| Description |
vi, 250 p. : ill 24 cm. |
| Bibliography |
Includes bibliographical references (p. [224]-242) and index. |
| Contents |
1. The learner and the teacher -- Defining learning and teaching -- Visions of the learner -- Visions of the teacher -- A model of reflectivity for this book -- Reflectivity and craft-knowledge -- Conclusions and personal reflections -- 2. Cognitive development and learning -- Piagetian theory -- Vygotskian theory -- The modular challenge to constructivist theories -- Conclusions and personal reflections -- 3. Intelligence and academic ability -- Intelligence and academic ability -- Intelligence as a social construct -- The importance of beliefs about intelligence -- IQ testing -- General intelligence and multiple intelligences -- Sternberg's triarchic theory of intelligence -- Developing intelligence and educational ability -- Conclusions and personal reflections -- 4. Styles of thinking, learning and studying -- Defining terms : cognitive style, learning strategy and learning style -- What makes a good system for classifying learning styles? -- Cognitive styles -- Field dependence -- Multidimensional systems of learning styles -- Comparing the systems -- Learning strategies -- Conclusions and personal reflections -- 5. Thinking skills -- What are thinking skills? -- The rationale underlying current work on developing thinking -- Programmes for the development of thinking skills -- Thinking skills in higher education -- Conclusions and personal reflections -- 6. Motivation -- The significance of motivation -- Maslow's hierarchy of needs -- Self-determination theory -- Attribution theory -- Self-efficacy -- Goal orientation theory -- The effect of expectations on motivation -- Conclusions and personal reflections -- 7. Emotional factors in learning -- Learning and relationships -- Research into relationships and education -- Peer relationships -- Emotional intelligence -- Conclusions and personal reflections -- 8. ICT and learning -- Explanations of some basic terms -- Evidence for the effectiveness of ILT in enhancing learning -- Factors affecting the uptake of ICT and ILT -- Benefits of ILT : the constructivist understanding -- Benefits of ILT : the social constructivist understanding -- Individual differences in ILT use -- Conclusions and personal reflections -- 9. Teacher stress -- The legal context -- Defining teacher stress : where psychology meets politics -- The experience of teacher stress -- Causal factors in teacher stress -- A transactional picture -- Managing teacher stress -- Conclusions and personal reflections -- 10. Education research -- The historical context -- The aims and purpose of education research -- Epistemological foundations -- Qualitative and quantitative methods -- Major research methods -- Multiple studies : review and meta-analysis -- Criticisms and limitations of education research -- Conclusions and personal reflections. |
| Subject |
Teaching -- Psychological aspects.
|
|
Learning, Psychology of.
|
|
Educational psychology.
|
| ISBN |
0748790373 (pbk.) |
|
9780748790371 (pbk.) |
| Standard No. |
YDXCP 100407066 |
|
