Educational Psychology, Google eBook

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John Wiley & Sons, Feb 2, 2012 - Psychology - 676 pages
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Educational psychology is the scientific study of how people learn and how teachers can foster learning. An understanding of these principles and how they can be applied to classroom situations is as crucial as it ever has been for the contemporary Australian school teacher, from early childhood through to secondary school. Australian school environments and students are changing. Many issues are having an impact on the dynamics of the contemporary learning and teaching environment, such as:

• Increasing student diversity, including those with special needs
• The pervasive impact of technology
• The introduction of the Australian National Curriculum
• The public reporting of school NAPLAN results.

This text prepares pre-service teachers for their profession by encouraging reflective practice and critical thinking. It helps inform the ‘practical' teaching experience and develop skills through thought-provoking questions, activities and lesson plan analysis. It is suited for educational psychology subjects taught to student teachers from all sectors - early childhood, primary, middle and secondary.

 

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This book is easy to read and covers the basics for those studying to become teachers or current teachers. Book is somewhat focussed towards lower year levels but includes some information useful for senior secondary teaching.

Contents

Chapter 1 Introducing educational psychology and reflective practice
1
Chapter 2 Teachers and teaching
33
Chapter 3 Physical and cognitive development
87
Chapter 4 Social development
139
Chapter 5 Individual differences and special needs
181
Chapter 6 Behavioural learning theory
225
Chapter 7 Managing learning in classrooms
267
Chapter 8 Cognitive and social cognitive learning
313
Chapter 11 Motivation and engagement
431
Chapter 12 Motivation to learn
473
Chapter 13 Assessment for learning
511
Chapter 14 Standardised and standardsbased assessments
559
Glossary
601
References
609
Name index
653
Subject index
667

Chapter 9 Complex cognition and social constructivism
357
Chapter 10 Learning from peers
387

Common terms and phrases

About the author (2012)

Eva Dobozy is a Senior Lecturer in the School of Education at Edith Cowan University in Perth. With more than 20 years experience in education, first as an early childhood/primary teacher and then as a lecturer in both undergraduate and graduate teacher education studies, Eva has developed a special interest in the theory and practice of children’s rights in education and ‘e-inclusion’. She has a substantial publishing record and is also an associate editor of the international journal Issues In Educational Research.
Eva’s research has been recognised via winning the prestigious Early Career Award from the Western Australian Institute for Educational Research. She is also the chief investigator of the project: ‘Beyond Vision; e-inclusion through Web 2.0 technology’, funded by the Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University. In addition, Eva has been an active member of an Australian Learning and Teaching Council project led by Macquarie University on exploring web 2.0 learning design.

Brendan Bartlett is a Gellibrand Scholar, UNICEF Fellow, King Mongkut Medallist and award holder of the Rotary International Certificate for Significant Achievement in Education. He is a Senior Fellow of the Griffith Institute of Educational Research, and was formerly Head, School of Cognition, Language and Special Education at Griffith University in Brisbane, where he teaches both undergraduate and graduate programs in teacher education. The thrust of his research and that of his doctoral students is on how people identify and deal with the ‘big’ ideas in texts they create or read and in the everyday problems they encounter. He is particularly interested in helping readers find and use text structure to organise ideas and improve their memory and comprehension performances. Brendan developed strategic learning and teaching systems based on that objective for Ipswich Grammar School, Australia, The Bear Creek Schools of Washington State in the United States, and Queensland Rail’s Training Division. He co-led research and professional development for Queensland’s teachers with the Supporting Students with Disabilities Project. He assisted in the UN’s reconstruction of education in Kosovo and chaired UNESCO’s Expert Meeting on Guidelines for Textbooks and Other Educational Materials on Human Rights, Peace and Democracy.

Fiona Bryer is a Senior Lecturer in the School of Education and Professional Studies at Griffith University in Brisbane. She is an educational and developmental psychologist in the Australian Psychological Society and registered with the Psychology Board of Australia. She has worked as a teacher educator for over 35 years and supervised higher degree research students across educational settings from higher education, to middle schooling, to early childhood special education. Fiona edited The Australian Educational and Developmental Psychologist in the 1990s and continues to review for education journals in Australia and overseas. Her teaching has shifted progressively from child and adolescent development towards a focus on regular teacher practice in classwide behavioural support for student engagement in learning, evidence-based strategies of instructional interaction, and aspects of inclusive practice for children with emotional and behavioural difficulties and autistic spectrum disorders. She has a broad interest in school reform and research-informed practice in education as effective educational supports for child development and learning.

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