Psychology 2013 - Cambridge University Press India

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8 Developmental psychology / Educational psychology Values, Religion, and Culture in Adolescent Development Edited by Gisela Trommsdorff Universität Konstanz, Germany and Xinyin Chen University of Pennsylvania Cultural values and religious beliefs play a substantial role in adolescent development. This collection is a timely addition to the literature on human development from a cultural-contextual perspective, and will interest scholars and professionals interested in basic developmental processes, adolescent social psychology and the sociological and psychological dimensions of religion. The Jacobs Foundation Series on Adolescence 2012 228 x 152 mm 468pp 22 b/w illus. 17 tables 978-1-107-01425-1 Hardback £60.00 eBook available www.cambridge.org/9781107014251 Realizing the Potential of Immigrant Youth Edited by Ann S. Masten University of Minnesota, Twin Cities Karmela Liebkind University of Helsinki, Finland and Donald J. Hernandez Hunter College, City University of New York The success and well-being of immigrant youth has become a vital issue for many receiving societies in North America and Europe as a result of global migration. This volume brings together leading scholars on immigrant youth to discuss current research and its implications for education, policy and intervention. The Jacobs Foundation Series on Adolescence 2012 228 x 152 mm 464pp 20 b/w illus. 14 tables 978-1-107-01950-8 Hardback £65.00 eBook available www.cambridge.org/9781107019508 Educational psychology School Bullying New Theories in Context Edited by Robin May Schott Aarhus Universitet, Denmark and Dorte Marie Søndergaard Aarhus Universitet, Denmark This book challenges the homogeneity of school bullying research and the dominance of the individualistic approach. It brings into focus the multiple and complex social and relational dynamics in bullying processes. Drawing on new theoretical frameworks and cross-disciplinary perspectives, it paves the way for a paradigm shift in this field. 2013 228 x 152 mm 400pp 978-1-107-02776-3 Hardback c. £65.00 Publication September 2013 www.cambridge.org/9781107027763 Discontinuity in Learning Dewey, Herbart and Education as Transformation Andrea R. English Mount St Vincent University, Halifax, Nova Scotia In this groundbreaking book, Andrea English argues that discontinuous experiences, such as uncertainty and struggle, are essential to learning. Dr English presents a fresh take on contemporary educational issues through insightful readings of the works of two seminal thinkers in philosophy of education – nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. 2013 228 x 152 mm 198pp 1 b/w illus. 978-1-107-02521-9 Hardback £55.00 Publication April 2013 www.cambridge.org/9781107025219 Cognition and Motivation Forging an Interdisciplinary Perspective Edited by Shulamith Kreitler Tel-Aviv University Editor Shulamith Kreitler brings together a wide range of international contributors to examine the many internal and external factors affecting cognitive processes. These contributions go beyond the standard approach of examining the effects of motivation and emotion to consider the contextual factors that may influence cognition. 2012 228 x 152 mm 520pp 26 b/w illus. 6 tables 978-0-521-88867-7 Hardback £70.00 eBook available www.cambridge.org/9780521888677 Identity, Community, and Learning Lives in the Digital Age Edited by Ola Erstad Universitetet i Oslo and Julian Sefton-Green London School of Economics and Political Science Recent work on education, identity and community has expanded the intellectual boundaries of learning research. This book offers a systematic reflection on these studies, exploring the ways in which learning can be characterized across a range of ‘wholelife’ experiences. The multidisciplinary contributors also consider the policy implications of recent research. 2012 228 x 152 mm 249pp 11 b/w illus. 2 tables 978-1-107-00591-4 Hardback £65.00 eBook available www.cambridge.org/9781107005914 Handbook of Implementation Science for Psychology in Education Edited by Barbara Kelly University of Strathclyde and Daniel F. Perkins Pennsylvania State University This book aims to help practitioners in psychology and education provide more effective interventions in educational contexts. It addresses the widespread confusion and disappointment about the lack of effectiveness of real-world psychology and provides twenty-seven chapters offering proven policies, strategies and approaches for designing, supporting and improving interventions in schools. 2012 253 x 177 mm 500pp 26 b/w illus. 32 tables 978-0-521-19725-0 Hardback £90.00 www.cambridge.org/9780521197250 Teaching, Learning, and Visual Literacy The Dual Role of Visual Representation Billie Eilam University of Haifa, Israel This book addresses the core issues concerning visual literacy in education and offers strategies for improving the visual analytic abilities of teachers and students. Eilam presents a broad overview of visual representation theory, as well as a pragmatic discussion of best practices for the use of visual elements in schools. 2012 228 x 152 mm 328pp 30 b/w illus. 4 tables 978-0-521-11982-5 Hardback £60.00 eBook available www.cambridge.org/9780521119825
Educational psychology / Health and clinical psychology 9 Enhancing the Quality of Learning Dispositions, Instruction, and Learning Processes Edited by John R. Kirby Queen’s University, Ontario and Michael J. Lawson Flinders University of South Australia High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. 2012 228 x 152 mm 414pp 16 b/w illus. 22 tables 978-0-521-19942-1 Hardback £60.00 eBook available www.cambridge.org/9780521199421 Adaptive Technologies for Training and Education Edited by Paula J. Durlach U. S. Army Research Institute and Alan M. Lesgold University of Pittsburgh The purpose of this volume is to provide an overview of the latest advancements in computer-based training. In particular, it explores how the data a training system captures about the student can be used to alter the way training is presented on an individual basis. 2012 253 x 177 mm 378pp 86 b/w illus. 6 tables 978-0-521-76903-7 Hardback £60.00 eBook available www.cambridge.org/9780521769037 Cultural Foundations of Learning East and West Jin Li Brown University, Rhode Island This book describes fundamental differences in learning beliefs between the Western mind model and the East Asian virtue model of learning, detailing how children engage in learning, regard their learning peers and express their learning, as well as how parents guide their children. 2012 228 x 152 mm 400pp 18 b/w illus. 4 tables 978-0-521-76829-0 Hardback £60.00 978-0-521-16062-9 Paperback £22.99 eBook available www.cambridge.org/9780521768290 Textbook Literacies Mary Kalantzis University of Illinois and Bill Cope University of Illinois Literacies provides a comprehensive introduction to literacy pedagogy within today’s new media environment. Drawing on real-world examples, and with an emphasis on the ‘how-to’, it maps a range of methods teachers can use to help their students develop their capacities to read, write and communicate in different ways. Contents: Part I. The ‘Why’ of Literacies: 1. Literacies on a human scale; 2. Literacies’ purposes; Part II. Approaches to Literacies: 3. Didactic literacy; 4. Authentic literacy; 5. Functional literacy; 6. Critical literacies; Part III. The ‘What’ of Literacies: 7. Literacies as multimodal designs for meaning; 8. Making written meanings; 9. Making visual meanings; 10. Making spatial, tactile and gestural meanings; 11. Making audio and oral meanings; Part IV. The ‘How’ of Literacies: 12. Literacies to think and to learn; 13. Literacies pedagogy; 14. Literacies and learner differences; 15. Literacies standards and assessment. 2012 247 x 170 mm 464pp 978-1-107-40219-5 Paperback £45.00 eBook available www.cambridge.org/9781107402195 Constructing the Self in a Digital World Edited by Cynthia Carter Ching University of California, Davis and Brian J. Foley California State University, Northridge It has become popular in recent years to talk about ‘identity’ as an aspect of engagement with technology. Constructing the Self in a Digital World interrogates the various definitions of identity while examining the role of technology in the learning and lives of young people. Learning in Doing: Social, Cognitive and Computational Perspectives 2012 228 x 152 mm 265pp 32 b/w illus. 9 tables 978-0-521-51332-6 Hardback £60.00 eBook available www.cambridge.org/9780521513326 Games, Learning, and Society Learning and Meaning in the Digital Age Edited by Constance Steinkuehler University of Wisconsin, Madison Kurt Squire University of Wisconsin, Madison and Sasha Barab Arizona State University This volume covers major topics in the field of video games and learning. Written by some of the most influential thinkers in the field, it argues that video games are an important medium for shaping how people – young and old alike – think and learn in the digital age. Learning in Doing: Social, Cognitive and Computational Perspectives 2012 228 x 152 mm 480pp 31 b/w illus. 5 tables 978-0-521-19623-9 Hardback £60.00 978-0-521-14452-0 Paperback £24.99 eBook available www.cambridge.org/9780521196239 Health and clinical psychology Textbook Psychopathology A Critical Perspective Alison Lee Bath Spa University and Robert Irwin Bath Spa University This thought-provoking textbook on psychopathology/abnormal psychology takes a critical perspective; it moves away from contentious categorisation of mental distress and argues for the adoption of a less pathologising approach. The authors encourage students to question evidence and to identify and explore the dilemmas in this fascinating field. 2013 246 x 189 mm 300pp 978-1-107-00981-3 Hardback c. £70.00 978-0-521-27902-4 Paperback c. £31.99 Publication November 2013 www.cambridge.org/9781107009813 Power, Powerlessness and Addiction Jim Orford University of Birmingham Jim Orford argues that power and powerlessness have been neglected in addiction studies. He covers the disempowering nature of addiction, effects on family and others, social Visit our website at www.cambridge.org/knowledge
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