The "APA Educational Psychology Handbook" reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice; in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs; and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations. Volume 1 addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues. Volume 2 includes 21 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs. Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations. Volume one contains the following: (1) Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis (Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene); (2) Current and Emerging Design and Data Analysis Approaches (Jonna M. Kulikowich and Nell Sedransk); (3) Constructivism (Angela M. O'Donnell); (4) Information Processing (Richard E. Mayer); (5) Social Cognitive Theory (Dale H. Schunk); (6) Sociocultural Approaches to Educational Psychology: Theory, Research, and Application (Artin Goncu and Mary Gauvain); (7) Metacognition in Education (Carey Dimmitt and Christine B. McCormick); (8) Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning (P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis); (9) Personal Epistemology: Theory, Research, and Future Directions (Barbara K. Hofer and Lisa D. Bendixen); (10) Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice (Kiruthiga Nandagopal and K. Anders Ericsson); (11) Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not (John Sweller); (12) Working Memory, Learning, and Academic Achievement (H. Lee Swanson and Tracy Packiam Alloway); (13) Motivation: Past, Present, and Future (Sandra Graham and Bernard Weiner); (14) Self-Regulation of Learning: Process Approaches to Personal Development (Barry J. Zimmerman and Andju Sara Labuhn); (15) Self-Concept: A Synergy of Theory, Method, and Application (Herbert W. Marsh, Man Xu, and Andrew J. Martin); (16) Resistance and Resiliency in a Color-Conscious Society: Implications for Learning and Teaching (Margaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss Elmore); (17) Evidence-Based Practices in Education (Bryan G. Cook, Garnett J. Smith, and Melody Tankersley); (18) Genetics and Education: Toward a Genetically Sensitive Classroom (Claire M. A. Haworth and Robert Plomin); (19) How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students (James P. Byrnes); and (20) Evolutionary Educational Psychology (David C. Geary). Volume two contains the following: (1) Academic Emotions (Reinhard Pekrun and Elizabeth J. Stephens); (2) From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures (Richard D. Roberts and Anastasiya A. Lipnevich); (3) Learning Styles and Approaches to Learning (Adrian Furnham); (4) Gifted and Talented Education: History, Issues, and Recommendations (Donna Y. Ford); (5) Personality (Moshe Zeidner and Gerald Matthews); (6) Gender, Motivation, and Educational Attainment (Judith L. Meece and Karyl J. S. Askew); (7) Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions (Avi Kaplan, Idit Katz, and Hanoch Flum); (8) Engagement and Positive Youth Development: Creating Optimal Learning Environments (David J. Shernoff); (9) Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors (Stella Vosniadou and Lucia Mason); (10) Moral and Character Education (Marvin W. Berkowitz); (11) Ethnic and Racial Identity in Childhood and Adolescence (Cynthia Hudley and Miles Irving); (12) Factors Affecting the Motivation and Achievement of Immigrant Students (Tim Urdan); (13) Explaining the Black-White Achievement Gap: An Intergenerational Stratification and Developmental Perspective (W. Jean Yeung); (14) Neighborhoods, Schools, and Achievement (Jondou J. Chen and Jeanne Brooks-Gunn); (15) Child and Adolescent Peer Relations in Educational Context (Philip C. Rodkin and Allison M. Ryan); (16) Understanding and Preventing Bullying and Sexual Harassment in School (Dorothy L. Espelage and Melissa K. Holt); (17) Parents' Involvement in Children's Learning (Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung); (18) Effective Classrooms (Helen Patrick, Panayota Mantzicopoulos, and David Sears); (19) Spring Cleaning for the "Messy" Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us? (Helenrose Fives and Michelle M. Buehl); (20) Effective Teachers and Teaching: Characteristics and Practices Related to Positive Student Outcomes (Alysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel); and (21) Three Generations of Research on Class-Size Effects (Peter Blatchford). Volume three contains the following: (1) Early Childhood Education (Penny Hauser-Cram and Darcy B. Mitchell); (2) Global Perspectives on Education During Middle Childhood (Scot G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo); (3) Adolescence (Eric M. Anderman); (4) Learning and Assessment of Adult Reading Literacy (John P. Sabatini); (5) Using Assessment Data to Make Decisions About Teaching and Learning (John L. Hosp); (6) Large-Scale Assessment for Educational Accountability (Stephen N. Elliott, Alexander Kurz, and Laura Neergaard); (7) Testing Accommodations for Students With Disabilities (James M. Royer and Jennifer Randall); (8) Current and Historical Perspectives on Reading Research and Instruction (Michael L. Kamil); (9) Writing (Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts); (10) Critical Transitions: Arithmetic to Algebra (Martha Carr); (11) Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change (Gale M. Sinatra and Clark A. Chinn); (12) Learning Social Studies: An Evidence-Based Approach (David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen); (13) The Power of Setting: The Role of Field Experience in Learning to Teach (Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen); (14) Designing Instruction for the Contemporary Learning Landscape (Fred Paas, Jeroen J. G. van Merrienboer, and Tamara A. J. M. van Gog); (15) Classroom Applications of Cooperative Learning (Robert E. Slavin); (16) Strategies Instruction (Charles A. MacArthur); (17) Problem-Based Learning (Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas); (18) Application of Technology to Learning (Roxanna Moreno); (19) Intelligent Tutoring Systems (Arthur C. Graesser, Mark W. Conley, and Andrew Olney); (20) Homework (Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent); (21) The Education of English Language Learners (Fred Genesee and Kathryn Lindholm-Leary); (22) Methods for Preventing Early Academic Difficulties (Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman); and (23) A Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social Needs (Kathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes)