WorldCat Identities

Alexander, Patricia A.

Works: 54 works in 141 publications in 1 language and 3,334 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings  Reference works  Academic theses  Periodicals 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by Patricia A Alexander
Handbook of educational psychology by Patricia A Alexander( Book )

24 editions published between 1996 and 2012 in English and held by 589 WorldCat member libraries worldwide

Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodolog
Learning and study strategies : issues in assessment, instruction, and evaluation by Allen Jack Edwards( Book )

11 editions published between 1988 and 2014 in English and held by 565 WorldCat member libraries worldwide

This volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume
Beliefs about text and instruction with text by Ruth Garner( Book )

4 editions published in 1994 in English and held by 418 WorldCat member libraries worldwide

Handbook of research on learning and instruction by Richard E Mayer( Book )

23 editions published between 2010 and 2017 in English and held by 402 WorldCat member libraries worldwide

During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics. The book is divided into two sections: learning
Gifted education : a comprehensive roadmap by Patricia A Alexander( Book )

5 editions published between 1981 and 1982 in English and held by 378 WorldCat member libraries worldwide

Understanding how students learn : a guide for instructional leaders by P. Karen Murphy( Book )

9 editions published between 2005 and 2006 in English and held by 287 WorldCat member libraries worldwide

How Do Instructional Leaders Put Development Research into Practice?Chapter Reflections; Chapter 3 - How Students Acquire Knowledge; What is Knowledge?; How Do Students Acquire or Alter Their Knowledge?; How Do Instructional Leaders Put Knowledge Research into Practice?; Chapter Reflections; Chapter 4 - Cultivating Student Motivation; What Does it Mean to be Motivated?; How Do Students' Goals and Competency Beliefs Relate to Their Learning and Achievement?; What can Instructional Leaders Do to Foster Motivation in Students?; Chapter Reflections
Educational psychology : a classroom perspective by Ernest T Goetz( Book )

9 editions published in 1992 in English and Undetermined and held by 177 WorldCat member libraries worldwide

Psychology in learning and instruction by Patricia A Alexander( Book )

5 editions published between 2004 and 2006 in English and held by 95 WorldCat member libraries worldwide

The Future of teacher education : needed research and practice( Book )

1 edition published in 1982 in English and held by 54 WorldCat member libraries worldwide

Education research : a century of discovery( Book )

1 edition published in 2016 in English and held by 11 WorldCat member libraries worldwide

The Role of knowledge in learning and instruction( Book )

1 edition published in 1996 in English and held by 7 WorldCat member libraries worldwide

Toward a theory of creativity by Patricia A Alexander( Book )

1 edition published in 1996 in English and held by 4 WorldCat member libraries worldwide

Effects of training in problem solving on the problem-solving abilities of gifted fourth graders : a comparison of the future problem solving and instrumental enrichment programs by Hillrey A Dufner( )

3 editions published between 1987 and 1988 in English and held by 4 WorldCat member libraries worldwide

The differential effects of two different types of problem-solving training on the problem-solving abilities of gifted fourth graders were studied. Two successive classes of gifted fourth graders from Weslaco Independent School District (Texas) were pretested with the Coloured Progressive Matrices (cpm) and Thinking Creatively With Pictures Figural Booklet b (tcp) to respectively determine their initial levels of ability in well-structured and ill-structured problem solving. The 1984-1985 gorup (n=45) was given problem-solving instruction using the Future Problem Solving (fps) program. The 1985-1986 group (n=53) was given the thinking skills instruction of Instrumental Enrichment (ie) with no problem-solving structure. Standard Progressive Matrices (spm) and the Exercise in Divergent Thinking (edt) were used respectively as posttest measures of well-structured and ill-structured problem-solving abilities. Pretest differences noted were in favor of: the White/other group on the cpm; Hispanic females on the tcp abstractness of titles; and the fps group on the tcp elaboration score. Significant main effects on posttest measures were noted in favor of: females on total score of the edt; the fps group on the edt fluency; the fps group on the edt originality subscore; and, the ie group on the elaboration subscore. With effects of fluency removed from edt originality, abstractness of titles, elaboration, and total scores, significant main effects in favor of the ie group on total score was noted and the effects of group on originality disappeared. A curriculum with activities from both programs might produce better problem solvers than either program produces alone. (Author/JAZ)
The Path to Competence: A Lifespan Developmental Perspective on Reading by Patricia A Alexander( Book )

1 edition published in 2012 in English and held by 3 WorldCat member libraries worldwide

The purpose of this document is to present a developmental model of reading that encompasses changes across the lifespan. The need for such a lifespan orientation toward reading within our educational institutions is great. Until we adopt this lifelong perspective, we continue to run the risk of turning out undeveloped, unmotivated, and uncritical readers unable to fulfill their responsibilities within a democratic society. This framework of lifespan development in reading is grounded in the extensive research in expertise, particularly the research on the Model of Domain of Learning (Alexander, 1997). Based on that research, we forward several characteristics of lifespan reading development: (1) Readers' knowledge of language and knowledge of content domains are critical forces in developing competence; (2) Readers' personal interest in reading becomes a driving force in their development as competence is achieved; (3) Lifespan development involves systematic changes in readers' strategic processing; (4) Reading development is a lifelong journey that unfolds in multiple stages; (5) Profiles of successful and struggling readers are reflective of developmental forces; and (6) Readers in acclimation are especially vulnerable and in need of appropriate scaffolding. The unique configuration of knowledge, interest, and strategic processing for each of the stages of lifespan reading development--acclimation, competence, and proficiency/expertise--is overviewed. Further, educational implications and instructional recommendations for these stages and the varying profiles of more or less successful readers are considered. (Contains 5 figures.) [For a similar report, "The Path to Competence: a Lifespan Developmental Perspective on Reading," see ej728588.]
Instructional science( Book )

2 editions published in 2001 in English and held by 3 WorldCat member libraries worldwide

Instructional science : an international journal of learning and cognition. Vol. 30, no. 4( Book )

2 editions published in 2002 in English and held by 2 WorldCat member libraries worldwide

Effects of training on four-year olds' performance of geometric analogy problems by Charles Stephen White( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

The purpose of this investigation was to examine effects of training on four-year olds' ability to solve geometric analogy problems. Sixty four-year olds were screened using the Children's Analogical Reasoning Task (CART). Of these sixty children, 30 who performed below chance level were randomly assigned to either the trained or nontrained group. The nontrained group consisted of 10 subjects. The trained group consisted of 20 subjects who received training administered in three consecutive 20 minute sessions. The content of the training sessions was based on Sternberg's component processes underlying analogical reasoning. Instructional procedures followed the Direct Instruction model which emphasized explicit teacher explanation, student participation in problem solution, continual teacher feedback, and independent student practice followed by teacher review of the processes which pertained to problem solution. All problems presented during training represented analogies in the A:B::C:D format. The materials employed in the training sessions, which were sequenced from concrete to abstract and simple to complex, included concrete toy objects, abstract tree figures, parquetry blocks, and attribute blocks. Quantitative and qualitative analyses were conducted to analyze differences in subjects' performance on a pretest and on immediate and delayed posttests. Quantitative analyses included analysis of covariance, analysis of variance, and Bonferroni-adjusted t tests. Qualitative analyses consisted of comparisons of oral explanations on the pretest and posttests. Results of quantitative analysis demonstrated a significant difference between groups on the immediate and delayed posttests, F = 41.74, df = 1,27, p < .0001. For simple main effect of training there were significant differences between trained and nontrained groups on the immediate, F = 49.00, df = 1,56, p < .0001, and delayed posttests, F = 78.99, df = 1,56, p < .001. Trained subjects consistently outperformed nontrained subjects on the geometric analogy task. The increases between the pretest and delayed posttest indicated that the effects of training were maintained for a one month period. Qualitative analyses provided evidence that the verbal responses of the trained group reflected greater attention to the higher order relations within and between pairs of terms in the analogy problems following training
Observations and parental ratings of social behaviors of gifted and average preschool children in a laboratory school setting by Ann Elizabeth Lupkowski( )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

Perceptions of in-service teachers and pre-service teachers toward obese and normal-weight children by Nathan Albert Schroer( Book )

1 edition published in 1985 in English and held by 1 WorldCat member library worldwide

The purpose of this study was to investigate differences in perceptions held by in-service and preservice teachers toward obese and normal-weight children. Judgments were made about selected personality characteristics of the children. The subjects were 109 pre-service teachers who were enrolled in teacher preparation courses, and 95 in-service teachers who had classroom teaching experience. The subjects were shown a photograph of either an obese boy, an obese girl, a normal-weight boy, or a normal-weight girl. The photograph of the faces of the boys were the same, as were the faces of the girls. A case description accompanied the photographs which was identical for all children except for appropriate gender differences. The subjects rated one of four possible combinations of weight and gender f or personal characteristics. Analysis of variance was used to assess significant differences in the way obese and normal-weight children were perceived by the subjects. Investigation of interactions was also possible because of the factorial design. The results of the study indicated that for a number of statistically significant characteristics obese children are consistently perceived more negatively than are normal-weight children. Among the significant characteristics were attractiveness, energy level, leadership ability, self-esteem, and the ability to be socially outgoing. With all other variables held virtually constant, obesity alone appeared to be the factor that was responsible for this phenomenon. A number of interactions were observed. For several characteristics, obese boys and obese girls were perceived differently when compared to their normal-weight counterpoints. Also, in-service teachers perceived obese children differently for some characteristics when compared to pre-service teachers
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Handbook of educational psychology
Alternative Names
Alexander, Patricia

Alexander, Patricia Ann

Patricia Alexander educational psychologist

English (105)

Beliefs about text and instruction with textHandbook of research on learning and instructionUnderstanding how students learn : a guide for instructional leadersPsychology in learning and instruction