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The Oxford encyclopedia of educational psychology / Li-fang Zhang, editor in chief.

By:
Contributor(s): Series: Oxford research encyclopedia of educationPublisher: New York : Oxford University Press, 2021Edition: First editionDescription: 2 volumes : illustrations ; 26 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9780190901646
  • 9780190901653
Other title:
  • Encyclopedia of educational psychology
Subject(s): DDC classification:
  • 370.1503 23 O98
Summary: "The Oxford Encyclopedia of Educational Psychology brings together leading scholars from the vast and varied global domain of educational psychology and its allied academic fields to provide a common language for researchers, practitioners, and students. The Encyclopedia is the first truly comprehensive, systematic, theory-driven, and evidence-based reference work on educational psychology and distinguishes itself through its strong international representation. It situates educational psychology within the larger contexts of psychology and education, and its totalizing view provides new insights into the intricate relationships among the various mechanisms operating in educational psychology. The empirical findings have practical implications for practitioners in education and beyond, and for all individuals engaged in learning, whether it be school learning or everyday learning"--
Item type: كتاب
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Item type Current library Call number Status Notes Date due Barcode
كتاب كتاب Central Library المكتبة المركزية 370.1503 O98 (Browse shelf(Opens below)) Available قاعة الكتب 47154

Includes bibliographical references and index.

"The Oxford Encyclopedia of Educational Psychology brings together leading scholars from the vast and varied global domain of educational psychology and its allied academic fields to provide a common language for researchers, practitioners, and students. The Encyclopedia is the first truly comprehensive, systematic, theory-driven, and evidence-based reference work on educational psychology and distinguishes itself through its strong international representation. It situates educational psychology within the larger contexts of psychology and education, and its totalizing view provides new insights into the intricate relationships among the various mechanisms operating in educational psychology. The empirical findings have practical implications for practitioners in education and beyond, and for all individuals engaged in learning, whether it be school learning or everyday learning"--