{"product_id":"international-guide-to-student-achievement-educational-psychology-handbook-9780415879019","title":"International Guide to Student Achievement Educational Psychology Handbook","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe\u003cb\u003e \u003ci\u003eInternational Guide to Student Achievement\u003c\/i\u003e\u003c\/b\u003e brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of What works? and What works best? World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. \u003c\/p\u003e\u003cp\u003eRather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping studentsâ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"\u003ci\u003eInternational Guide to Student Achievement\u003c\/i\u003e is a weighty college-level examination that draws together various theories and the latest international research on what makes students into achievers, and is a top recommendation for educators who would look at not another strategy-oriented guide, but a compilation of research that considers all the major influences known to shape student academic roles in various countries around the world. This international approach considers a range of options and tested ideas that can be crafted to any school setting, and is explored in over 150 entries that mix new educational insights into an approach easy to add to existing school routines.\" - James A. Cox, Midwest Book Review\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction \u003cem\u003eJ. Hattie \u0026amp; E. Anderman \u003c\/em\u003e \u003cb\u003eSection 1. Understanding Achievement\u003c\/b\u003e \u003cem\u003eE. Anderman \u0026amp; J. Hattie\u003c\/em\u003e 1.1\u003cem\u003e \u003c\/em\u003eDefining student achievement \u003cem\u003eThomas R. Guskey\u003c\/em\u003e 1.2 Academic Achievement: An Elementary School Perspective \u003cem\u003eAlan Bates, Rena Shifflet \u0026amp; Miranda Lin \u003c\/em\u003e 1.3 Academic Achievement: An Adolescent Perspective \u003cem\u003eR. Trent Haines \u0026amp; Christian E. Mueller \u003c\/em\u003e 1.4 Adult Education and Achievement \u003cem\u003eM Cecil Smith\u003c\/em\u003e 1.5 Academic Achievement: A Higher Education Perspective \u003cem\u003eTerrell L. Strayhorn\u003c\/em\u003e 1.6 Developmental Education for Adults and Academic Achievement \u003cem\u003eJoshua D. Hawley \u0026amp; Shu Chen Chiang\u003c\/em\u003e \u003cb\u003eSection 2. Influences from the Student\u003c\/b\u003e \u003cem\u003eMimi Bong\u003c\/em\u003e 2.1 Entry to School \u003cem\u003eCollette Tayler\u003c\/em\u003e 2.2 Piagetian Approaches \u003cem\u003ePhilip Adey \u0026amp; Michael Shayer\u003c\/em\u003e 2.3 Entry to Tertiary Education \u003cem\u003eEmer Smyth\u003c\/em\u003e 2.4 Physical activity \u003cem\u003eJanet Clinton\u003c\/em\u003e 2.5 Gender influences \u003cem\u003eJudith Gill\u003c\/em\u003e 2.6 Engagement and Opportunity to Learn \u003cem\u003ePhillip L. Ackerman\u003c\/em\u003e 2.7 Behavioral Engagement in Learning \u003cem\u003eJennifer Fredricks\u003c\/em\u003e 2.8 Goal Setting and Academic Achievement \u003cem\u003eDominique Morisano \u0026amp; Edwin A. Locke\u003c\/em\u003e 2.9 Self Reported Grades and GPA \u003cem\u003eMarcus Credé \u0026amp; Nathan R. Kuncel\u003c\/em\u003e 2.10. Conceptual Change \u003cem\u003eStella Vosniadou \u0026amp; Panagiotis Tsoumakis\u003c\/em\u003e 2.11 Social motivation and academic motivation \u003cem\u003eTim Urdan\u003c\/em\u003e 2.12 Attitudes and dispositions \u003cem\u003eRobert D. Renaud\u003c\/em\u003e 2.13 Personality influences \u003cem\u003eMeera Komarraju\u003c\/em\u003e 2.14 Academic self-concept \u003cem\u003eHerbert W. Marsh \u0026amp; Marjorie Seaton\u003c\/em\u003e 2.15 Self efficacy \u003cem\u003eMimi Bong\u003c\/em\u003e 2.16 Motivation \u003cem\u003eDale H. Schunk \u0026amp; Carol A. Mullen \u003c\/em\u003e 2.17 Friendship in school \u003cem\u003eAnnemaree Carroll, Stephen Houghton \u0026amp; Sasha Lynn \u003c\/em\u003e2.18 Indigenous and Other Minoritized Students \u003cem\u003eRussell Bishop\u003c\/em\u003e 2.19 Low Academic Success \u003cem\u003eDavid A. Bergin\u003c\/em\u003e 2.20 Learning Difficulties in School \u003cem\u003eR. Allan Allday \u0026amp; Mitchell L. Yell\u003c\/em\u003e \u003cstrong\u003eSection 3. Influences from the Home\u003c\/strong\u003e \u003cem\u003eAndrew Martin\u003c\/em\u003e 3.1 Resident and Non-Resident Fathers \u003cem\u003eWilliam Jeynes\u003c\/em\u003e 3.2 Home Environment \u003cem\u003eBurkhard Gniewosz \u0026amp; Jacquelynne S. Eccles\u003c\/em\u003e 3.3 Socioeconomic Status and Student Achievement\u003cem\u003e Jeanne Brooks-Gunn \u0026amp; Erin Bamgarner\u003c\/em\u003e 3.4 Welfare Policies \u003cem\u003eLisa A. Gennetian \u0026amp; Pamela A. Morris\u003c\/em\u003e 3.5 Family-School Partnerships and Academic Achievement \u003cem\u003eAndrew J. Martin\u003c\/em\u003e 3.6 Parent Involvement in Learning \u003cem\u003eWendy S. Grolnick, Jacquelyn N. Raftery, \u0026amp; Elizabeth S. Flamm\u003c\/em\u003e 3.7 Maternal Employment and Achievement \u003cem\u003eRachel G. Lucas-Thompson \u0026amp; Wendy A. Goldberg\u003c\/em\u003e 3.8 Television and Academic Achievement \u003cem\u003eAndrew J. Martin\u003c\/em\u003e \u003cb\u003eSection 4. Influences from the School \u003c\/b\u003e\u003cem\u003eCatherine Bradshaw\u003c\/em\u003e 4.1 Charter Schools and Academic Achievement\u003cem\u003e Ann Allen\u003c\/em\u003e 4.2 Ability Grouping \u003cem\u003eEd Baines \u003c\/em\u003e 4.3 Evaluating and Improving Student-Teacher Interactions \u003cem\u003eAnne H. Cash \u0026amp; Bridget K. Hamre\u003c\/em\u003e 4.4 Mixed-grade elementary-school classes and student achievement \u003cem\u003eLinley Cornish\u003c\/em\u003e 4.5 School-Based Mental Health \u003cem\u003eErin Dowdy, Matthew P. Quirk, \u0026amp; Jenna K. Chin \u003c\/em\u003e 4.6 Achievement in Faith-Based Schools \u003cem\u003eL. Mickey Fenzel\u003c\/em\u003e 4.7 Class size \u003cem\u003eJohn Hattie\u003c\/em\u003e 4.8 Financing Schools \u003cem\u003eEric A. Hanushek\u003c\/em\u003e 4.9 Influences of School Layout and Design on Student Achievement\u003cem\u003e C. Kenneth Tanner\u003c\/em\u003e 4.10 Grade Retention \u003cem\u003eShane R. Jimerson \u0026amp; Jacqueline A. Brown\u003c\/em\u003e 4.11 Inclusive Education Geoff Lindsay 4.12 School-wide Positive Behavior Interventions and Supports and Academic Achievement \u003cem\u003eKent Mcintosh, Sophie V. Ty, Robert H. Horner, \u0026amp; George Sugai\u003c\/em\u003e 4.13 School Connectedness \u003cem\u003eClea Mcneely\u003c\/em\u003e 4.14 Teacher Mentoring, Coaching, and Consultation \u003cem\u003eElise T. Pas \u0026amp; Daniel S. Newman\u003c\/em\u003e 4.15 The Link between Student Mobility and Academics \u003cem\u003eBess Rose \u0026amp; Catherine P. Bradshaw\u003c\/em\u003e 4.16 Service Learning \u003cem\u003eShelley H. Billig\u003c\/em\u003e 4.17 Single-Sex Schools and Academic Achievement \u003cem\u003eShirley L. Yu \u0026amp; Isabel Rodriguez-Hejazi \u003c\/em\u003e 4.18 Summer School and Student Achievement in the United States \u003cem\u003eJordan D. Matsudaira\u003c\/em\u003e 4.19 Within Class Grouping: Arguments, Practices, and Research Evidence Yiping Lou 4.20 Special Education and Academic Achievement \u003cem\u003eBenjamin Zablotsky \u0026amp; Michael S. Rosenberg\u003c\/em\u003e 4.21 Social and Emotional Learning and Academic Achievement \u003cem\u003eJessika Zmuda \u0026amp; Catherine P. Bradshaw\u003c\/em\u003e 4.22 Middle School Transitions \u003cem\u003eEric M. Anderman\u003c\/em\u003e \u003cb\u003eSection 5: Influences from the classroom \u003c\/b\u003eJulianne Turner 5.1 Classroom Instructional Contexts \u003cem\u003eDebra K. Meyer \u003c\/em\u003e 5.2 Academic Motivation and Achievement in Classrooms \u003cem\u003eLynley H. Anderman\u003c\/em\u003e 5.3 Elementary Classroom Management \u003cem\u003eInge R. Poole \u0026amp; Carolyn M. Evertson\u003c\/em\u003e 5.4 Emotion and Achievement in the Classroom \u003cem\u003eThomas Goetz \u0026amp; Nathan C. Hall\u003c\/em\u003e 5.5 Secondary Classroom Management \u003cem\u003eAnne Gregory \u0026amp; Jennifer R. Jones\u003c\/em\u003e 5.6 Homework and Academic Achievement \u003cem\u003eJianzhong Xu\u003c\/em\u003e 5.7 The Role of Formative Assessment in Student Achievement \u003cem\u003eAryn C. Karpinski \u0026amp; Jerome V. D’Agostino\u003c\/em\u003e 5.8 Peer Influences in Elementary School \u003cem\u003eGary W. Ladd \u003c\/em\u003e5.9 Acceleration for all \u003cem\u003eHenry M. Levin \u0026amp; Pilar Soler \u003c\/em\u003e 5.10 Ability grouping \u003cem\u003eJanet Ward Schofield\u003c\/em\u003e 5.11 Collaboration in the Classroom \u003cem\u003eNoreen M. Webb\u003c\/em\u003e \u003cb\u003eSection 6. Influences from the teacher \u003c\/b\u003e\u003cem\u003eAnita Woolfolk\u003c\/em\u003e 6.1 Teacher-student relationships \u003cem\u003eHeather A. Davis\u003c\/em\u003e 6.2 National Board for Professional Teaching Standards \u003cem\u003eMary E. Dilworth\u003c\/em\u003e 6.3 Classroom Management and Student Achievement \u003cem\u003eJerry Freiberg\u003c\/em\u003e 6.4 Fostering Student Creativity in the Era of High-Stakes Testing \u003cem\u003eBree Frick \u003c\/em\u003e 6.5 Nontraditional Teacher Preparation \u003cem\u003eBelinda G. Gimbert\u003c\/em\u003e 6.6 Quality of Teaching \u003cem\u003eLaura Goe\u003c\/em\u003e 6.7 Methods for Studying Teacher and Teaching Effectiveness \u003cem\u003eAlexander Gröschner, Tina Seidel \u0026amp; Richard J. Shavelson\u003c\/em\u003e 6.8 Teachers’ Expectations\u003cem\u003e Lee Jussim\u003c\/em\u003e 6.9 Teacher Enthusiasm and Student Learning \u003cem\u003eMelanie Keller, Knut Neumann \u0026amp; Hans E. Fischer\u003c\/em\u003e 6.10 Teachers’ Cultural and Professional Identities and Student Outcomes \u003cem\u003eRevathy Kumar \u0026amp; Linda Alvarado\u003c\/em\u003e 6.11 Teacher intelligence: What is it and why do we care? \u003cem\u003eAndrew J Mceachin \u0026amp; Dominic J Brewer\u003c\/em\u003e 6.12 Pedagogical Content Knowledge \u003cem\u003eJulie Gess-Newsome\u003c\/em\u003e 6.13 Teacher Beliefs about Teaching and Learning:The Role of Idea-Oriented Pedagogy \u003cem\u003eRichard Prawat\u003c\/em\u003e 6.14 School Reform \u003cem\u003eLinda Valli \u0026amp; Carla Finkelstein\u003c\/em\u003e 6.15 Teacher Efficacy \u003cem\u003eJohn A. Ross\u003c\/em\u003e 6.16 Teachers’ Epistemological Beliefs and Achievement \u003cem\u003eGregory Schraw, Joanne Brownlee \u0026amp; Lori Olafson \u003c\/em\u003e 6.17 Teacher Motivation and Student Achievement Outcomes \u003cem\u003eH.M.G. Watt \u0026amp; P.W. Richardson\u003c\/em\u003e 6.18 The Relation of Teacher Characteristics to Student Achievement \u003cem\u003eXin Ma\u003c\/em\u003e \u003cb\u003eSection 7. Influences from the curriculum\u003c\/b\u003e \u003cem\u003eRayne Sperling\u003c\/em\u003e 7.1 Values Education Programs \u003cem\u003eTerence Lovat\u003c\/em\u003e 7.2 Activity-Based Learning Strategies \u003cem\u003eKira J. Carbonneau \u0026amp; Scott C. Marley\u003c\/em\u003e 7.3 Bilingual Education Programs and Student Achievement \u003cem\u003eJill Fitzgerald \u0026amp; Jackie Eunjung Relyea-Kim \u003c\/em\u003e 7.4 Intelligent Tutors—Strategy Types \u003cem\u003eBonnie J. F. Meyer\u003c\/em\u003e 7.5 Creativity and Creativity Programs \u003cem\u003eHeather L. Hammond, Lauren E. Skidmore, Amanda Wilcox-Herzog \u0026amp; James C. Kaufman\u003c\/em\u003e 7.6 Outdoor Education \u003cem\u003eJustin Dillon\u003c\/em\u003e 7.7 Role of Discussion in Reading Comprehension \u003cem\u003eIan A. G. Wilkinson \u0026amp; Kathryn Nelson\u003c\/em\u003e 7.8 The Impact of Calculators on Student Achievement in the K-12 Mathematics Classroom \u003cem\u003eAimee J. Ellington\u003c\/em\u003e 7.9 Second Language Vocabulary \u003cem\u003eYongqi Gu\u003c\/em\u003e 7.10 Language Teaching Curricula \u003cem\u003eEli Hinkel\u003c\/em\u003e 7.11 Measurement of History Achievement in the United States and Europe \u003cem\u003eMark Smith, Joel Breakstone, Sam Wineburg\u003c\/em\u003e 7.12 Reading: Phonics Instruction \u003cem\u003eWilliam E. Tunmer \u0026amp; Alison W. Arrow\u003c\/em\u003e 7.13 Repeated Reading \u003cem\u003eWilliam J. Therrien \u0026amp; Sarah J. Watt \u003c\/em\u003e 7.14 Reading: Sentence Combining: Grammar Programs \u003cem\u003eBruce Saddler \u0026amp; Nicole Bak\u003c\/em\u003e 7.15 Extra-curricular activities in secondary schools \u003cem\u003eBoaz Shulruf \u0026amp; Grace Ying Wang\u003c\/em\u003e 7.16 Improving Academic Achievement with Social Skills \u003cem\u003eFrank M. Gresham, Michael J. Vance, \u0026amp; Jeffrey Chenier\u003c\/em\u003e 7.17 Visual Perception Programs \u003cem\u003eBarbara Hanna Wasik, Adrienne N. Villagomez, Sheena Berry \u0026amp; Sandra B. Evarrs \u003c\/em\u003e7.18 Reading: Vocabulary Programs Wilson, A., Jesson, R \u0026amp; McNaughton, S. 7.19 Achievement in Adolescent Health Education \u003cem\u003eMegan Sanders, Rashea Hamilton \u0026amp; Eric M. Anderman \u003c\/em\u003e7.20 Writing Achievement \u003cem\u003eMark Torrance \u0026amp; Raquel Fidalgo\u003c\/em\u003e 7.21 Reading: Comprehension Programs \u003cem\u003eJanice F. Almasi \u0026amp; Barbara Martin Palmer\u003c\/em\u003e 7.22 Response to Intervention: The Sum is Greater than Its Parts \u003cem\u003ePaul J. Riccomini \u0026amp; Gregory W. Smith\u003c\/em\u003e 7.23 Successful Mathematics Achievement is Attainable \u003cem\u003ePatti Brosnan, Aaron Schmidlin \u0026amp; Melva R. Grant \u003c\/em\u003e \u003cb\u003eSection 8. Influences from teaching strategies \u003c\/b\u003e\u003cem\u003eChristine Rubie-Davies\u003c\/em\u003e 8.1 Goal Orientation \u003cem\u003eAndrew J. Martin\u003c\/em\u003e 8.2 Goal Setting and Personal Best Goals \u003cem\u003eAndrew J. Martin \u003c\/em\u003e 8.3 Keller’s Personalized System of Instruction \u003cem\u003eEric J. Fox\u003c\/em\u003e 8.4 Concept mapping \u003cem\u003eJoseph D. Novak\u003c\/em\u003e 8.5 Direct Instruction \u003cem\u003eGregory Arief D. Liem \u0026amp; Andrew J. Martin\u003c\/em\u003e 8.6 Reciprocal Teaching \u003cem\u003eAnnemarie Palincsar\u003c\/em\u003e 8.7 Cooperative, Competitive, and Individualistic Learning Environments \u003cem\u003eDavid W. Johnson \u0026amp; Roger T. Johnson\u003c\/em\u003e 8.8 Peer tutoring school-age children \u003cem\u003eDilara Deniz Can \u0026amp; Marika Ginsburg-Block\u003c\/em\u003e 8.9. Problem solving \u003cem\u003eR. Taconis\u003c\/em\u003e 8.10 Problem-based learning \u003cem\u003eDavid Gijbels, Piet Van den Bossche \u0026amp; Sofie Loyens\u003c\/em\u003e 8.11 The search for the key for individualised instruction \u003cem\u003eCatherine Scott\u003c\/em\u003e 8.12 Instructional Simulations \u003cem\u003eJennifer J. Vogel-Walcutt, Naomi Malone \u0026amp; Sae Schatz\u003c\/em\u003e 8.13 Programmed Instruction \u003cem\u003eDeborah V. Svoboda, Andrea L. Jones, Kimberly van Vulpen, Donna Harrington\u003c\/em\u003e 8.14 Multimedia Learning \u003cem\u003eRichard E. Mayer\u003c\/em\u003e 8.15 Technology-supported learning and academic achievement \u003cem\u003ePeter Reimann \u0026amp; Anindito Aditomo\u003c\/em\u003e 8.16 Feedback \u003cem\u003eHelen Timperley\u003c\/em\u003e 8.17 Individualized Instruction \u003cem\u003eHersh C. Waxman, Beverly L. Alford \u0026amp; Danielle B. Brown\u003c\/em\u003e 8.18 Worked Examples \u003cem\u003ePaul Ayres \u0026amp; John Sweller\u003c\/em\u003e 8.19 Spaced and Massed practice \u003cem\u003eDominic A. Simon\u003c\/em\u003e 8.20 Questioning Scotty D. Craig 8.21 Effects of testing \u003cem\u003eJaekyung Lee \u0026amp; Young-Sun Lee\u003c\/em\u003e 8.22 Metacognitive Strategies Linda Baker 8.23 Mentoring \u003cem\u003eBrian Hansford \u0026amp; Lisa Catherine Ehrich\u003c\/em\u003e 8.24 Teacher Immediacy \u003cem\u003eAnn Bainbridge Frymier\u003c\/em\u003e 8.25 Teaching Assistants Peter Blatchford \u0026amp; Rob Webster 8.26 Time on Task \u003cem\u003eTamara van Gog\u003c\/em\u003e 8.27 Study Skills \u003cem\u003eDale H. Schunk \u0026amp; Carol A. Mullen\u003c\/em\u003e 8.28 Matching Style of Learning \u003cem\u003eSteve Higgins\u003c\/em\u003e 8.29 Two types of perceived control over learning: Perceived Efficacy and Perceived Autonomy \u003cem\u003eNir Madjar \u0026amp; Avi Assor\u003c\/em\u003e 8.30 Distance Education \u003cem\u003eYong Zhao \u0026amp; Jing Lei\u003c\/em\u003e 8.31 Home School Programs \u003cem\u003eAndrea Clements\u003c\/em\u003e 8.32 Evidence Based Reading Comprehension Programs for Students with Learning Disabilities \u003cem\u003eH. Lee Swanson \u0026amp; Michael Orosco\u003c\/em\u003e \u003cb\u003eSection 9. Influences from an international perspective\u003c\/b\u003e Julian Elliott 9.1 Some challenges to educational achievement in the Russian Federation since the end of the Soviet Union \u003cem\u003eJulian G. Elliott\u003c\/em\u003e 9.2 Large-scale assessments of achievement in Canada \u003cem\u003eKadriye Ercikan \u0026amp; Maria Elena Oliveri, Debra Sandilands\u003c\/em\u003e 9.3 Student Achievement in Israel: The Challenges of Ethnic and Religious Diversity \u003cem\u003eYariv Feniger\u003c\/em\u003e 9.4 Academic Achievement in Finland \u003cem\u003eJennifer Chung \u0026amp; Michael Crossley\u003c\/em\u003e 9.5 Ghana David Peterson del Mar 9.6 Academic achievement in South Africa \u003cem\u003eAnil Kanjee\u003c\/em\u003e 9.7 Educational Assessment and Educational Achievement in South America \u003cem\u003eJorge Manzi \u0026amp; David D. Preiss\u003c\/em\u003e 9.8 Changing Definitions of Student Learning and Achievement in Post-conflict \u003cem\u003eNepal Shabnam Koirala-Azad \u003c\/em\u003e 9.9 A Historical Perspective on Educational And Academic Achievement in Nigeria \u003cem\u003eCharles Okonkwo \u0026amp; Richard Tabulawa\u003c\/em\u003e 9.10 International Large-Scale Assessment Studies of Student Achievement \u003cem\u003ePetra Stanat \u0026amp; Oliver Lüdtke\u003c\/em\u003e 9.11 Academic Achievement in Singapore \u003cem\u003ePak Tee Ng \u003c\/em\u003e 9.12 Academic achievement in South Korea \u003cem\u003eJongho Shin\u003c\/em\u003e 9.13 An Overview of Student Achievement and the Related Factors in Taiwan \u003cem\u003eJeng Liu\u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis","offers":[{"title":"Default Title","offer_id":51767528063319,"sku":"9780415879019","price":99.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780415879019.jpg?v=1758713640","url":"https:\/\/bookcurl.com\/products\/international-guide-to-student-achievement-educational-psychology-handbook-9780415879019","provider":"Book Curl","version":"1.0","type":"link"}