Psychology in education:
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Harlow ; Munich [u.a.]
Pearson Education
2013
|
| Edition: | 2. ed |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | xxiii, 774 p. Ill. 27 cm |
| ISBN: | 9781408257500 |
Staff View
MARC
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| 020 | |a 9781408257500 |9 978-1-4082-5750-0 | ||
| 035 | |a (OCoLC)867143111 | ||
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| 100 | 1 | |a Hoy, Anita Woolfolk |d 1947- |e Verfasser |0 (DE-588)133757048 |4 aut | |
| 245 | 1 | 0 | |a Psychology in education |c Anita Woolfolk, Malcolm Hughes, Vivienne Walkup |
| 250 | |a 2. ed | ||
| 264 | 1 | |a Harlow ; Munich [u.a.] |b Pearson Education |c 2013 | |
| 300 | |a xxiii, 774 p. |b Ill. |c 27 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational psychology | |
| 650 | 0 | 7 | |a Pädagogische Psychologie |0 (DE-588)4044321-8 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Pädagogische Psychologie |0 (DE-588)4044321-8 |D s |
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| 700 | 1 | |a Hughes, Malcolm |e Sonstige |4 oth | |
| 700 | 1 | |a Walkup, Vivienne |e Sonstige |4 oth | |
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Record in the Search Index
| _version_ | 1804151485433380864 |
|---|---|
| adam_text | PREFACE
GUIDED TOUR
ACKNOWLEDGEMENTS
XIII
XVI
XVIII
CHAPTER
1
TEACHERS,TEACHING
AND
EDUCATIONAL
PSYCHOLOGY
2
IN
THE
CLASSROOM
3
INTRODUCTION
4
NATIONAL
STANDARDS
OF
ATTAINMENT
AND
EVERYCHILD
MATTERS
4
00
TEACHERS
MAKE
ADIFFERENCE?
6
WHAT
ISGOOD
TEACHING?
9
ASK
THE
ED.PSYCH.
12
THE
ROLE
OF
EDUCATIONAL
PSYCHOLOGY
14
THE
CONTENTS
OF
THIS
BOOK
22
SUMMARY
TABLE
23
INTHE
CLASSROOM:
WHAT
WOULD
THEY
DO?
25
PART
1
LEARNERS
27
CHAPTER
2
COGNITIVE
DEVELOPMENT
AND
LANGUAGE
28
IN
THE
CLASSROOM
29
ADEFINITION
OF
DEVELOPMENT
30
PIAGET S
THEORY
OF
COGNITIVE
DEVELOPMENT
37
VYGOTSKY S
SOCIOCULTURAL
PERSPECTIVE
50
IMPLICATIONS
OF
PIAGET S
AND
VYGOTSKY S
THEORIES
FOR
TEACHERS
AND
FACILITATORS
OF
CHILDREN S
LEARNING
57
THE
DEVELOPMENT
OF
LANGUAGE
62
ASK
THE
ED.PSYCH.
69
SUMMARY
TABLE
69
INTHE
CLASSROOM:
WHAT
WOULD
THEY
DO?
73
CHAPTER
3
PERSONAL,SODALAND
EMOTIONAL
DEVELOPMENT
74
IN
THE
CLASSROOM
75
PHYSICAL
DEVELOPMENT
76
VIII
CONTENTS
FREUD: STAGES
OF
INDIVIDUAL
DEVELOPMENT
79
ATTACHMENT
THEORY
82
ERIKSON:
THE
INDIVIDUAL
AND
SOCIETY
83
BRONFENBRENNER:
THE
SOCIAL
CONTEXT
FOR
DEVELOPMENT
89
SELF-CONCEPT:
UNDERSTANDING
OURSELVES
102
DIVERSITY
AND
IDENTITY
107
EMOTIONAL
AND
MORAL
DEVELOPMENT
109
ASK
THE
ED.PSYCH.
117
SUMMARY
TABLE
117
INTHE
CLASSROOM:
WHAT
WOULD
THEYDO?
122
CHAPTER
4
LEARNER
DIFFERENCES
AND
LEARNING
NEEDS
124
IN
THE
CLASSROOM
125
INDIVIDUAL
DIFFERENCES
IN
INTELLIGENCE
126
ABILITY
DIFFERENCES
AND
TEACHING
140
LEARNING
STYLES
AND
PREFERENCES
143
INDUSION
145
THE
MOST
COMMON
CHALLENGES
148
LESSPREVALENT
PROBLEMS
AND
MORE
SEVERE
DISABILITIES
164
LEARNERS
WHO
ARE
GIFTED
AND
TALENTED
168
ASK
THE
ED.PSYCH.
173
SUMMARY
TABLE
174
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
179
CHAPTER
5
CULTURE
AND
DIVERSITY
180
IN
THE
CLASSROOM
181
TODAY S
DIVERSE
CLASSROOMS
182
ECONOMIC
AND
SOCIAL
CLASSDIFFERENCES
186
ETHNIC
AND
RACIAL
DIFFERENCES
192
ASK
THE
ED.PSYCH.
202
GIRLS
AND
BOYS:
DIFFERENCES
INTHE
CLASSROOM
202
LANGUAGE
DIFFERENCES
INTHE
C1ASSROOM
213
CREATING
CULTURALLY
RESPONSIVE
SCHOOLS
220
DIVERSITY
IN
LEARNING
225
SUMMARY
TABLE
233
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
236
CONTENTS
IX
PART2
LEARNINGANDMOTIVATION
239
CHAPTER
6
BEHAVIOURAL
VIEWS
OF
LEARNING
240
INTHE
CLASSROOM
241
UNDERSTANDING
LEARNING
242
EARLY
EXPLANATIONS
OF
LEARNING:
CONTIGUITY
AND
CLASSICAL
CONDITIONING
244
OPERANT
CONDITIONING:
TRYING
NEW
RESPONSES
247
APPLIED
BEHAVIOUR
ANALYSIS
253
BEHAVIOURAL
APPROACHES
TO
TEACHING
AND
MANAGEMENT
265
OBSERVATIONAL
LEARNING
AND
COGNITIVE
BEHAVIOUR
MODIFICATION:
THINKING
ABOUT
BEHAVIOUR
270
PROBLEMS
AND
ISSUES
278
DIVERSITY
AND
CONVERGENCE
IN
BEHAVIOURAL
LEARNING
282
SUMMARY
TABLE
282
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
286
CHAPTER
7
COGNITIVE
VIEWS
OF
LEARNING
288
IN
THE
CLASSROOM
289
ELEMENTS
OF
THE
COGNITIVE
PERSPECTIVE
290
THE
INFORMATION
PROCESSING
MODEL
OF
MEMORY
292
LONG-TERM
MEMORY:
THE
GOAL
OF
TEACHING
301
ASK
THE
ED.PSYCH.
310
METACOGNITION
315
BECOMING
KNOWLEDGEABLE:
SOME
BASICPRINCIPLES
317
SUMMARY
TABLE
325
INTHE
CLASSROOM:
WHAT
WOULD
THEY
DO?
328
CHAPTER
8
COMPLEX
COGNITIVE
PROCESSES
330
INTHE
CLASSROOM
331
LEARNING
AND
TEACHING
ABOUT
CONCEPTS
332
PROBLEM
SOLVING
343
CREATIVITY
AND
CREATIVE
PROBLEM
SOLVING
359
DEVELOPING
EXPERT
PUPILS:
LEARNING
STRATEGIES
AND
STUDY
SKILLS
365
ASK
THE
ED.PSYCH.
377
TEACHING
FOR
TRANSFER
378
SUMMARY
TABLE
383
INTHE
CLASSROOM:
WHAT
WOULD
THEY
DO?
386
X
CONTENTS
CHAPTER 9
SODAL
COGNITIVE
AND
CONSTRUCTIVIST
VIEWS
OF
LEARNING
388
IN
THE
CLASSROOM
389
SODAL
COGNITIVE
THEORY
390
APPLYING
SODAL
COGNITIVE
THEORY
393
COGNITIVE
AND
SODAL
CONSTRUCTIVISM
402
APPLYING
CONSTRUCTIVIST
PERSPECTIVES
409
ASK
THE
ED.PSYCH.
421
LOOKING
BACKAT
LEARNING
421
SUMMARY
TABLE
423
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
426
CHAPTER
10
MOTIVATION
INLEARNING
AND
TEACHING
428
IN
THE
CLASSROOM
429
WHAT
ISMOTIVATION?
430
NEEDS:
COMPETENCE,
AUTONOMY
AND
RELATEDNESS
436
GOAL
ORIENTATIONS
AND
MOTIVATION
439
INTERESTS
AND
EMOTIONS
443
BELIEFS
AND
SELF-SCHEMAS
451
MOTIVATION
TO
LEARN
IN
SCHOOL
458
ASK
THE
ED.PSYCH.
464
CONCLUSIONS:
STRATEGIES
TO
ENCOURAGE
MOTIVATION
AND
THOUGHTFUL
LEARNING
464
SUMMARY
TABLE
466
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
470
CHAPTER
11
ENGAGED
LEARNING:
COOPERATION
ANDCOMMUNITY
472
IN
THE
CLASSROOM
473
INTRODUCTION
474
SODAL
PROCESSESIN
LEARNING
475
COLLABORATION
AND
COOPERATION
477
THE
C1ASSROOMCOMMUNITY
492
VIOLENCE
IN
SCHOOLS
502
ASK
THE
ED.PSYCH.
505
COMMUNITY
SERVICE
LEARNING
506
SUMMARY
TABLE
508
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
510
CONTENTS
XI
PART3
TEACHING
AND
ASSESSING
513
CHAPTER
12
CREATING
LEARNING
ENVIRONMENTS
514
IN
THE
CLASSROOM
515
THE
NEED
FOR
ORGANISATION
516
CREATING
APOSITIVE
LEARNING
ENVIRONMENT
522
ASK
THE
ED.PSYCH.
537
MAINTAINING
AGOOD
ENVIRONMENT
FOR
LEARNING
538
THE
NEED
FOR
COMMUNICATION
548
SUMMARY
TABLE
555
IN
THE
CLASSROOM:
WHAT
WOULD
THEY
DO?
557
CHAPTER
13
TEACHING
FOR
LEARNING
560
INTHE
CLASSROOM
561
THE
FIRST
STEP:
PLANNING
562
TEACHING
572
ASK
THE
ED.PSYCH.
587
TEACHER
EXPECTATIONS
589
PUPIL-CENTRED
TEACHING
596
SUMMARY
TABLE
598
INTHE
CLASSROOM:
WHAT
WOULD
THEY
DO?
600
CHAPTER
14
5TANDARDISED
TESTING
602
INTHE
CLASSROOM
603
MEASUREMENT
AND
ASSESSMENT
604
ASK
THE
ED.PSYCH.
606
WHAT
DOTESTSCORESMEAN?
608
TYPESOF
STANDARDISED
TESTS
620
ISSUESIN
STANDARDISED
TESTING
624
NEW
DIRECTIONS
IN
ASSESSMENT
633
SUMMARY
TABLE
637
INTHE
CLASSROOM:
WHAT
WOULD
THEY
DO?
640
CHAPTER
15
CLASSROOM
AESSESSMENT
642
INTHE
CLASSROOM
643
FORMATIVE
AND
SUMMATIVE
ASSESSMENT
644
GETTING
THE
MOST
FRAM
TRADITIONAL
ASSESSMENT
646
XII
CONTENTS
ASSESSMENT FOR
LEARNING
ASK
THE
ED.PSYCH.
ALTERNATIVES
TO
TRADITIONAL
ASSESSMENTS
EFFECTS
OF
GRADING
ON
PUPILS
SUMMARY
TABLE
IN
THE
C1ASSROOM:
WHAT
WOULD
THEY
OO?
GLOSSARY
REFERENCES
INDEX
SUPPORTING
RESOURCES
VISIT
WWW.PEARSONED.CO.UK/WOOLFOLKEURO
TO
FIND
VALUABLE
ONLINE
RESOURCES:
COMPANION
WEBSITE
FOR
STUDENTS
*
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TO
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RELEVANT
SITESONTHE
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FORINSTRUCTORS
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ALLTHE
FIGURES
INTHE
BOOK
648
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673
689
691
693
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|
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| author | Hoy, Anita Woolfolk 1947- |
| author_GND | (DE-588)133757048 |
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| bvnumber | BV041387186 |
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| discipline | Psychologie |
| edition | 2. ed |
| format | Book |
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| id | DE-604.BV041387186 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:55:34Z |
| institution | BVB |
| isbn | 9781408257500 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-026835054 |
| oclc_num | 867143111 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxiii, 774 p. Ill. 27 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson Education |
| record_format | marc |
| spelling | Hoy, Anita Woolfolk 1947- Verfasser (DE-588)133757048 aut Psychology in education Anita Woolfolk, Malcolm Hughes, Vivienne Walkup 2. ed Harlow ; Munich [u.a.] Pearson Education 2013 xxiii, 774 p. Ill. 27 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Hughes, Malcolm Sonstige oth Walkup, Vivienne Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026835054&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hoy, Anita Woolfolk 1947- Psychology in education Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd |
| subject_GND | (DE-588)4044321-8 |
| title | Psychology in education |
| title_auth | Psychology in education |
| title_exact_search | Psychology in education |
| title_full | Psychology in education Anita Woolfolk, Malcolm Hughes, Vivienne Walkup |
| title_fullStr | Psychology in education Anita Woolfolk, Malcolm Hughes, Vivienne Walkup |
| title_full_unstemmed | Psychology in education Anita Woolfolk, Malcolm Hughes, Vivienne Walkup |
| title_short | Psychology in education |
| title_sort | psychology in education |
| topic | Educational psychology Pädagogische Psychologie (DE-588)4044321-8 gnd |
| topic_facet | Educational psychology Pädagogische Psychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026835054&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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