Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class?
This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools.

In Writing Genres, Amy J. Devitt examines genre from social, linguistic, professional, and historical perspectives and explores genre's educational uses, making this volume the most comprehensive view of genre theory today.

Beginning by defining genre as a typified rhetorical action occurring at the nexus of situation, culture, and other genres, Devitt argues that genre highlights variations in texts necessary for creativity, a treatment that opposes the traditional view of genre as constraining and homogenizing. In step with contemporary genre scholarship, Writing Genres does not limit itself just to literary genres or to ideas of genres as formal conventions. Devitt succeeds in providing a theoretical definition of genre as rhetorical, dynamic, and flexible, as well as ideological and constraining. This theoretical approach sees genres as types of rhetorical actions that people perform and encounter everyday in academic, professional, and social interactions. As such, jokes, sweepstakes letters, junk mail, mystery novels, academic research papers, small talk, lectures, and travel brochures are all complex genres of their own. Genres such as these have the power to ease communication or to dec! eive, to enable someone to speak or to discourage someone from saying something different.

Nineteenth century families had to deal with enormous changes in almost all of life's categories. The first generation of nineteenth century Americans was generally anxious to remove the "Anglo" from their Anglo-Americanism. The generation that grew up in Jacksonian America matured during a period of nationalism, egalitarianism, and widespread reformism. Finally, the generation of the pre-war decades was innately diverse in terms of their ethnic backgrounds, employment, social class, education, language, customs, and religion. Americans were acutely aware of the need to create a stable and cohesive society firmly founded on the family and traditional family values...

Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition
Relational frame theory, or RFT, is a psychological theory of human language and cognition, developed largely through the efforts of Steven C. Hayes and Dermot Barnes-Holmes and currently being tested in about three dozen laboratories around the world. Based on the philosophical roots of functional contextualism, it focuses on how humans learn language through interactions with the environment. Functional contextualism is an extension and contextualistic interpretation of B.F. Skinner's radical behaviorism, and emphasizes the importance of predicting and influencing psychological events, such as thoughts, feelings, and behaviors, by focusing on manipulable variables in their context.(Wikipedia)

The Psychology of the Language Learner : Individual Differeces in Second Language Acquisition (Second Language Acquisition Research)This book follows the structure of the seminal book by Peter Skehan (1989), Individual Differences in Second Language Learning. The objective of Dornyei's book is to provide a single-authored monograph on language individual differences (ID) research. Based on this objective, the author provides a consistent and comprehensive review of the most up-to-date studies in this field. In doing so, he extends the traditional boundary of ID research and includes some important learner variables from other fields, such as psychology and sociology.