Originally published in 1971, this book was a critical introduction to the psychology of human development, learning and assessment.
Author: H.S.N. McFarland
Originally published in 1971, this book was a critical introduction to the psychology of human development, learning and assessment. It was written with special attention to the needs of students of education and teachers, keeping in view the practical implications of psychological evidence. The author’s purpose was to provide a clear and straightforward account of these matters, while at the same time promoting a thoughtful and critical response. If the book is to be called a textbook, it is so in this best sense.
Theories in Educational Psychology’s purpose is to introduce readers to the pioneering educational psychology theories that continue to shape our understanding of the classroom learning environment, present support for the theories from ...
Author: Alyssa R. Gonzalez-DeHass
Publisher: R&L Education
Theories in Educational Psychology’s purpose is to introduce readers to the pioneering educational psychology theories that continue to shape our understanding of the classroom learning environment, present support for the theories from perspectives in the current research literature, and share how these theoretical traditions have translated into effective teaching methods.
This book reframes the contribution of psychology in terms of its relevance to inclusion and shows how psychological theories of learning and human development really are compatible with inclusive education day-to-day.Bringing together a ...
Author: Ruth Kershner
Publisher: Taylor & Francis
What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.
This book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools.
Author: Robert S. Feldman
Publisher: Cambridge University Press
This book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to the teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performance). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice.
... An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students.--Page  of cover.
Author: Robert E. Slavin
Publisher: Pearson Publications Company
Translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards. ... An "intentional teacher," according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students.--Page  of cover.
This textbook assesses existing and emerging practice frameworks in educational psychology and their relation to theory. Covering current frameworks, such as the Monsen et al.
Author: Barbara Kelly
Publisher: Jessica Kingsley Publishers
This textbook assesses existing and emerging practice frameworks in educational psychology and their relation to theory. Covering current frameworks, such as the Monsen et al. Problem-Solving Framework, the Integrated Problem Solving Framework for Practitioners and the Constructionist Model, as well as emerging approaches, such as Systemic Solution Focussed Models and Positive Psychology Frameworks, contributors explore how they support educational psychology. The editors consider how existing and emerging frameworks help address current demands for professional accountability, transparency and effectiveness. They conclude with an exploration of the complex methodology and highly integrated approach required by contemporary educational psychologists. This textbook will be an invaluable resource for all practising educational psychologists, students, trainers, and educators.
In this book the author makes a direct attack on the current role of psychology in education, showing important differences between psychologists’ and educators’ interests in topics such as learning, motivation and development, and ...
Author: Kieran Egan
Psychology of education has long held a place in the curriculum for training teachers but what implications can psychological theory legitimately have for educational practice? In this book the author makes a direct attack on the current role of psychology in education, showing important differences between psychologists’ and educators’ interests in topics such as learning, motivation and development, and questioning the validity of many of Piaget’s most fundamental ideas. He compares two developmental theories that superficially have much in common – Plato’s and Piaget’s – and focuses on their implications for learning in the classroom. He shows why Plato’s theory (whether or not we agree with it) serves as a model of a useful educational theory and why Piaget’s theory has no implications for education. He reaches the conclusion that psychological theories and research based on them are irrelevant to educational practice.
Are. western. educational. theories. and. practices. truly. universal? Taylor and
Francis Ltd CCED_A_216021.sgm ... who are subsequently exposed to
educational and psychological theories and approaches to teaching and learning
that, it is ...
Author: Julian Elliott
This book examines aspects of Western psychological and educational theory in relation to educational practice around the world, and considers the extent to which current understandings are truly applicable to a range of diverse settings. In so doing, it also seeks to question, where appropriate, existing orthodoxies within Western educational systems.
Within the area of science education, as outlined above, there has been an
impetus to use ideas from both cognitive ... of development should be very useful
for the development of appropriate scientific theory schemata but contribute little
Author: Richard Alan Duschl
Publisher: SUNY Press
This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.
Concerning the child's mind as an object of psychological study , Professor
Münsterberg shows first that in such a study ... might call the cook - book '
application of psychological theory to educational practice ; this holds equally of
child study ...
Author: James Mark Baldwin
Issues for 1894-1903 include the section: Psychological literature.
... proposed framework can incorporate aspects of competence motivation—
specifically, students' achievement goals. We then describe an initial test of the
framework and the implications for both psychological theory and educational
Publisher: Academic Press
Education and cognitive psychology are natural companions—they both are focused on how people think and learn. Although collaborations have occurred for many years, recently there has been a much greater interest in collaborations that bring cognitive principles into classroom settings. This renewed collaborative research has led both to new evidence-based instructional practices and to a better understanding of cognitive principles. This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors—cognitive psychologists, developmental psychologists, educational psychologists, and science educators—were chosen both for the quality of their work and the variety of their contributions—general principles; influence of affect and motivation; and focus on math and science education. This volume contains overviews of research projects at the intersection of cognitive science and education The prominent contributors were chosen both for the quality of their work and the variety of their contributions general principles; influence of affect and motivation; and focus on math and science education.
7 Neo - Vygotskian Theory and Classroom Education NEIL MERCER
Introduction There is a long tradition of psychological research on learning and in
recent years there has been a great deal of sociolinguistic and educational
research on ...
Author: Barry Stierer
Publisher: Multilingual Matters
"Language and literacy are highly contested areas of the curriculum. Questions of what should be taught, how it should be taught, and who should control such decisions, are increasingly subjected to public scrutiny, debate and challenge in a manner which is often more reflection of competing social and political values than of theory and research evidence." "In recent years there has been a rapid development of new conceptual frameworks for understanding language literacy and learning, from such diverse fields as anthropology, cultural studies, social psychology, and critical linguistics. The papers in this collection have been chosen because they will help readers to consider ways in which these new developments in theory and research may be applied to everyday practice."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
To that practical end, four basic goals can be stated for improving methods of
reading instruction. ... PSYCHOLOGICAL THEORY AND EDUCATIONAL
PRACTICE IN THE TEACHING OF LITERACY In no other branch of educational
practice do ...
Author: J. Downing
The ideas of Soviet specialists on the psychology and teaching of reading are here made available in English. The volume gives an overview of psychology and education in the U.S.S.R., and presents translations of the work of major Soviet authors, such as Elkonin and Luria. The contributions offer many valuable proposals for teaching literacy which are quite unique outside of the Soviet Union. A concluding chapter provides a commentary, tracing the links between these specialist contributions and the general cognitive theories of Vygotsky. The result of ten years of research, this book was completed by Professor Downing shortly before he passed away in June 1987.
That is, they form a relatively coherent 'world view' which informs their practical
judgement. Such a 'world view' may be 'naive' or it may be more or less based
upon a knowledge of psychology, philosophy or educational theory. A critical ...
Author: Mark Tennant
This book examines the role of psychology in informing adult education practice. It acknowledges the psychological dimension of adult education work, and explores this dimension in the context of the concerns of adult educators. The approach is to examine the most important traditions of some key psychological theories and to discuss the issues and problems in applying them to an understanding of adult learning and development. The text is ideally suited for those who seek a critical understanding of psychological theory and research from the perspective of the adult educator.
Sociology of Education: New Research on the Academic Professions 47, No. 1,
Winter 1974. ... Pittenger, O.E. Learning Theories in Educational Practice: An
Integration of Psychological Theory and Educational Philosophy. New York: John
Author: Sally Shake Gaff
Publisher: Transaction Publishers
Features a collection of Internet resources on professional development in early childhood education, compiled as part of the Early Childhood Education On Line Listserv (ECEOL-L) Web site of James Chiavacci.
Johann F. Herbart (1776-1841) might be considered the first theorist to blend
philosophical psychology with educational practice. His efforts to “make
education a science” and to test his theories in a “laboratory school” might justify
naming him ...
Author: Adrian M. Dupuis
Publisher: University Press of America
This book focuses on major educational philosophies impacting Western education and makes sense of past and current trends placed in historical context. This third edition is updated with the swift changes taking place in education and looks at postmodernism as it has continued to develop during the past fifty years.