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• 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