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PSYC 8760 Educational Psychology: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

PSYC 8760 Required Course Readings


The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

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Ammon, P., & Black, A. (1998). Developmental psychology as a guide for teaching and teacher preparation. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.

Ashton, P. T. (2008). What do we know about motivation's role in developing hardy habits of learning? PsycCRITIQUES, 53(38).

Baird, G. L., Scott, W. D., Dearing, E., & Hamill, S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: Academic self-efficacy, theories of intelligence, learning vs. performance goal preferences, and effort attributions. Journal of Social and Clinical Psychology, 28(7), 881–908.

Bandura, A. (2001). The changing face of psychology at the dawning of a globalization era, Canadian Psychology, 42(1), 12-24.

Boyle, C., & Lauchlan, F. (2009). Applied psychology and the case for individual casework: Some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71–84.

Brandt, S. (2003). What parents really want out of parent-teacher conferences. Kappa Delta Pi Record, 39(4), 160–163.

Brophy, J. (2010). Classroom management as socializing students into clearly articulated roles. Journal of Classroom Interaction, 45(1), 41–45.

Burris, C. C., & Welner, K. G. (2005). Closing the achievement gap by detracking. Phi Delta Kappan, 86(8), 594–598.

Cheatham, G. A., & Ostrosky, M. M. (2011). Whose expertise? An analysis of advice giving in early childhood parent-teacher conferences. Journal of Research in Childhood Education, 25(1), 24–44.

Chiu, M., & Chow, B. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning and Individual Differences, 20(6), 579–592.

Conoley, C. W., Conoley, J. C., & Reese, R. J. (2009). Changing a field of change. Journal of Educational & Psychological Consultation, 19(3), 236–247.

Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91–113.

Draxton, S., Radley, K., Murphy, J., Nevin, A., Nishimura, T., Hagge, D., & Taniform, L. (2011). Challenging the achievement gap by disrupting concepts of “normalcy.” The complete essays. Online Submission, 1–43.

Ducharme, J. M., & Shecter, C. (2011). Bridging the gap between clinical and classroom intervention: Keystone approaches for students with challenging behavior. School Psychology Review, 40(2), 257–274.

Ediger, M. (2008). Psychology of parental involvement in reading. Reading Improvement, 45(1), 46–52.

Ford, D. Y. (2011). Closing the achievement gap: Gifted education must join the battle. Gifted Child Today, 34(1), 31–34.

Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735.

Hagstrom, R. P., Fry, M. K, Cramblet, L. D., & Tanner, K. (2007). Educational psychologists as scientist-practitioners: An expansion of the meaning of a scientist-practitioner. American Behavioral Scientist, 50(6), 797–807.

Harrington, T. F. (1995). Assessment of abilities. ERIC Digest.

Karpov, Y. V., & Bransford, J. D. (1995). L. S. Vygotsky and the doctrine of empirical and theoretical learning. Educational Psychologist, 30(2), 61–66.

Kasse, S. (1994). Student/parent conferences: A new generation. Teaching Pre K-8, 25(3), 78–79.

Kuo, C., Maker, J., Su, F., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences, 20(4), 365–379.

Litvack, M. S., Ritchie, K. C., & Shore, B. M. (2011). High- and average-achieving students’ perceptions of disabilities and of students with disabilities in inclusive classrooms. Exceptional Children, 77(4), 474–487.

Love, P. (2009). Educational psychologists: The early search for an identity. Educational Psychology in Practice, 25(1), 3–8.

Lovett, B. J. (2011) On the diagnosis of learning disabilities in gifted students: Reply to Assouline et al. (2010). Gifted Child Quarterly, 55(2), 149–151.

Lynch, M., Engle, J., & Cruz, J. L. (2011, June). Priced out: How the wrong financial-aid policies hurt low-income students. Educational Trust, 1–14.

MacLure, M., & Walker, B. M. (2000). Disenchanted evenings: The social organization of talk in parent-teacher consultations in UK secondary schools. British Journal of Sociology of Education, 21(1), 5–25.

Mann, M. B., & Carney, R. N. (1996). Cognitive and constructivist strategies for teaching. Journal of Instructional Psychology, 23(4), 265–270.

Marks, D. B. (2010). Preservice teachers' perceptions of classroom management instruction: Theory to practice. National Teacher Education Journal, 3(2), 179–201.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.

Mathis, W. J. (2005). Bridging the achievement gap: A bridge too far? Phi Delta Kappan, 86(8), 590–593.

McKay, J., & Neal, J. (2009). Diagnosis and disengagement: Exploring the disjuncture between SEN policy and practice. Journal of Research in Special Educational Needs, 9(3), 164–172.

Murphy, P. K. (2003). The philosophy in thee: Tracing philosophical influences in educational psychology. Educational Psychologist, 38(3), 137–145.

Murphy, P. K., & Alexander P. A. (2000, January). A motivated exploration of motivation terminology [Special Issue]. Contemporary Educational Psychology, 25(1), 3–53.

Murphy, P., & Benton, S. L. (2010). The new frontier of educational neuropsychology: Unknown opportunities and unfulfilled hopes. Contemporary Educational Psychology, 35(2), 153–155.

Nan, L., & Hasan, Z. (2010). Closing the achievement gap: Strategies for ensuring the success of minority students. National Teacher Education Journal, 3(2), 47–59.

O'Donnell, A. M., & Levin, J. R. (2001). Educational psychology's healthy growing pains. Educational Psychologist, 36(2), 73–82.

Ogawa, R. T. (1998). Organizing parent-teacher relations around the work of teaching. Peabody Journal of Education, 73(1), 6–14.

Perrone, K. M., Wright, S. L., Ksiazak, T. M., Crane, A. L., & Vannatter, A. (2010). Looking back on lessons learned: Gifted adults reflect on their experiences in advanced classes, Roeper Review: A Journal on Gifted Education, 32(2), 127–139.

Popham, W. J. (2006). Diagnostic assessment: A measurement mirage? Educational Leadership, 64(2), 90–91.

Posner, M. A. (2011). The impact of a proficiency-based assessment and reassessment of learning outcomes system on student achievement and attitudes. Statistics Education Research Journal, 10(1), 3–14.

Resnick, L.B. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 124(4), 55–62.

Richards, G. (2010). ‘I was confident about teaching but SEN scared me’: Preparing new teachers for including pupils with special needs. Support for Learning, 25(3), 108–115.

Roach, A. T., Beddow, P. A., Kurz, A., Kettler, R. J., & Elliott, S. N. (2010). Incorporating student input in developing alternate assessments based on modified academic achievement standards. Exceptional Children, 77(1), 61–80.

Rollin, S. A., Subotnik, R. F., Bassford, M., & Smulson, J. (2008). Bringing psychological science to the forefront of educational policy: Collaborative efforts of the American Psychological Association’s coalition for psychology in the schools and education. Psychology in the Schools, 45(3), 194–205.

Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Pre-service and inservice teachers' beliefs about classroom management. International Journal of Applied Educational Studies, 5(1), 54–61.

Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129–135.

Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational & Child Psychology, 26(2), 77–89.

Tveit, A. D. (2009). Conflict between truthfulness and tact in parent-teacher conferences. Scandinavian Journal of Disability Research, 11(4), 237–256.

Van Nuland, H. J. C., Dusseldorp, E., Martens, R. L., & Boekaerts, M. (2010). Exploring the motivation jungle: Predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem. International Journal of Psychology, 45(4), 250–259.

Whitmore Schanzenbach, D. (2011, June). Review of “Class Size: What Research Says and What It Means for State Policy.” National Education Policy Center, 1–8.

Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4(5), 13–21.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–184.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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