Teaching Human Development for Educators

Edited by:
M Cecil Smith, West Virginia University
Russell N. Carney, Missouri State University
Carlton J. Fong, Texas State University

A volume in the series: Theory to Practice: Educational Psychology for Teachers and Teaching. Editor(s): Mike Yough, Oklahoma State University. Jane S. Vogler, Oklahoma State University. Eric M. Anderman, The Ohio State University.

Call for Chapter Proposals

We are seeking proposals for chapters in an upcoming volume, Teaching Human Development for Educators, a volume in the series Theory to Practice: Educational Psychology for Teachers and Teaching. The series is intended for instructors who teach educational psychology content in teacher preparation programs.

In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume will draw upon the latest research to help instructors select and convey essential content on human development to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.

Chapters in this volume may include: (a) a review of the empirical research that supports the teaching of human development as it applies to PreK-12, postsecondary, and/or adult education; (b) a description of instructional practices used in college courses that have been effective in teaching about human development; or, (c) a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications—with clear connections between the empirical literature and the instructional practices. Although this volume is not a venue for sharing research studies, theoretical and empirical support for the described instructional approaches is fundamental to a well-written contribution.

For Teaching Human Development for Educators, we are seeking chapters that fall within one of two themes:

• Why is knowledge of theories, principles, and concepts of human development essential for instructors of educational psychology who are preparing pre-service and/or in-service teachers? Additionally, at a time when many teacher education programs are considering removing educational psychology from their course of study, why is the knowledge of development (as well as topics in learning and motivation) provided in educational psychology classes an essential part of the curriculum for future educators? In what ways does instructors’ understanding of human development contribute to the preparation of educators and the growth, learning, and well-being of the students they teach?

• How do instructors effectively teach preservice and/or in-service educators about the characteristics and contours of human development at different ages and across different developmental stages? What methods, strategies, and assignments are most effective for these educators to understand when applying human developmental theories and research to their instructional practices?

Proposals should be between 500-750 words and address the following:

• Scope and summary of the proposed chapter;
• Fit to the series and volume, as well as to one of the themes described above.

In the spirit of collaboration and mentorship, the editors are encouraging authors to include graduate students or colleagues, who teach the same or similar courses, as co-authors.

Proposals will be reviewed and evaluated based on: (a) usefulness to instructors of educational psychology and human development; (b) evidence of theoretical/empirical support; (c) broad accessibility and applicability of topics; and (d) quality of writing.

Estimated Timeline:

• March 15, 2021: Proposals submitted to M Cecil Smith
• May 1, 2021: Decisions made
• August 15, 2021: First drafts due
• November 30, 2021: Feedback from editors
• February 15, 2021: Final drafts due
• Series Editors review alignment
• Late-Spring 2022: Volume published

Final chapters will be approximately 20-30 double-spaced pages including references, tables, and figures.

Contact the volume co-editors, M Cecil Smith (, Russell N. Carney (, or Carlton J. Fong ( for more information.

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