Förlagets beskrivning
This book aims to show how the psychology of education extends our
understanding of teachers' day-to-day work in the classroom as well as of
children with particular problems. It aims to show how the psychology of education extends our understanding
of teachers' day-to-day work in the classroom as well as our children with
particular problems. In writing the book the broadview is taken of what constitutes educational
psychology. Thus, it refers to research from developmental, social and clinical
psychology where this has obvious implications for the world of the school. For
the same reason it makes no apology for giving prominence to work on classroom
interaction that falls into the grey area between the psychology and the
sociology of education. The over-riding consideration, though, was that the book should address the
immediate concerns of primary school teachers. If this book was to be useful, the authors believed it would have to avoid
a "Cook's Tour" approach to educational psychology, with its comprehensive but
necessarily superficial itinerary through all the main centres of influence. A
consequence of this decision was that it demanded an inevitably idiosyncrotic
selection of the work of psychologists which seemed to be of greatest
importance for teachers. In particular, four themes recur throughout the book:
(i) the varied and interacting influences of home, the extended family, the
school and the classroom (amongst others) on children's development; (ii) the
interactive nature of teaching, and the ways in which teachers and children
affect each other's behaviour; (iii) the importance, both for teachers and for
children, of "metacognitive" skills, ie the ability to reflect on the nature of
a task, to recognise the demands it makes and to identify appropriate ways of
overcoming them; (iv) the links between educational psychology and other
disciplines. The final point deserves further explanation. The interests of
psychologists do not arise purely from the disinterested pursuit of knowledge.
They are grounded in philosophical views of the aims of education and the
nature of childhood. Further, many of the concerns of educational psychologists
are shared by sociologists. This book aims to make these links explicit. After an introductory chapter, chapter 2 examines contextual influences on
teachers' understanding of children and on children's own development. This
leads into chapter 3 which reviews recent thinking about provision for children
with special educational needs especially learning and behavioural
difficulties. Because the needs of these children cannot be seen in isolation
from those of all other children in the class, chapter 4 considers recent work
on classroom interaction. Chapter 5 analyses the ways in which teachers and
pupils can make sense of their experience in school and chapter 6 approaches
the vexed issue of classroom management from the position that effective
management of behaviour is inextricably linked to management of learning
throughout the curriculum. Because teachers and parents regard schools as
having responsibilities which extend beyond the national curriculum, chapter 7
focusses on personal and social development. Chapter 8 draws together the
themes of assessment evaluation that have been introduced in previous chapters.
The final chapter provides an overview and discusses a model for professional
development. Each chapter is followed by suggestions for further reading and siminar
activities. The book is designed for use by practising primary school teachers
and by students on B Ed and PGCE courses. It is intended to contribute to
teachers' and students' professional awareness. The series from which this book is taken was written for teacher training
students, as well as for in-service teachers wishing to improve their teaching
skills. It is a practical guide that provides necessary subject background,
supported by references to encourage and guide further reading.
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Primary School Teaching and Educational Psychology
Bokrecensioner » Primary School Teaching and Educational Psychology (Effective Teacher Series)
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