The editors of this essential Reader recognise the valuable and varied benefits of connecting the two fields of education and psychology, and have carefully selected contributions to reflect current trends in the subject and examples of how knowledge has an impact on practice. This lively and authoritative book features sections on topics as varied as:* assessment * language* motivation* cognition and development* intelligence* memory* special educational needsPsychology and education have an entwined relationship, but one that is often complex and delicate. Day-to-day pressures of classroom life may often result in the negligence of the importance of child development. It is therefore crucial for students and practitioners to keep abreast of recent educational changes, which raise new questions for educational psychology.With a specially written introduction from the editors, providing a much-needed context to the current education climate, students of educational psychology will find this Reader an important route map to further reading and understanding.
Author(s): Harry Daniels; Anne Edwards
Year: 2004
Language: English
Pages: 360
Book Cover......Page 1
Title......Page 4
Contents......Page 5
Acknowledgements......Page 11
Introduction......Page 12
Assessment......Page 18
The psychological assessment of reading: theoretical issues and professional solutions......Page 20
Dreams, strategies and systems: portraits of assessment past, present and future......Page 40
Language......Page 60
Language talk......Page 62
Is 'exploratory talk' productive talk?......Page 78
Motivation......Page 98
Ways of understanding motivation......Page 100
Tracking the development of learning dispositions......Page 117
Cognition and development......Page 144
Models of cognition in childhood: metaphors, achievements and problems......Page 146
Cognitive development: no stages please we're British......Page 195
Intelligence......Page 214
The vertical mind the case for multiple intelligences......Page 216
Socializing intelligence......Page 232
Memory......Page 244
Memory research: past mistakes and future prospects......Page 246
Conversational remembering: a social psychological approach......Page 261
Cooperative learning......Page 280
When and why does cooperative learning increase achievement? Theoretical and empirical perspectives......Page 282
Collaborative learning with computers......Page 305
Activity theory......Page 318
Looking beyond the interface: activity theory and distributed learning......Page 320
Behaviour management......Page 338
An ecosystemic approach to emotional and behavioural difficulties in schools......Page 340
