Developments in educational psychology / edited by Kevin Wheldall.
Language: English Publisher: 2010Publisher: London : Routledge, 2010 [dvs 2009]Edition: 2nd edDescription: xii, 222 p. 24 cmISBN:- 0415469937
- 9780415469937
- 370.15 22
- LB1051
- Eaa
Item type | Current library | Shelving location | Call number | Status | Date due | Barcode | Item holds | |
---|---|---|---|---|---|---|---|---|
Book | Biblioteket HKR | Biblioteket | 370.15 Developments | Available | 11156000168446 |
Enhanced descriptions from Syndetics:
Review comment on the first edition
"Wheldall asks himself and his readers what has transpired within the field of educational psychology ... and what its relevance actually is for teaching, learning and education. As such it is a 'must read' for all educational psychologists, students of educational psychology, teachers and teacher trainers."
Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology
What is the relevance of educational psychology in the twenty first century?
In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including:
intelligence; communication; family environments; individual differences; reading; peer learning; classroom behaviour; and higher education.Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed.
Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.
Previous ed.: 2006.
Includes bibliographical references and index.
Dawson
Table of contents provided by Syndetics
- List of illustrations (p. vii)
- About the editor (p. viii)
- Notes on contributors (p. ix)
- Preface (p. xi)
- 1 When will we ever learn? Or the elephant in the classroom (p. 1)
- 2 Educational psychology - theory, research, and teaching (p. 14)
- 3 Intelligence and IQ (p. 30)
- 4 Trends in peer learning (p. 53)
- 5 Family environments and children&esquo;s outcomes (p. 69)
- 6 Individual differences and educational performance (p. 80)
- 7 Progress in communication intervention for individuals with developmental disabilities (p. 95)
- 8 Students' approaches to learning and teachers' approaches to teaching in higher education (p. 102)
- 9 Reflections on the database of educational psychology and effective teaching research (p. 110)
- 10 Evidence-based practice for education? (p. 131)
- 11 Recent research on troublesome classroom behaviour (p. 135)
- 12 Teachers' use of approval and disapproval in the classroom (p. 153)
- 13 Classroom seating arrangements and classroom behaviour (p. 181)
- 14 Teacher judgment of reading performance (p. 196)
- Index (p. 217)