540 and 541:

    Dialogism 527

  • Page 542 and 543:

    TERMS FOR READERS

  • Page 544 and 545:

    Experiential Learning 531

  • Page 546 and 547:

    Experiential Learning 533

  • Page 548 and 549:

    Experiential Learning 535

  • Page 550 and 551:

    Experiential Learning 537

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    Experiential Learning 539

  • Page 554 and 555:

    Workplace Learning 541

  • Page 556 and 557:

    Workplace Learning 543

  • Page 558 and 559:

    Workplace Learning 545

  • Page 560 and 561:

    SUGGESTED READING

  • Page 562 and 563:

    FROM SUBJECTIVITY TO INTERSUBJECTIV

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    Dialogic Learning 551

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    Dialogic Learning 553

  • Page 568 and 569:

    Dialogic Learning 555

  • Page 570 and 571:

    Dialogic Learning 557

  • Page 572 and 573:

    John Dewey’s Theory of Learning 5

  • Page 574 and 575:

    John Dewey’s Theory of Learning 5

  • Page 576 and 577:

    Figure 66.1

  • Page 578 and 579:

    CHAPTER 67

  • Page 580 and 581:

    Crash or Crash Through: Part 1 567

  • Page 582 and 583:

    COGENERATIVE DIALOGUING

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    Crash or Crash Through: Part 1 571

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    Crash or Crash Through: Part 1 573

  • Page 588 and 589:

    CHAPTER 68

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    Crash or Crash Through: Part 2 577

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    Crash or Crash Through: Part 2 579

  • Page 594 and 595:

    Crash or Crash Through: Part 2 581

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    Crash or Crash Through: Part 2 583

  • Page 598 and 599:

    Counter-memory and Re-memory-ing fo

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    Counter-memory and Re-memory-ing fo

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    Counter-memory and Re-memory-ing fo

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    Counter-memory and Re-memory-ing fo

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    Memory and Educational Psychology 5

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    Memory and Educational Psychology 5

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    Memory and Educational Psychology 5

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    Memory and Educational Psychology 5

  • Page 614 and 615:

    Mind CHAPTER 71

  • Page 616 and 617:

    Where Is the Mind Supposed to Be? 6

  • Page 618 and 619:

    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

  • Page 626 and 627:

    Neuropolitics 613

  • Page 628 and 629:

    Neuropolitics 615

  • Page 630 and 631:

    Neuropolitics 617

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    Desperately Seeking Psyche I 619

  • Page 634 and 635:

    Desperately Seeking Psyche I 621

  • Page 636 and 637:

    Desperately Seeking Psyche I 623

  • Page 638 and 639:

    CHAPTER 74

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    Desperately Seeking Psyche II 627

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    Desperately Seeking Psyche II 629

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    Desperately Seeking Psyche II 631

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    What Educational Psychology Can Lea

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    What Educational Psychology Can Lea

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    Using Critical Thinking to Understa

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    Using Critical Thinking to Understa

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    Using Critical Thinking to Understa

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    Pedagogies and Politics 643

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    Pedagogies and Politics 645

  • Page 660 and 661:

    Pedagogies and Politics 647

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    Pedagogies and Politics 649

  • Page 664 and 665:

    CHAPTER 78

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    Knowledge or Multiple Knowings 653

  • Page 668 and 669:

    Knowledge or Multiple Knowings 655

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    Knowledge or Multiple Knowings 657

  • Page 672 and 673:

    Knowledge or Multiple Knowings 659

  • Page 674 and 675:

    Knowledge or Multiple Knowings 661

  • Page 676 and 677:

    Knowledge or Multiple Knowings 663

  • Page 678 and 679:

    CHAPTER 79

  • Page 680 and 681:

    Making the “Familiar” Strange 6

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    II: In/Visibility Blues

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    Making the “Familiar” Strange 6

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    Making the “Familiar” Strange 6

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    Making the “Familiar” Strange 6

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    CHAPTER 80

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    Gender and Education 679

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    Gender and Education 681

  • Page 696 and 697:

    Gender and Education 683

  • Page 698 and 699:

    Gender and Education 685

  • Page 700 and 701:

    TEAM 687

  • Page 702 and 703:

    PARENTAL OBSTACLES

  • Page 704 and 705:

    TEAM OVERVIEW

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    TEAM 693

  • Page 708 and 709:

    TEAM 695

  • Page 710 and 711:

    TEAM 697

  • Page 712 and 713:

    TEAM 699

  • Page 714 and 715:

    Reaching Out to “Underserved” F

  • Page 716 and 717:

    CHAPTER 82

  • Page 718 and 719:

    Becoming Whole Again through Critic

  • Page 720 and 721:

    Becoming Whole Again through Critic

  • Page 722 and 723:

    Situated Cognition

  • Page 724 and 725:

    Situated Cognition and Beyond 711

  • Page 726 and 727:

    Situated Cognition and Beyond 713

  • Page 728 and 729:

    Situated Cognition and Beyond 715

  • Page 730 and 731:

    CHAPTER 84

  • Page 732 and 733:

    Situating Situated Cognition 719

  • Page 734 and 735:

    Situating Situated Cognition 721

  • Page 736 and 737:

    Situating Situated Cognition 723

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    Situating Situated Cognition 725

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    Situating Situated Cognition 727

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    CHAPTER 85

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    Stakeholder-Driven Educational Syst

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    Stakeholder-Driven Educational Syst

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    Stakeholder-Driven Educational Syst

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    Teacher Thinking for Democratic Lea

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    Teacher Thinking for Democratic Lea

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    Teacher Thinking for Democratic Lea

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    Teacher Thinking for Democratic Lea

  • Page 758 and 759:

    Recognizing Students among Educatio

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    Recognizing Students among Educatio

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    Recognizing Students among Educatio

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    Recognizing Students among Educatio

  • Page 766 and 767:

    Recognizing Students among Educatio

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    CHAPTER 88

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    Critical Consciousness and Pedagogy

  • Page 772 and 773:

    Critical Consciousness and Pedagogy

  • Page 774 and 775:

    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

  • Page 780 and 781:

    Critical Consciousness and Pedagogy

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    Homeschooling 769

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    Homeschooling 771

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    Homeschooling 773

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    Homeschooling 775

  • Page 790 and 791:

    Homeschooling 777

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    Homeschooling 779

  • Page 794 and 795:

    Activity Theory as a Framework 781

  • Page 796 and 797:

    Peripheral participants

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    Activity Theory as a Framework 785

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    Activity Theory as a Framework 787

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    Activity Theory as a Framework 789

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    Activity Theory as a Framework 791

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    Activity Theory as a Framework 793

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    Teacher-Student Communication in Ed

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    Teacher-Student Communication in Ed

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    COMMUNICATION

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    Teacher-Student Communication in Ed

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    Teacher-Student Communication in Ed

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    Testing/Assessment

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    The Rise of Scientific Literacy Tes

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    The Rise of Scientific Literacy Tes

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    The Rise of Scientific Literacy Tes

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    FURTHER READING

  • Page 828 and 829:

    Psychometric Practice and the Probl

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    Psychometric Practice and the Probl

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    Psychometric Practice and the Probl

  • Page 834 and 835:

    Precision as Value

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    Psychometric Practice and the Probl

  • Page 838 and 839:

    Curriculum, Instruction, and Assess

  • Page 840 and 841:

    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum

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    Race in America 839

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    Race in America 841

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    Race in America 843

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    Race in America 845

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    Epistemology

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    The State of the Soul in Educationa

  • Page 864 and 865:

    The State of the Soul in Educationa

  • Page 866 and 867:

    The State of the Soul in Educationa

  • Page 868 and 869:

    CHAPTER 97

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    Critical Constructivism and Postfor

  • Page 872 and 873:

    Critical Constructivism and Postfor

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    Critical Constructivism and Postfor

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    Critical Constructivism and Postfor

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    Intelligence Is Not a Thing 865

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    Intelligence Is Not a Thing 867

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    Intelligence Is Not a Thing 869

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    Intelligence Is Not a Thing 871

  • Page 886 and 887:

    UNPACKAGING THE SKINNER BOX

  • Page 888 and 889:

    Unpackaging the Skinner Box 875

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    Postformalism and Critical Multicul

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    Postformalism and Critical Multicul

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    Postformalism and Critical Multicul

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    Postformalism and Critical Multicul

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

  • Page 902 and 903:

    Postformalism and Critical Ontology

  • Page 904 and 905:

    Postformalism and Critical Ontology

  • Page 906 and 907:

    Postformalism and Critical Ontology

  • Page 908 and 909:

    Postformalism and Critical Ontology

  • Page 910 and 911:

    Postformalism and Critical Ontology

  • Page 912 and 913:

    Paradigmatic Change

  • Page 914 and 915:

    Educational Psychology in a New Par

  • Page 916 and 917:

    Educational Psychology in a New Par

  • Page 918 and 919:

    Educational Psychology in a New Par

  • Page 920 and 921:

    CHAPTER 104

  • Page 922 and 923:

    Alternative Realities in Educationa

  • Page 924 and 925:

    Alternative Realities in Educationa

  • Page 926 and 927:

    Alternative Realities in Educationa

  • Page 928 and 929:

    Alternative Realities in Educationa

  • Page 930 and 931:

    PICTURE THIS

  • Page 932 and 933:

    Educational Psychology on the Move

  • Page 934 and 935:

    Educational Psychology on the Move

  • Page 936 and 937:

    Pedagogy

  • Page 938 and 939:

    Toward a Postformal Model of Histor

  • Page 940 and 941:

    Toward a Postformal Model of Histor

  • Page 942 and 943:

    Toward a Postformal Model of Histor

  • Page 944 and 945:

    Toward a Postformal Model of Histor

  • Page 946 and 947:

    Postformalism and a Literacy of Pow

  • Page 948 and 949:

    Postformalism and a Literacy of Pow

  • Page 950 and 951:

    Postformalism and a Literacy of Pow

  • Page 952 and 953:

    Postformalism and a Literacy of Pow

  • Page 954 and 955:

    Postformalism and a Literacy of Pow

  • Page 956 and 957:

    Research

  • Page 958 and 959:

    Research in Educational Psychology

  • Page 960 and 961:

    Research in Educational Psychology

  • Page 962 and 963:

    Research in Educational Psychology

  • Page 964 and 965:

    Research in Educational Psychology

  • Page 966 and 967:

    Research in Educational Psychology

  • Page 968 and 969:

    Research in Educational Psychology

  • Page 970 and 971:

    Research in Educational Psychology

  • Page 972 and 973:

    Research in Educational Psychology

  • Page 974 and 975:

    READING AS PRAXIS

  • Page 976 and 977:

    The Spiritual Nature of Postformal

  • Page 978 and 979:

    The Spiritual Nature of Postformal

  • Page 980:

    The Spiritual Nature of Postformal

  • Page 983 and 984:

    970 Index

  • Page 985 and 986:

    972 Index

  • Page 987 and 988:

    974 Index

  • Page 989 and 990:

    976 Index

  • Page 991 and 992:

    978 Index

  • Page 993 and 994:

    980 Index

  • Page 995 and 996:

    982 Index

  • Page 997 and 998:

    984 Index

  • Page 999 and 1000:

    986 Index

  • Page 1001 and 1002:

    988 Index

  • Page 1003 and 1004:

    990 Index

  • Page 1005 and 1006:

    992 Index

  • Page 1007 and 1008:

    994 Index

  • Page 1009 and 1010:

    996 Index

  • Page 1011 and 1012:

    998 Index

  • Page 1013 and 1014:

    1000 Index

  • Page 1015 and 1016:

    1002 Index

  • Page 1017 and 1018:

    1004 About the Contributors

  • Page 1019 and 1020:

    1006 About the Contributors

  • Page 1021 and 1022:

    1008 About the Contributors

  • Page 1023 and 1024:

    1010 About the Contributors

  • Page 1025 and 1026:

    1012 About the Contributors

  • Page 1027 and 1028:

    1014 About the Contributors

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