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a resolution, or enhanced understanding, of the problem. Happily, several chapters in the Casebook do just this. The best of these miniature dramas are not fictional, but rather come from edited transcripts of actual supervision sessions. They provide enough context to situate the reader in the midst of a particular supervisory relationship that is dealing with an important problem. These dialogues immediately draw you in and make you appreciate the experience, wisdom, and skill of the supervisor in guiding the supervisee through the dilemma, as well as the openness of the supervisees to pursuing these new, uncharted directions. These best cases not only put specific principles into practise, they show the temporal unfolding of the exchange between the supervisor and supervisee and just how the supervisor probes a contentious issue through successive queries and responses. It is this changing temporal dynamic and the way it manifests itself in supervisees emotional (e.g., fear, frustration) and intellectual responses (e.g., curiosity, insight) that energize and illuminate these dialogues. The chapters that succeeded in creating this type of richer experiential learning through the case material were those on the alliance (Safran and colleagues), psychodynamic, and family systems sections of psychotherapy-based supervision (Sarnat and Barenstein); culture and context (Vargas, Porter, Falender); and competencybased supervision (Kaslow and Bell). Overall, although it has some surprising weaknesses, the Casebooks strengths outweigh them by a wide margin. The book may be read profitably on its own or in conjunction with the earlier companion volume. Graduate students learning how to conduct supervision as well as seasoned supervisors will find a great deal they can learn from in these chapters. Carol A. Falender, PhD, is adjunct professor at Pepperdine University in Los Angeles and clinical professor in the Department of Psychology, University of California, Los Angeles. She has served as president of the American Psychological Association Division 37 (Society for Child and Family Policy and Practice), communications officer for the Supervision and Training Section of Division 17 (Society of Counseling Psychology), chair of the California Psychological Association Division of Education and Training, and chair of continuing education for the California Psychological Association. She provides training and workshops internationally on the subject of clinical supervision and contributes scholarship in this clinical specialty area. Her publications include Clinical Supervision: A CompetencyBased Approach. Edward P. Shafranske, PhD, ABPP, is professor of psychology and director of the doctoral program in clinical psychology at Pepperdine University in Los Angeles. He also lectures in the Department of Psychiatry, David Geffen School of Medicine, University of California, Los Angeles. A fellow of the American Psychological Association, Shafranske has served as president of Division 36 (Psychology of Religion) and chair of the California Psychological Association Division of Education and Training. His publications include Clinical Supervision: A Competency-Based Approach, Religion and the Clinical Practice of Psychology, and Spiritually Oriented Psychotherapy. In addition to academic, research, and consultation activities, Shafranske maintains an independent practise in clinical psychology in Irvine, CA.

Edward Johnson, PhD, is an associate professor in the clinical program in the Department of Psychology at the University of Manitoba. He has published research on clinical supervision in Canadian Psychology and Training and Education in Professional Psychology. In addition to providing clinical supervision to graduate students, he has also taught supervision in courses, practicum, workshops, and in-services across Canada. His other interests include self-knowledge and self-regulation and health. He recently finished a term as past-president of the Canadian Council of Professional Psychology Programs.

Reference
Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association.

Educational Psychology: Reflection for Action (Canadian Edition), by Angela M. ODonnell, Miranda DAmico, Richard F. Schmid, John Marshall Reeve, and Jefferey K. Smith (Editors). John Wiley & Sons Canada, 2008, 584 pages (ISBN: 978-0470-84032-0, C$108.95 Paperback) Reviewed by PANAYIOTA KENDEOU and SANDRA FULTON BEHRENS
DOI: 10.1037/a0016512

Targeted toward aspiring teachers, this book provides an overview of the content knowledge germane to school-age education in Canada and attempts to foster the types of procedural skills and dispositions necessary to gather and evaluate evidence about ones own classroom practises and about the diverse array of Canadian students in those classrooms. The book is well written, in language that is clear and accessible to preservice teachers at the undergraduate level. For a more advanced audience, the book also provides an excellent model of how to integrate goals of content, procedural, and disposition acquisition. To these ends, each chapter includes pedagogical features that help readers activate and connect their prior knowledge, skills, and attitudes with those of more expert teachers operating in real classrooms (e.g., samples of classroom life to ground understanding in experience, models of expert analyses following knowledge acquisition, well-timed invitations to engage in reflection during learning). Particular attention is paid to the ecologically valid activity of reasoning about what students know on the basis of what they say and do. In addition to lists of key concepts, end-of-chapter exercises, and a glossary, a number of supplements and additional resources for instructors and students also are mentioned. A parallel e-version of the text, complete with interactive features, is available online at no extra cost. The authors promise that the book will provide the practical and theoretical tools to make one into an effective teacher who gains satisfaction from the job. Inasmuch as a static textbook is capable of promoting the types of conceptual change necessary for effec-

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tive classroom practise, this is a plausible outcome. However, it is unlikely that this or any other text can reinforce the activation of effective behaviour in the classroom, to the extent that child tyrants can be turned into lambs. For this reason alone, the book is not likely to assuage the biggest worries of beginning teachers how to solve everyday problems related to discipline, motivation, assessment, and special needs. Nevertheless, the book is appropriately pitched to novices and initiates as they begin the journey toward teaching expertise. Following a nice introduction to reflective practise, the content of the book is organised according to three major sections dealing with (a) development and diversity; (b) learning and motivation; and (c) teaching, managing, and assessing learning. In the introductory chapter, readers are introduced to the RIDE acronym that will provide the procedural schema for reflective practise in the classroom: Reflection, Information gathering, Decision making, and Evaluation. The prelude to RIDE is to activate the theoretical and conceptual information presented in the content chapters of the book to generate plausible alternative explanations of classroom problems along with potential solutions to those problems. The emphasis on generating metaphors for teaching is novel, useful, and grounded in solid empirical research. Part 1, Development and Diversity, covers the basics of cognitive, emotional, physical, and social development in childhood. The progression of chapters is intuitive, with cognitive and social development considered first from the individual level of analysis. Chapter 4 addresses individual differences, making a nice segue to the discussion of culture, diversity, and learning in Chapter 5. The sections on moral reasoning (Chapter 3), multiple intelligences (Chapter 4), and test bias (Chapter 4) are especially strong because of a gentle but thorough criticism of some popular and politically motivated lay (mis)conceptions about these topics. The section on the measurement of intelligence (Chapter 4) is weak in comparison because of insufficient consideration of the models that underlie different tests and visually impoverished simulations of items from these tests. Part 2, Learning and Motivation, addresses the context of learning and teaching. Recapitulating the history of psychology and the progression of material presented in Part 1, the second part of the book addresses behavioural, cognitive, and social constructivist theories of learning. Two chapters are devoted to the important topic of motivation; each is especially thorough and well written with the budding teacher in mind. Part 3, Teaching and Managing and Assessing Learning, draws on the theories presented in Part 2 to explore a series of effective teaching practises, particularly with regard to classroom management and assessment. The chapter on classroom assessment (Chapter 13) effectively addresses the concerns of the major stakeholders in assessment, with a refreshing treatment of student concerns. Too often, students are the forgotten stakeholders in classroom assessment. Sections in Chapter 13 hit the most important highlights of how to develop valid tests, how to communicate the information, and how to translate the results into practise. One general note about the layout of this book is also in order as a concluding thought. The layout of tables, asides in topic boxes, marginal comments, definitions, and links makes for a multitasking read. We constantly found our attention split from

the text itself, which sometimes interfered with coherence. Overall, however, figures were quite detailed and well organised, and provided useful templates for putting content knowledge into practise. Angela M. ODonnell, PhD, is a professor and educational psychologist at Rutgers University who has made substantial contributions to the understanding of collaborative learning. Her research interests include cooperative and collaborative learning, text processing, and learning strategies. Her research focuses on how and what students learn from one another and what teachers can do to support this kind of learning. Miranda DAmico, PhD, is an associate professor in the Department of Education, Graduate Program in Child Study and Early Childhood and Elementary Education at Concordia University. She is a founding member of The Centre for the Arts in Human Development at Concordia University, which uses the creative arts therapies and applies them to promote growth and development for people with intellectual, developmental, and mental health disabilities. Richard F. Schmid, PhD, is a professor in the Department of Education, Graduate Programs in Educational Technology at Concordia University. He is the associate director of the Centre for the Study of Learning and Performance based at Concordia University. His research interests include the role of writing in the acquisition of basic reading skills for at-risk K3 children using a computer-based learning environment, applications of technologies to improve pedagogy and training in the workplace and schools, and analyses of learning strategies and computer-mediated conferencing in in-class and distance education contexts. Johnmarshall Reeve, PhD, is a professor in the Department of Psychological and Quantitative Foundations at the University of Iowa. His research interests centre on the empirical study of all aspects of human motivation and emotion, with a particular emphasis on the motivating styles teachers use in the classroom to support students high-quality motivation and engagement. He has published his work in journals such as the Journal of Educational Psychology, Motivation and Emotion, and The Elementary School Journal. Jefferey K. Smith, PhD, is a professor in the Department of Educational Psychology at Rutgers University. His research interests include psychological factors involved in assessment, classroom assessment and grading, and the psychology of aesthetics. He has published more than 50 articles and reviews in these areas and has written or edited five books. He currently sits on the editorial board of four journals and has won awards for teaching, research, and public service. Panayiota Kendeou, PhD, is an assistant professor at the Department of Educational and Counselling Psychology at McGill University. Her research focuses on the cognitive processes that support learning and memory in the context of reading comprehension. Sandra Behrens is a graduate student at the Department of Educational and Counselling Psychology at McGill University. Her research focuses on learning and assessment in educational psychology.