Psychology in Education

Höfundar: Anita E. Woolfolk; Malcolm Hughes; Vivienne Walkup (Útgáfa: 2)
Psychology in Education

Kaup valmöguleikar

Þessi nýja útgáfa af evrópskri aðlögun metsölubókar Anita Woolfolk frá Bandaríkjunum, Educational Psychology, er nauðsynleg lesning fyrir alla sem stunda nám eða hafa áhuga á menntun og námi frá sjónarhóli sálfræðinnar. Í annarri útgáfu er fjallað um nýjar rannsóknir á sviði leiðsagnarmats og tengslakenningar, auk þess sem tekið er mið af nýlegum breytingum á þjónustu við nemendur með sérþarfir. Bókin sýnir hvernig nýta má upplýsingar og hugmyndir úr nýjustu rannsóknum í menntasálfræði til að leysa úr daglegum viðfangsefnum kennslu og þroska barna.

„Þessi yfirgripsmikla og fræðilega trausta bók á eftir að verða sígilt rit á sviði menntasálfræði.“ — Alec Webster, prófessor emeritus í menntasálfræði við University of Bristol

„Þetta er einstaklega vönduð bók sem útskýrir sálfræði í menntun á skýran og lifandi hátt. Ég kunni einnig vel að meta evrópska nálgun bókarinnar. Ég myndi hiklaust mæla með því að kennarar notuðu hana.“

Nánar um bókina

Útgefandi
Pearson International Content
ISBN
9781408257517
Print ISBN
9781408257500
Format
Page Fidelity (PDF)
Útgáfa
2
Höfundar
Anita E. Woolfolk; Malcolm Hughes; Vivienne Walkup
Tungumál
English
Útgefið
2013-02-07
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Contents
  • Preface
  • Guided Tour
  • Acknowledgements
  • Chapter 1 Teachers, Teaching and Educational Psychology
  • In the Classroom
  • Introduction
  • National Standards of Attainment and Every Child Matters
  • Do Teachers Make a Difference?
  • What is Good Teaching?
  • Ask the Ed. Psych.
  • The Role of Educational Psychology
  • The Contents of This Book
  • Summary Table
  • In the Classroom: What Would They Do?
  • Part 1 Learners
  • Chapter 2 Cognitive Development and Language
  • In the Classroom
  • A Definition of Development
  • Piaget’s Theory of Cognitive Development
  • Vygotsky’s Sociocultural Perspective
  • Implications of Piaget’s and Vygotsky’s Theories for Teachers and Facilitators of Children’s L
  • The Development of Language
  • Ask the Ed. Psych.
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 3 Personal, Social and Emotional Development
  • In the Classroom
  • Physical Development
  • Freud: Stages of Individual Development
  • Attachment Theory
  • Erikson: The Individual and Society
  • Bronfenbrenner: The Social Context for Development
  • Self-Concept: Understanding Ourselves
  • Diversity and Identity
  • Emotional and Moral Development
  • Ask the Ed. Psych.
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 4 Learner Differences and Learning Needs
  • In the Classroom
  • Individual Differences in Intelligence
  • Ability Differences and Teaching
  • Learning Styles and Preferences
  • Inclusion
  • The Most Common Challenges
  • Less Prevalent Problems and More Severe Disabilities
  • Learners Who Are Gifted and Talented
  • Ask the Ed. Psych.
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 5 Culture and Diversity
  • In the Classroom
  • Today’s Diverse Classrooms
  • Economic and Social Class Differences
  • Ethnic and Racial Differences
  • Ask the Ed. Psych.
  • Girls and Boys: Differences in the Classroom
  • Language Differences in the Classroom
  • Creating Culturally Responsive Schools
  • Diversity in Learning
  • Summary Table
  • In the Classroom: What Would They Do?
  • Part 2 Learning and Motivation
  • Chapter 6 Behavioural Views of Learning
  • In the Classroom
  • Understanding Learning
  • Early Explanations of Learning: Contiguity and Classical Conditioning
  • Operant Conditioning: Trying New Responses
  • Applied Behaviour Analysis
  • Behavioural Approaches to Teaching and Management
  • Observational Learning and Cognitive Behaviour Modification: Thinking about Behaviour
  • Problems and Issues
  • Diversity and Convergence in Behavioural Learning
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 7 Cognitive Views of Learning
  • In the Classroom
  • Elements of the Cognitive Perspective
  • The Information Processing Model of Memory
  • Long-Term Memory: The Goal of Teaching
  • Ask the Ed. Psych.
  • Metacognition
  • Becoming Knowledgeable: Some Basic Principles
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 8 Complex Cognitive Processes
  • In the Classroom
  • Learning and Teaching about Concepts
  • Problem Solving
  • Creativity and Creative Problem Solving
  • Developing Expert Pupils: Learning Strategies and Study Skills
  • Ask the Ed. Psych.
  • Teaching for Transfer
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 9 Social Cognitive and Constructivist Views of Learning
  • In the Classroom
  • Social Cognitive Theory
  • Applying Social Cognitive Theory
  • Cognitive and Social Constructivism
  • Applying Constructivist Perspectives
  • Ask the Ed. Psych.
  • Looking Back at Learning
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 10 Motivation in Learning and Teaching
  • In the Classroom
  • What is Motivation?
  • Needs: Competence, Autonomy and Relatedness
  • Goal Orientations and Motivation
  • Interests and Emotions
  • Beliefs and Self-Schemas
  • Motivation to Learn in School
  • Ask the Ed. Psych.
  • Conclusions: Strategies to Encourage Motivation and Thoughtful Learning
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 11 Engaged Learning: Cooperation and Community
  • In the Classroom
  • Introduction
  • Social Processes in Learning
  • Collaboration and Cooperation
  • The Classroom Community
  • Violence in Schools
  • Ask the Ed. Psych.
  • Community Service Learning
  • Summary Table
  • In the Classroom: What Would They Do?
  • Part 3 Teaching and Assessing
  • Chapter 12 Creating Learning Environments
  • In the Classroom
  • The Need for Organisation
  • Creating a Positive Learning Environment
  • Ask the Ed. Psych.
  • Maintaining a Good Environment for Learning
  • The Need for Communication
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 13 Teaching for Learning
  • In the Classroom
  • The First Step: Planning
  • Teaching
  • Ask the Ed. Psych.
  • Teacher Expectations
  • Pupil-centred Teaching
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 14 Standardised Testing
  • In the Classroom
  • Measurement and Assessment
  • Ask the Ed. Psych.
  • What Do Test Scores Mean?
  • Types of Standardised Tests
  • Issues in Standardised Testing
  • New Directions in Assessment
  • Summary Table
  • In the Classroom: What Would They Do?
  • Chapter 15 Classroom Assessment
  • In the Classroom
  • Formative and Summative Assessment
  • Getting the Most from Traditional Assessment
  • Assessment for Learning
  • Ask the Ed. Psych.
  • Alternatives to Traditional Assessments
  • Effects of Grading on Pupils
  • Summary Table
  • In the Classroom: What Would They Do?
  • Glossary
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • R
  • S
  • T
  • U
  • V
  • W
  • Z
  • References
  • Index
  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • J
  • K
  • L
  • M
  • N
  • O
  • P
  • Q
  • R
  • S
  • T
  • U
  • V
  • W
  • Y
  • Z