Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to...
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Origin...
Originally published in 1989, this title for the first time in one volume, organized and discussed the fundamental advances in theory, technology, and research methods in educational psychology, at the time. The book provides comprehensive, integrated reviews and discussions of recent advances of the day in such areas as learning, cognition, instruction, and applications to curriculum.
Originally published in 1989, this title for the first time in one volume, organized and discussed the fundamental advances in theory, technology, ...
Originally published in 1975, this book aimed to throw light on the practical use of psychology in children’s education, for the benefit of students, practising teachers, parents, or anyone concerned with education. Both educators and educated are considered, and particular attention is given to the behaviour of the whole person, both inside and outside the bounds of conventional teaching practice.
Originally published in 1975, this book aimed to throw light on the practical use of psychology in children’s education, for the benefit of stude...
Educational psychologists, psychiatrists, social workers, and other professionals are often asked by parents or teachers to intervene when ‘normal’ classroom strategies have failed children in their charge. This title, originally published in 1990, brought together for the first time some of the ‘intervention strategies’ available at the time and offers professionals vital information about the results of each strategy in practice.
The contributors, acknowledged experts in their fields, present a critical and objective overview of the range of approaches available and apply...
Educational psychologists, psychiatrists, social workers, and other professionals are often asked by parents or teachers to intervene when ‘norma...
If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades’ detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial ‘teacher-expectancy effect’ – the effect of teachers’ expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers...
If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published...
Originally published in 1976, the authors of six of the most widely quoted works in behavioural science related to education, at the time, here describe in detail their research work, including its origins, planning and implementation. The accounts are unusual, not only for their technical detail but for their candour. The brief was to put the heart and brains back into accounts of research so the authors comment not only on the research design, but on the personal and professional problems they had to overcome. They also reflect on the reception of their work, and the way in which it...
Originally published in 1976, the authors of six of the most widely quoted works in behavioural science related to education, at the time, her...
What can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact?
The Elton Committee was set up in 1989 to consider ‘what action can be taken to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place’. In this collection of papers, originally published in 1992, ten leading figures in the psychology of education reflect on some of the issues raised by the Elton Report and provide a series of psychological models for tackling problems of discipline, disorder and disruption in schools....
What can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact?
Originally published in 1989, school psychology, according to the contributors of this unique volume, is an approach to problem solving, not simply a setting- specific profession. Following Lightner Witmer's original notion, the editors lay a foundation for the field of school psychology in "nontraditional" settings.
Such nontraditional practice stems from data showing that school psychologists display skills and abilities that can be applied successfully to a variety of client needs in numerous settings. This special book directly affects both the practicing school psychologist...
Originally published in 1989, school psychology, according to the contributors of this unique volume, is an approach to problem solving, not simply...
Originally published in 1977, Psychology for the Classroom is offered as an aid to people who are learning themselves and helping other people to learn: that is, to parents, students and particularly to teachers. The activity of teaching, to be successful, requires the teacher to understand the behaviour of the learner as fully as possible. Some of the insights into human behaviour gained by psychologists may prove helpful to the teacher in complementing his or her experience and intuitive understanding, and it is with this in mind that the topics covered in this book have been...
Originally published in 1977, Psychology for the Classroom is offered as an aid to people who are learning themselves and helping other peop...
Children think in a different way to adults. They also think differently at different ages. This book, originally published in 1984, studies the growth of those processes by means of which thinking evolves from infancy through childhood and adolescence into adulthood. It covers perception, memory, language and, above all, the development of mental ‘programmes’, or strategies, through which people structure and hence comprehend the information coming to them from their environment.
The study of cognitive development has obvious educational implications. Development in the...
Children think in a different way to adults. They also think differently at different ages. This book, originally published in 1984, studies the gr...
