Educational Psychology 32

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection.……続きを見る

Psychology for the Classroom: Behaviourism describes and reflects upon the foundations of behaviourism and the proliferation of behaviourist techniques in common practice today. Through examples dra……続きを見る

In Residential Treatment of Adolescents, Pazaratz discusses how practitioners can remain emotionally available for the needs of their residents without feeling overwhelmed. Readers will be apprised ……続きを見る

Sandra Smidt sets out to explain what play is and why it is so important as one of the key ways of learning, particularly - but not solely - for young children. She argues that all play is purposefu……続きを見る

Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. Whether in the classroom, university or wor……続きを見る

The concept of educationーits dangers and promises and its illusions and revelationsーthreads throughout Sigmund Freud’s body of work. This introductory volume by psychoanalytic authority, Deborah P……続きを見る

Implementing 'Restorative Practice' in schools can offer powerful and effective methods of promoting harmonious relationships and resolving conflict. Restorative Practice helps disruptive pupils to ……続きを見る

Research in educational psychology has had a huge impact in terms of enhancing understanding and challenging thinking about teachers and learners. Educational Psychology: Concepts, Research and Chal……続きを見る

This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual dif……続きを見る

This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of th……続きを見る

It is hard to conceive of a classroom activity that does not involve working memory – our ability to work with information. In fact, it would be impossible for students to learn without working memo……続きを見る

Are we adequately preparing students for life beyond school doors? Schools teach students not to be competitive and never to fail. Yet in the real world, people compete for jobs, and they often fail……続きを見る

Students learn better when they aren’t afraid to take risks and make mistakes. In this book, teacher and popular blogger Joli Barker shows you how to make K-8 students fearless in the classroom so t……続きを見る

Positive psychology, properly understood and applied, offers a tremendous opportunity for improving student and teacher experiences and the overall success of any school. The connection between educ……続きを見る

Arts Integration and Special Education contributes to research, policy, and practice by providing a theory of action for studying how linguistic, cognitive, and affective student engagement relates ……続きを見る

Professor Stephen Lerman has been a leader in the field of mathematics education for thirty years. His work is extensive, making many significant contributions to a number of key areas of research. ……続きを見る

The book departs from the approach of related titles by focusing on describing and reflecting upon the notion of seamless learning with regard to salient characteristics of learner mobility and brid……続きを見る

"Your good nature will bring you much happiness." -Peking Noodle Co. We began this book with the belief that there are individual differences in tempera ment that impact the trajectory of the course……続きを見る

This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective pract……続きを見る

Dynamic/interactive assessment has been a long time coming! It has been almost a century since Alfred Binet suggested that assessment of the processes of learn ing should constitute a priority in th……続きを見る

This book aims to provide insight into the complexities confronting higher education today and to highlight tangible opportunities that exist to address such issues. We are in a constant state of fl……続きを見る

Legal Issues of Special Education is for university faculty staff teaching courses on education law and policy. It also serves as a resource for students conducting research, government officials, a……続きを見る

Learning by Expanding challenges traditional theories that consider learning to be a process of acquisition and reorganization of cognitive structures within the closed boundaries of specific tasks ……続きを見る

Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersectio……続きを見る

IQ tests, which measure our ability to retain information, are out-dated. In the digital era, the new IQ is not about retaining knowledge, but managing it. Working memory is the brain’s Post-It note……続きを見る

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful i……続きを見る

The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notio……続きを見る

"I should say first of all that the only emotions I propose expressly to consider here are those that have a distinct bodily expression. That there are feelings of pleasure and displeasure, of inter……続きを見る

The CRAF-E4 Family Engagement Model: Building Practitioners' Competence to Work with Diverse Families lays out how mental health practitioners can best engage parents in their children's education f……続きを見る

Published in August of 2008, WAIS–IV is the most widely used intelligence test for adults in the world. Substantive changes were made to the WAIS-IV from the WAIS-III leaving clinicians with questio……続きを見る