Selected Books
Mayer, R. E., & Alexander, P. A. (Eds.) (2017). Handbook of research on learning and instruction: Second Edition. New York: Routledge.
Alexander, P. A., Levine, F. J., & Tate, W. F. (Eds.) (2016). Review of research in education: Centennial issue. Washington, DC: American Educational Research Association.
Selected Chapters in Edited Volumes
Alexander, P. A., & The Disciplined Reading and Learning Research Laboratory. (2019). Relational reasoning: The bedrock of integration within and across multiple representations, documents, and perspectives. In Van Meter, P. N., List, A., Lombardi, D., & Kendeou, P. (Eds.), Handbook of learning from multiple representations and perspectives. New York: Routledge.
Alexander, P. A. (2018) Information management versus knowledge building: Implications for learning and assessment in higher education. In O. Zlatkin-Troitschanskaia & H. A. Pant (Eds.), Assessment of learning outcomes in higher education: Cross national comparisons and perspectives. Dordrecht, Netherlands: Springer.
Alexander, P. A., & Mayer, R. E. (2017). Introduction to research on instruction. In R. E. Mayer & P. A. Alexander (Eds.), Mayer, R. E., & Alexander, P. A. (Eds., pp. 285-289) Handbook of research on learning and instruction: Second Edition. New York: Routledge.
Mayer, R. E., & Alexander, P. A. (2017). Introduction to research on learning. In R. E. Mayer & P. A. Alexander (Eds.), Mayer, R. E., & Alexander, P. A. (Eds., pp. 3-7) Handbook of research on learning and instruction: Second Edition. New York: Routledge.
Alexander, P. A. (2017). Into the future: A prospective look at the model of domain learning. In H. Fives & D. L. Dinsmore (Eds.) The Model of Domain Learning. New York: Routledge.
Grossnickle, E. M., Alexander, P. A., & List, A. (2017). The argument for epistemic competence. In A. Anschütz, H. Gruber, & B. Moschner (Eds.), Knowledge and learning in the perspective of learners and instructors: How epistemic beliefs influence school, university and the workplace. Munster, Germany: Waxmann-Verlag
Yin, L., & Sun, Y. (2017). Chinese-speaking countries. In N. Kucirkova, C. Snow, V. Grover, & C. McBride (Eds.), The Routledge International Handbook of Early Literacy Education. UK: Routledge.
Alexander, P. A. (2016). The arguments for and the reasoning about epistemic cognition: A response to the chapters on psychological perspectives. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 100-110). New York: Routledge.
Murphy, P. K., & Alexander, P. A. (2016). Interrogating the relation between conceptual change and epistemic beliefs. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 439-459). New York: Routledge.
Loughlin, S. M., & Alexander, P. A. (2016). Individual differences relations and interrelations: Reconciling issues of definition, dynamism, and development. In P. A. Afflerbach (Ed.), Handbook of individual differences in reading: Text and context (pp. 377-393). New York: Routledge.
Farley, F., Alexander, P. A., et al. (2015). Afterwords I: Perspectives on the past, present, and future of educational psychology. In L. Corno & E. Anderman (Eds.). Handbook of educational psychology (3rd ed., pp. 415-432). New York: Routledge.
Alexander, P. A., & Baggetta, P. (2014). Percept-concept coupling and human error. In D. N. Rapp & J. L. G. Baasch (Eds.). Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 297-327). Boston: MIT Press.
Alexander, P. A., Grossnickle, E. M., & List, A. (2014). Navigating the labyrinth of teacher motivations and emotions. In P. Richardson, S. Karabenick, & H. Watt (Eds.) Teacher motivation: Theory and practice (pp. 150-163). New York: Routledge.
Maggioni, L., Fox, E., & Alexander, P. A. (2014). Beliefs about reading, text, and learning from text. H. Fives & M. Gregoire-Gill (Eds.), International handbook of research on teacher beliefs (pp. 353-369). New York: Taylor & Francis.
Murphy, P. K., & Alexander, P. A. (2013). Situating text, talk, and transfer in conceptual change: Concluding thoughts. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd Ed., pp. 603-621). New York: Routledge.
Newton, K. J., & Alexander, P. A. (2013). Early mathematics learning in perspective: Eras and forces of change. In L.D. English & J.T. Mulligan (Eds.), Reconceptualizing early mathematics learning education (pp. 5-28). Dordrecht, Netherlands: Springer
Alexander, P. A., Murphy, P. K., & Greene, J. A. (2012). Projecting educational psychology’s future from its past and present: A trend analysis. In K. R. Harris, S. Graham, & T. Urdan (Eds.), Educational psychology handbook: Vol. 1. Theories, constructs, and critical issues (pp. 3-32). Washington, DC: American Psychological Association.
Murphy, P. K., Alexander, P. A., & Muis, K. R. (2012). Knowledge and knowing: The journey from philosophy and psychology to human learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), Educational psychology handbook: Vol. 1. Theories, constructs, and critical issues (pp. 189-226). Washington, DC: American Psychological Association.