O'Donnell, A. et al. ed.
Educational Psychology 2nd ed.
Reflection for Action
（教育心理学 第2版）
John Wiley & Sons 2008.3
590 pp.(P)
ISBN 0-470-13630-8
14,800円
Contents
1. Introducing Educational Psychology & Reflective Practice/ 2. Effective Teachers and the Process of Teaching/ 3. Cognitive Development/ 4. Personal and Social Development/ 5. Individual Differences and Special Needs/ 6. Behavior Learning Theory/ 7. Classroom Management/ 8. Cognitive Theories of Learning/ 9. Learning from Peers/ 10. Social Constructivism and Learning in Community/ 11. Engaging Students in Learning/ 12. Motivation to Learn/ 13. Assessment for Learning/ 14. Standardized Assessments/ Index/
* Written by experts in cognition, motivation, and assessment, the new second edition provides an effective framework that not only makes the study of educational psychology manageable, but also develops new teachers into reflective practitioners. It integrates real classroom cases, thought-provoking questions, and synthesizing activities to guide readers through a unique four-step process that seamlessly translates theory into practice, and helps make reflection an everyday practice. *
Jimerson , S. R. et al. ed.
The Handbook of International School Psychology
国際学校心理学ハンドブック
Sage Pub. 2006.9
568 pp.(H)
ISBN 1-4129-2669-6
18,000円
Contents
1.Introduction to The Handbook of International School Psychology/ Section I. Country Chapters: 2.School Psychology in Albania/ 3.School Psychology in Australia/ 4.School Psychology in Brazil/ 5.School Psychology in Canada/ 6.School Psychology in China/ 7.School Psychology in Cyprus/ 8.School Psychology in Denmark/ 9.Educational Psychology in England and Wales/ 10.School Psychology in Estonia/ 11.School Psychology in Finland/ 12.School Psychology in France/ 13.School Psychology in Germany/ 14.School Psychology in Greece/ 15.School Psychology in Hong Kong/ 16.School Psychology in Hungary/ 17.School Psychology in India/ 18.School Psychology in Ireland/ 19.School Psychology in Israel/ 20.The Service of School Psychology in Italy/ 21.School Psychology in Jamaica/ 22.School Psychology in Japan/ 23.School Psychology in Lithuania/ 24.School Psychology in Malta/ 25.Psychologists in Education in the Netherlands/ 26.Educational Psychology in New Zealand/ 27.School Psychology in Nigeria/ 28.School Psychology in Norway/ 29.School Psychology in Pakistan/ 30.School of Psychology in Peru/ 31.School Psychology in Puerto Rico/ 32.School Psychology in Romania/ 33.Psychology in Education in the Russian Federation/ 34.Professional Educational Psychology in Scotland/ 35.School Psychology in Slovak Republic/ 36.School Psychology in South Africa/ 37.School Psychology in South Korea/ 38.School Psychology in Spain/ 39.School Psychology in Switzerland/ 40.Psychological Services in the Schools in Turkey/ 41.School Psychology in the United Arab Emirates/ 42.School Psychology in the United States/ 43.School Psychology in Venezuela/ 44.School Psychology in Zimbabwe/ Section II. Synthesis Chapters: 45.School Psychology Internationally/ 46.Centripetal and Centrifugal Trends Influencing School Psychology’s International Development/ 47.The International School Psychological Association: Its Formation, Accomplishments, and Future Missions/ 48.The International School Psychology Survey: Insights From School Psychologists Around the World/ 49.Summary and Synthesis of International School Psychology/ index/
* “This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology―and special education―over years play an important role in cross-national implementation strategies.” ―Niels Egelund, Institute of Educational Psychology, The Danish University of Education. *
Brown, S. D. & Lent, R. W. ed.
Handbook of Counseling Psychology 4th ed.
カウンセリング心理学ハンドブック
John Wiley & Sons 2008.3
639 pp.(H)
ISBN 0-470-09622-5
15,400円
Contents
Part I. Professional and Scientific Issues: 1. Legal and Ethical Issues Affecting Counseling Psychologists/ 2. The Changing Landscape of Professional Practice in Counseling Psychology/ 3. Technological Advances: Implications for Counseling Psychology Research, Training, and Practice/ 4. Social Justice and Counseling Psychology: A Challenge to the Profession/ 5. The Growing Internationalization of Counseling Psychology/ 6. The Interface of Counseling Psychology and Positive Psychology: Assessing and Promoting Strengths/ Part II. Diversity and Multicultural Psychology: 7. Conceptual and Measurement Issues in Multicultural Psychology Research/ 8. Theoretical and Empirical Advances in Multicultural Counseling and Psychology/ 9. Multicultural Competence in Counseling Psychology Practice and Training/ 10. Social Class and Classism: Understanding the Psychological Impact of Poverty and Inequality/ 11. Psychology of Gender/ 12. Counseling Psychology and Sexual Orientation: History, Selective Trends, and Future Directions/ 13. Advances in Conceptualizing and Studying Disability/ Part III. Counseling and Supervision: 14. Measuring and Improving Psychotherapy Outcome in Routine Practice/ 15. The Importance of Treatment and the Science of Common Factors in Psychotherapy/ 16. A Tripartite Model of the Therapeutic Relationship/ 17. Facilitating Insight in Counseling and Psychotherapy/ 18. Therapist Self-Awareness: Interdisciplinary Connections and Future Directions/ 19. Culture and Race in Counseling and Psychotherapy: A Critical Review of the Literature/ 20. Developments in Counselor Training and Supervision/ Part IV. Career Development and Vocational Psychology: 21. Advances in Vocational Theories/ 22. Vocational Psychology and Individual Differences/ 23. Conceptualizing and Diagnosing Problems of Vocational Decision-Making/ 24. Contextual Factors in Vocational Psychology: Intersections of Individual, Group, and Societal Dimensions/ 25. Work, Family, and Dual-Earner Couples: Implications for Research and Practice/ 26. Vocational Counseling Process and Outcome/ 27. Understanding and Promoting Work Satisfaction: An Integrative View/ Part V. Development and Prevention: 28. Risk and Resilience/ 29. Promoting Positive Development and Competency Across the Lifespan/ 30. Promoting Health and Preventing and Reducing Disease/ 31. Suicide Prevention/ 32. Substance Abuse Prevention and Treatment/ 33. Preventing Eating and Weight-Related Disorders: Toward an Integrated Best Practices Approach/ 34. School Violence and Bullying Prevention: From Research-based Explanations to Empirically-based Solutions/ Index/
* This new edition of the best known and only comprehensive reference covering counseling in clinical and educational settings is completely updated and revised, with chapters by leading figures in counseling psychology. *
Reid, A. et al. ed.
Participation and Learning
Perspectives on Education and the Environment, Health and Sustainability
（参加と学習）
Springer-Verlag 2008.
346 pp.(H)
ISBN 1-4020-6415-2
20,700円
Contents
1. Introduction/ 2. Stepping back from "the ladder": reflections on a model of participatory work with children/ 3. Differentiating and evaluating conceptions and examples of participation in environment-related learning/ 4. Learning in and as participation: a case study from health promoting schools/ 5. Environmental learning and categories of interest: exploring modes of participation in a conservation NGO/ 6. Participation and the ecology of environmental awareness and action/ 7. Participation, situated culture and practical reason and situated culture/ 8. From practice to theory: participation as learning in the context of sustainable development projects/ 9. Participation and sustainable development: the role and challenges of mediating agents/ 10. Mental ownership and participation for innovation in environmental education and education for sustainable development/ 11. Participation, education and democracy: implications for environmental education, health education, and education for sustainable development/ 12. What comes before participation? Searching for meaning in teachers’ constructions of participatory learning in environmental education/ 13. Participatory pedagogy in environmental education: reproduction or disruption?/ 14. Elusive participation: methodological challenges in researching teaching and participatory learning in environmental education/ 15. Student participation in school ground greening initiatives in Canada: reflections on research design decisions and key findings/ 16. Researching participation using critical discourse analysis/ 17. Youth participation in local environmental action: an avenue for science and civic learning? / 18. A clash of worlds: children talking about their community experience in relation to the school curriculum/ 19. Sustainable education, whole school approaches and communities of action Tony Shallcross and JohnRobinson 20. School councils as an arena for pupils’ participation in collaborative environmental education projects/ Index/
* This ground-breaking collection brings together a diverse range of perspectives on the philosophy, design and experience of participatory approaches within education and the environment, health and sustainability. Chapters address participatory work with children, youth and adults in both formal and non-formal settings. Authors combine reflections on experience, models and case studies of participatory education with commentary on key debates and issues. The book will be a valuable resource for researchers and advanced students with interests in learning, research and key concepts in environmental education, health education, and education for sustainable development, and professionals and practitioners engaged in planning and evaluation. *
Coan, J. A. & Allen, J. J. B. ed.
Handbook of Emotion Elicitation and Assessment
情動の顕在化と査定ハンドブック
Oxford U.P. (E) 2007.3
504 pp. (H)
ISBN 0-19-516915-8
12,200円
Contents
* Emotion research has become a mature branch of psychology, with its own standardized measures, induction procedures, data-analysis challenges, and sub-disciplines. During the last decade, a number of books addressing major questions in the study of emotion have been published in response to a rapidly increasing demand that has been fueled by an increasing number of psychologists whose research either focus on or involve the study of emotion.
* Very few of these books, however, have presented an explicit discussion of the tools for conducting research, despite the facts that the study of emotion frequently requires highly specialized procedures, instruments, and coding strategies, and that the field has reached a place where a large number of excellent elicitation procedures and assessment instruments have been developed and validated.
* Emotion Elicitation and Assessment corrects this oversight in the literature by organizing and detailing all the major approaches and instruments for the study of emotion. It is the most complete reference for methods and resources in the field, and will serve as a pragmatic resource for emotion researchers by providing easy access to a host of scales, stimuli, coding systems, assessment tools, and innovative methodologies. *
Ciarrochi, J. & Mayer, J.D. ed.
Applying Emotional Intelligence
A Practitioner's Guide
Psychology Press 2007.1
184 pp.
ISBN 1-84169-461-4
13,000円
Contents
* The emphasis of the book is applied, in that it provides and contrasts concrete examples of what we do in our interventions in a wide variety of situations. The chapters present descriptions of programs, including specific activities and exercises that influence emotional knowledge and social effectiveness more generally. While practical in its focus, this book also discusses the theoretical bases for these approaches.
* These are new programs with outcomes that are now beginning to be studied. The book presents the most important and recent research findings that examine the efficacy of these programs. Applying Emotional Intelligence is a "must-read" for anyone interested in EI and its application. This book will be of interest to researchers conducting EI intervention research, as well as a wide variety of practitioners, including those interested in developing EI in organizations, health areas, clinical populations, and school-age settings. Finally, the book is designed to be relevant to the reader's own life, encouraging the reader to consider how the programs and the exercises might impact his or her personality and outlook, as well as contribute to the development of those who have themselves participated in the programs. *
Howes, M. B.
Human Memory
Structures and Images
（人間の記憶：構造とイメージ）
Sage Pub. 2006.11
472 pp.(P)
ISBN 1-4129-1629-1
8,700円
Contents
1. Memory: Historical and Current Perspectives/ 2. Mainstream Foundations: The Associative Model of Memory/ 3. Sensory Memory/ 4. Verbal Short-Term Memory/ 5. Working Memory/ 6. Long-Term Memory: Foundations/ 7. Long-Term Memory: Ongoing Research/ 8. Constructivism/ 9. Memory Change: Alterations in the Components of a Memory/ 10. Long-Term Memory: Higher Order Structures/ 11. Autobiographical Memory/ 12. Memory for Images/ 13. Implicit Memory/ 14. Traumatic Memory and False Memory/ 15. Disorders of Memory/ 16. Neuroscience and Memory/ index/
* “Howes' new textbook, Human Memory, offers a thorough and expansive introduction to the science of remembering and forgetting. With highly accessible prose, Howes keeps the student clearly in mind as she deftly weaves together traditional and novel approaches to memory research. Unlike any other memory textbook on the market . . . it looks to be a definite winner in the classroom.” ―James S. Nairne, Purdue University *
220-13 登録日 08.04.14
