TheOxfordEncyclopediaofEducationalPsychologyisthefirstreferenceworkoneducationalpsychologythatcantrulybesaidtobecomprehensive,systematic,theory-driven,andevidence-based.Thiscollectionoffull-lengtharticlesbyleadingscholarsspecializinginawidearrayoftopicssignifyingthediverseoriginsandtheoreticalandphilosophicalfoundationsofthefieldsituateseducationalpsychologywithinthelargercontextsofpsychologyandeducation.TheEncyclopediaalsodistinguishesitselfbyitsstronginternationalrepresentation-intermsofnotonlyitscontributorsbutalsothesourcesoftheliterature.Contributorsfromdifferentpartsoftheworldhaveincorporatedrelevanttheoreticalperspectivesandempiricalworkconductedindiverseculturesintothebroadercontextofthetopicstheyexamined.Thearticlesarenotsimplyreflectionsofindividualcontributors’perspectives;rather,theyaresystematicandin-depthreviewsofvariousdomainsofeducationalpsychology.TheEncyclopediahasadvancedthefieldofeducationalpsychologybyofferingnewinsightsintotheintricaterelationshipsamongthevariousmechanismsoperatingineducationalpsychologybyintegratingexistingempiricalworkgroundedincontemporaryandclassicaltheoreticalconstructsandperspectivesfrommultipleacademicfields,andbyincorporatingnewknowledgecreatedasaresultofnewsocial,economic,andtechnologicaldevelopments.Atthesametime,thematerialpresentedinthisworkshouldhavepracticalimplicationsforpractitionersineducationandbeyondintheireffortstofosterpositiveeducationaloutcomesandtodesigncongenialworkenvironmentsandimproveorganizationaleffectiveness.Indeed,allindividualswhoareengagedinlearning,whetheritbeschoollearningoreverydaylearning,shouldfindaspectsoftheunderlyinglearningprinciplesandempiricalfindingsdocumentedinthisEncyclopediainteresting,relevant,anduseful.
PSYCHOLOGY ECONOMIC THEORY OXFORD EDUCATIONAL BASED INDEED
