International Handbook of Psychology Learning and Teaching: (Springer International Handbooks of Education)

The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.  

Table of Contents:
Introductory Psychology (US/Canada course).- Clinical Psychology.- Abnormal Psychology.- History of Psychology.- GP Sensation and Perception.- GP Learning.- GP Problem Solving.- GP Motivation.- GP Emotion.- GP Memory & Cognition.- GP Volition, Cognitive Control & Consciousness.- Developmental Psychology.- Developmental Psychology. From East to West.- Physiological Psychology.- Social Psychology.- Health Psychology.- Educational Psychology: Socialization and Counseling.- Educational Psychology: Learning and Instruction.- Neurosciences and Psychology.- Basic Research Methods and Statistics.- Research Methods: Different Advanced Disciplines.- Qualitative methodology.- Assessment, Diagnostics & Test Psychology.- Individual Differences and Personality.- Work and Organizational Psychology.- Engineering Psychology.- (Inter-)Cultural Psychology.- Cultural Psychology.- Media Psychology.- Counselling.- Gender Studies.- School psychology.- Community Psychology.- Indigenous Psychology.- Psychopharmacology.- Positive Psychology.- Psychology in Health Sciences.- Psychology in Social Sciences & Education.- Psychology in Teacher Education.- Psychology in Secondary Education.- Psychology in Childhood Education.- Psychology in Industrial/Organizational Education.- Psychological Literacy and Life Long Learning/for everyday life.- Psychological Literacy and Life Long Learning/for everyday life.- Psychology in Professional Education and Training.- Sports and Exercise Psychology.- Creative Arts Therapy.- Family Therapy.- Medical Education.- Psychology of Art.- Psychology in Social Work.- Gerontopsychology (aka Geropsych.- Psycholinguistic.- Psychology of Special Needs and Inclusion.- Psychology of religion.- Epistemology of psychology.- Basic Principles of Effective Teaching in Psychology.- First principles of Instruction.- 4C/ID Model.- Case- and Problem-Based Learning.- Inquiry-Based Learning in Psychology.- Small Group Learning.- Service Learning.- Summative Assessment.- Formative Assessment and Feedback-Strategies.- Technology-enhanced Psychology Learning and Teaching.- Online and Open University Teaching and Learning.- Empirical Research on Active Learning Methods in Psychology.

About the Author :
Joerg Zumbach received his Diploma in Psychology 1999 from Ruprecht-Karls-University Heidelberg, Germany. He got his Dr. phil. in Educational Psychology 2003 from Ruprecht-Karls-University Heidelberg, Germany. Since 2006 he is Full Professor for Science Teaching and Learning Research and e-Learning at the Paris-Lodron University Salzburg, Austria. He served there as head of department and co-director of the School of Education. He also was and is in different editorial boards (e.g., Journal of Educational Multimedia and Hypermedia, International Journal of Learning Technologies, Journal of Interactive Learning Research, Computers in Human Behavior, Psychology Teaching and Learning). He authored and co-authored various research articles and text books in the areas of Multimedia and Hypermedia Learning, Higher Education, Problem-Based Learning, Violent Media and Aggression and others. Douglas Bernstein received his bachelor's degree in psychology at the University of Pittsburgh in 1964 and his masters and Ph.D. in clinical psychology at Northwestern University in 1966 and 1968, respectively. From 1968 to 1998, he was on the psychology faculty at the University of Illinois at Urbana-Champaign where he served as Associate Department Head and Director of Introductory Psychology. He is currently Professor Emeritus at Illinois and Courtesy Professor of Psychology at the University of South Florida. In 2013, he stepped down after 30 years as chairman of the National Institute on the Teaching of Psychology, and in 2018 founded the Biennial International Seminar on the Teaching of Psychological Science in Paris. He has written or co-authored a book on the teaching of psychology, as well as textbooks on introductory, clinical, and abnormal psychology, and on criminal behavior and progressive relaxation training. Susanne Narciss is full professor and head of the research team “Psychology of Learning and Instruction (PsyLI)” at the Technische Universitaet Dresden. Her current interests include research on (a) promoting self-regulated learning, (b) the role of motivation and metacognition in instructional contexts, (c) conditions and effects of interactive learning tasks, and (d) conditions and effects of informative tutoring feedback strategies. Her work on feedback strategies was considered cutting-edge by the American Association on Educational Communication and Technology (AECT) and awarded the prestigious AECT Distinguished Development Award 2007. Susanne Narciss is not only a productive scholar, but dedicates her expertise, time and effort also to improve the teaching and learning of psychology. She has been member of the founding executive board of the European Society for Psychology Teaching and Learning (ESPLAT), and has been elected ESPLAT’s President in September 2021. Giuseppina Marsico is Associate Professor of Development and Educational Psychology at the University of Salerno (Italy), Visiting Professor at Ph.D Programme in Psychology, Federal University of Bahia, (Brazil). She is President Elect of the American Psychological Association-Division 52 International Psychology and President Elect of the European Society of Psychology Learning and Teaching (ESPLAT). She is a 20 years experienced researcher, with a proven international research network. She is Editor-in-chief of the Book Series Cultural Psychology of Education (Springer), Latin American Voices - Integrative Psychology and Humanities (Springer), co-editor of SpringerBriefs Psychology and Cultural Developmental Sciences (together with Jaan Valsiner) and Annals of Cultural Psychology: Exploring the Frontiers of Mind and Society (InfoAge Publishing, N.C.,USA, together with Carlos Cornejo e Jaan Valsiner). She is also co-editor of Human Arenas. An Interdisciplinary Journal of Psychology, Culture and Meaning (Springer) and of Trends in Psychology (Springer), Associate Editor of Cultural & Psychology Journal (Sage) and Social Psychology of Education (Springer), and member of the editorial board of several international academic journals, (i.e. IPBS- Integrative Psychological & Behavioural Science, Springer). Her academic tracks and list of publications include two complementary lines of investigations: 1) an educational-focused research activity where prof. Marsico is the leading figure of the new field of Cultural Psychology of Education; 2) a cultural oriented interdisciplinary perspective based on both theoretical and empirical investigation, focusing on the borders as a new ontogenetic perspective in psychology and other social sciences. Prof. Marsico has established a new research field called Developmetnal Mereotopology.