基本説明
Combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students.
Full Description
Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse races, cultures, and classes. This work, a rethinking of school psychology, will be an essential resource for anyone who is interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students.
Contents
Volume One
Part One
:Introduction: Educational PsychologyLimitations and Possibilities
Ch.2 Educational Psychology Timeline
Part Two: Introducing Theorists Important to Education and Psychology
Ch. 3 Introducing Albert Bandura
Ch. 4 Introducing Jerome Bruner
Ch.5 Introducing Judith Butler
Ch. 6- Introducing John Dewey
Ch.7- Introducing Erik Erikson
Ch.8 Introducing Howard Gardner
Ch.9 Introducing Carol Gilligan
Ch.10 Introducing Emma Goldman
Ch.11 Introducing Jurgen Habermas
Ch. 12- Introducing Granville Stanley Hall
Ch. 13- Introducing Sandra Harding
Ch. 14- Introducing Bell Hooks
Ch. 15- Introducing William James
Ch. 16- Introducing Lawrence Kohlberg
Ch. 17- Introducing Jacques Lacan
Ch. 18- Introducing Gloria Ladson-Billings
Ch. 19 Introducing Jean Lave
Ch. 20 Introducing Alexander Luria
Ch. 21 Introducing Herbert Marcuse
Ch. 22 Introducing Abraham Harold Maslow
Ch. 23- Introducing Maria Montessori
Ch. 24- Introducing Nel Noddings
Ch. 25-Introducing Ivan Petrovich Pavlov
Ch. 26- Introducing Jean Piaget
Ch. 27 Introducing Carl Rodgers
Ch. 28- Introducing B. F. Skinner
Ch. 29- Introducing Robert J. Sternberg
Ch. 30- Introducing Beverly Daniel Tatum
Ch. 31- Introducing Lewis Madison Terman
Ch. 32 Introducing Edward L. Thorndike
Ch. 33 Introducing Rudolph von Laban
Ch. 34- Introducing Lev Vygotsky
Ch. 35- Introducing Valerie Walkerdine
Ch. 36- Introduction to John Watson
Volume Two
Part III: Issues in Education and Psychology
Constructivism
Ch. 37- Constructivism and Educational Psychology
Ch. 38- Reconsidering Teacher Professional Development Through Constructivist Principles
Ch. 39- Constructivist/Engaged Learning Approaches to Teaching and Learning
Creativity
Ch. 40- Creative Problem Solving
Ch. 41- Creativity
Criticality
Ch. 42- Reclaiming Critical Thinking as Ideology Critique
Ch. 43 The Ideological Formation and Oppositional Possibilities of Self-Directed Learning
Ch. 44- Literacy for Wellness, Oppression, and Liberation
Ch. 45- Transformative Learning: Developing a Critical Worldview
Culture/Cultural Studies
Ch. 46 The Impact of Apartheid on Educational Psychology in South Africa: Present Challenges and Future Possibilities
Ch. 47-The Implications of Cultural Psychology for Educational Practice
Ch. 48- A Cultural Historical Approach to Understanding Learning and Development
Ch. 49 Endorsing an Angel: Peggy Claude-Pierre, the Media and Psychology
Ch. 50-The Buddha View: reviewing Educational Psychologys Practices and Perspectives
Ch. 51-The Role of Spirituality in Culturally Responsive Teaching and Educational Psychology
Developmentalism
Ch. 52- Beyond Readiness: New Questions about Cultural Understandings And Developmental Appropriateness
Educational Purpose
Ch. 53- Foundations of Reconceptualized Teaching and Learning
Ch. 54- The Diverse Purpose of Teaching and Learning by
Ch. 55- Postmodern Pedagogy Lois Shawver
Volume Three
Enactivism
Ch. 56- Complexity Science, Ecology, and Enactivism
Ch. 57- Providing a Warrant for Constructivist Practice: The Contribution of Francisco Varela
Knowledge Work
Ch. 58 Action Research and Educational Psychology
Ch. 59 Beyond the Qualitative/Quantitative Dichotomy: Pragmatics, Genre Studies, and Other Linguistic Methodologies in Education Research
Ch. 60- Knowledge in a Reconceptualized Educational Environment
Ch. 61 Critical Epistemology: An Alternative Lens on Education and Intelligence
Ch. 62 Dialogism: The Diagotic Turn in the Social Sciences
Learning
Ch. 63- Experiential Learning
Ch. 64- Workplace Learning, Work-Based Education, and the Challenges to Educational Psychology
Ch. 65- Dialogic Learning: A Communicative Approach to Teaching and Learning
Ch. 66- John Deweys Theory of Learning: A Holistic Perspective
Ch. 67- Crash or Crash Through: Part One- Learning from Enacted Curricula
Ch. 68- Crash or Crash Through: Part Two Structures that Inhibit Learning
Memory
Ch. 69-Memory: Counter-memory and Re-memory-ing for Social
Action
Ch. 70 Memory and Educational Psychology
Mind
Ch. 71 Where is the Mind Supposed to Be?
Ch. 72- Neuropolitics: Neuroscience and the Struggles over the Brain
Ch. 73- Desperately Seeking Psyche I: The Lost Soul of Psychology and Mental Dis-Order of Education
Ch. 74- Desperately Seeking Psyche II:Re-Minding Our Selves, Our Societies, Our Psychologies, To Educate with Soul
Psychoanalysis
Ch. 75- What Educational Psychology Can Learn from Psychoanalysis
Race, Class, and Gender
Ch. 76- Using Critical Thinking to Understand a Black Womans Identity: Expanding Consciousness in an Urban Education Classroom
Ch. 77- Pedagogies and Politics: Shifting Agendas Within the Gendering of Childhood
Ch. 78- Knowledge or Multiple Knowings: Challenges and Possibilities of Indigenous Knowledges
Ch. 79-Making the Familiar Strange: Exploring Social Meaning in Context
Ch. 80-Gender and Education
Ch. 81- TEAM: Parent/Student Support at the High School Lev
