Psychology in Education 2nd edn ePub eBook

This new edition of the European adaptation of Anita Woolfolk's market-leading US text, Educational Psychology, is essential reading for anyone studying or interested in education and learning from a psychology perspective. The second edition includes new work in the areas of Assessment for Learning and Attachment Theory, as well as reflecting recent changes in Special Educational Needs provision. The text shows how information and ideas drawn from cutting-edge research in educational psychology can be applied to solve the everyday problems of teaching and child development.'This wide-ranging and theoretically grounded text is set to become a classic in the psychology of education.'Alec Webster, Emeritus Professor of Educational Psychology, University of Bristol'This is an exceptionally strong book that explains the psychology in education in a clear and vivid way. I also appreciated the European approach of the book... I would certainly recommend educators to use this book.'Sofie Loyens, Assistant Professor at the Department of Psychology, Erasmus University Rotterdam, The Netherlands Cover 1 Contents 8 Preface 14 Guided Tour 17 Acknowledgements 19 Chapter 1 Teachers, Teaching and Educational Psychology 27 In the Classroom 28 Introduction 29 National Standards of Attainment and Every Child Matters 29 Do Teachers Make a Difference? 31 What is Good Teaching? 34 Ask the Ed. Psych. 37 The Role of Educational Psychology 39 The Contents of This Book 47 Summary Table 48 In the Classroom: What Would They Do? 50 Part 1 Learners 52 Chapter 2 Cognitive Development and Language 53 In the Classroom 54 A Definition of Development 55 Piaget’s Theory of Cognitive Development 62 Vygotsky’s Sociocultural Perspective 75 Implications of Piaget’s and Vygotsky’s Theories for Teachers and Facilitators of Children’s Learning 82 The Development of Language 87 Ask the Ed. Psych. 94 Summary Table 94 In the Classroom: What Would They Do? 98 Chapter 3 Personal, Social and Emotional Development 99 In the Classroom 100 Physical Development 101 Freud: Stages of Individual Development 104 Attachment Theory 107 Erikson: The Individual and Society 108 Bronfenbrenner: The Social Context for Development 114 Self-Concept: Understanding Ourselves 127 Diversity and Identity 132 Emotional and Moral Development 134 Ask the Ed. Psych. 142 Summary Table 142 In the Classroom: What Would They Do? 147 Chapter 4 Learner Differences and Learning Needs 149 In the Classroom 150 Individual Differences in Intelligence 151 Ability Differences and Teaching 165 Learning Styles and Preferences 168 Inclusion 170 The Most Common Challenges 173 Less Prevalent Problems and More Severe Disabilities 189 Learners Who Are Gifted and Talented 193 Ask the Ed. Psych. 198 Summary Table 199 In the Classroom: What Would They Do? 204 Chapter 5 Culture and Diversity 205 In the Classroom 206 Today’s Diverse Classrooms 207 Economic and Social Class Differences 211 Ethnic and Racial Differences 217 Ask the Ed. Psych. 227 Girls and Boys: Differences in the Classroom 227 Language Differences in the Classroom 238 Creating Culturally Responsive Schools 245 Diversity in Learning 250 Summary Table 258 In the Classroom: What Would They Do? 261 Part 2 Learning and Motivation 264 Chapter 6 Behavioural Views of Learning 265 In the Classroom 266 Understanding Learning 267 Early Explanations of Learning: Contiguity and Classical Conditioning 269 Operant Conditioning: Trying New Responses 272 Applied Behaviour Analysis 278 Behavioural Approaches to Teaching and Management 290 Observational Learning and Cognitive Behaviour Modification: Thinking about Behaviour 295 Problems and Issues 303 Diversity and Convergence in Behavioural Learning 307 Summary Table 307 In the Classroom: What Would They Do? 311 Chapter 7 Cognitive Views of Learning 313 In the Classroom 314 Elements of the Cognitive Perspective 315 The Information Processing Model of Memory 317 Long-Term Memory: The Goal of Teaching 326 Ask the Ed. Psych. 335 Metacognition 340 Becoming Knowledgeable: Some Basic Principles 342 Summary Table 350 In the Classroom: What Would They Do? 353 Chapter 8 Complex Cognitive Processes 355 In the Classroom 356 Learning and Teaching about Concepts 357 Problem Solving 368 Creativity and Creative Problem Solving 384 Developing Expert Pupils: Learning Strategies and Study Skills 390 Ask the Ed. Psych. 402 Teaching for Transfer 403 Summary Table 408 In the Classroom: What Would They Do? 411 Chapter 9 Social Cognitive and Constructivist Views of Learning 413 In the Classroom 414 Social Cognitive Theory 415 Applying Social Cognitive Theory 418 Cognitive and Social Constructivism 427 Applying Constructivist Perspectives 434 Ask the Ed. Psych. 446 Looking Back at Learning 446 Summary Table 448 In the Classroom: What Would They Do? 451 Chapter 10 Motivation in Learning and Teaching 453 In the Classroom 454 What is Motivation? 455 Needs: Competence, Autonomy and Relatedness 461 Goal Orientations and Motivation 464 Interests and Emotions 468 Beliefs and Self-Schemas 476 Motivation to Learn in School 483 Ask the Ed. Psych. 489 Conclusions: Strategies to Encourage Motivation and Thoughtful Learning 489 Summary Table 491 In the Classroom: What Would They Do? 495 Chapter 11 Engaged Learning: Cooperation and Community 497 In the Classroom 498 Introduction 499 Social Processes in Learning 500 Collaboration and Cooperation 502 The Classroom Community 517 Violence in Schools 527 Ask the Ed. Psych. 530 Community Service Learning 531 Summary Table 533 In the Classroom: What Would They Do? 535 Part 3 Teaching and Assessing 538 Chapter 12 Creating Learning Environments 539 In the Classroom 540 The Need for Organisation 541 Creating a Positive Learning Environment 547 Ask the Ed. Psych. 562 Maintaining a Good Environment for Learning 563 The Need for Communication 573 Summary Table 580 In the Classroom: What Would They Do? 582 Chapter 13 Teaching for Learning 585 In the Classroom 586 The First Step: Planning 587 Teaching 597 Ask the Ed. Psych. 612 Teacher Expectations 614 Pupil-centred Teaching 621 Summary Table 623 In the Classroom: What Would They Do? 625 Chapter 14 Standardised Testing 627 In the Classroom 628 Measurement and Assessment 629 Ask the Ed. Psych. 631 What Do Test Scores Mean? 633 Types of Standardised Tests 645 Issues in Standardised Testing 649 New Directions in Assessment 658 Summary Table 662 In the Classroom: What Would They Do? 665 Chapter 15 Classroom Assessment 667 In the Classroom 668 Formative and Summative Assessment 669 Getting the Most from Traditional Assessment 671 Assessment for Learning 673 Ask the Ed. Psych. 675 Alternatives to Traditional Assessments 685 Effects of Grading on Pupils 698 Summary Table 714 In the Classroom: What Would They Do? 716 Glossary 718 A 718 B 719 C 719 D 721 E 721 F 722 G 722 H 723 I 723 J 724 K 724 L 724 M 724 N 725 O 725 P 726 R 727 S 728 T 729 U 730 V 730 W 730 Z 730 References 731 Index 789 A 789 B 789 C 790 D 791 E 792 F 792 G 793 H 793 I 793 J 794 K 794 L 794 M 794 N 795 O 795 P 795 Q 796 R 796 S 797 T 798 U 798 V 798 W 799 Y 799 Z 799

This new edition of the Europeanadaptation of Anita Woolfolk’s market-leading US text, Educational Psychology, is essential reading for anyone studying or interested in education and learning from a psychology perspective.

The second edition includes new work in the areas of Assessment for Learning and Attachment Theory, as well as reflecting recent changes in Special Educational Needs provision. The text shows how information and ideas drawn from cutting-edge research in educational psychology can be applied to solve the everyday problems of teaching and child development.

'This wide-ranging and theoretically grounded text is set to become a classic in the psychology of education.'

Alec Webster, Emeritus Professorof Educational Psychology, University of Bristol

'This is an exceptionally strong book that explains the psychology in education in a clear and vivid way. I also appreciated the European approach of the book... I would certainly recommend educators to use this book.'

Sofie Loyens, Assistant Professor at the Department of Psychology, Erasmus University Rotterdam, The Netherlands