Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and on going developments. At this time there is no one source that provides a broad and comprehensive presentation of these changes. This work bridges the gap by providing a much needed explication of how educational psychology can meet the needs of diverse students, families, and schools. Volume three is divided into seven sections. The first section, Enactivism, presents chapters: (56) Complexity Science, Ecology, and Enactivism (Brent Davis and Dennis Sumara); and (57) Providing a Warrant for Constructivist Practice: The Contribution of Francisco Varela (Jeanette Bopry). The second section, Knowledge Work, presents chapters: (58) Action Research and Educational Psychology (Deborah S. Brown); (59) Beyond the "Qualitative/Quantitative" Dichotomy: Pragmatics, Genre Studies and Other Linguistic Methodologies in Education Research (Susan Gerofsky); (60) Knowledge in a Reconceptualized Educational Environment (Raymond A. Horn, Jr.); (61) Critical Epistemology: An Alternative Lens on Education and Intelligence (Anne Brownstein); and (62) Dialogism: The Diagotic Turn in the Social Sciences (Adriana Aubert and Marta Soler). The third section, Learning, contains chapters: (63) Experiential Learning (Tara Fenwick); (64) Workplace Learning, Work-Based Education, and the Challenges to Educational Psychology (Hugh Munby, Nancy L. Hutchinson, and Peter Chin); (65) Dialogic Learning: A Communicative Approach to Teaching and Learning (Sandra Racionero and Rosa Valls); (66) John Dewey's Theory of Learning: A Holistic Perspective (Douglas J. Simpson and Xiaoming Liu); (67) Crash or Crash Through: Part 1--Learning from Enacted Curricula (Kenneth Tobin); and (68) Crash or Crash Through: Part 2--Structures That Inhibit Learning (Kenneth Tobin). The fourth section, Memory, presents: (69) Memory: Counter-memory and Re-memory-ing for Social Action (Kathleen S. Berry); and (70) Memory and Educational Psychology (Leila E. Villaverde). The fifth section, Mind, continues with: (71) Where Is the Mind Supposed to Be? (Richard S. Prawat); (72) Neuropolitics: Neuroscience and the Struggles over the Brain (John Weaver); (73) Desperately Seeking Psyche I: The Lost Soul of Psychology and Mental Disorder of Education (Molly Quinn); and (74) Desperately Seeking Psyche II: Re-Minding Ourselves, Our Societies, Our Psychologies, to Educate with Soul (Molly Quinn). The sixth section, Psychoanalysis, contains: (75) What Educational Psychology Can Learn from Psychoanalysis (Marla Morris). The seventh section, Race, Class, and Gender, presents: (76) Using Critical Thinking to Understand a Black Woman's Identity: Expanding Consciousness in an Urban Education Classroom (Rochelle Brock); (77) Pedagogies and Politics: Shifting Agendas within the Gendering of Childhood (Erica Burman); (78) Knowledge or Multiple Knowings: Challenges and Possibilities of Indigenous Knowledges (George J. Sefa Dei and Stanley Doyle-Wood); (79) Making the "Familiar" Strange: Exploring Social Meaning in Context (Delia D. Douglas); (80) Gender and Education (Ellen Essick); (81) TEAM: Parent/Student Support at the High School Level (Pam Joyce); and (82) Becoming Whole Again through Critical Thought: A Recipe (Rochelle Brock). [For Volume 1, see ED495145. For Volume 2, see ED495103. For Volume 4, see ED495108.]