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Research in educational psychology has had a huge impact in terms of enhancing understanding and challenging thinking about teachers and learners. Educational Psychology: Concepts, Research and Challenges brings together the latest research across many areas of educational psychology, introducing and reporting on the most effective methodologies for studying teachers and learners and providing overviews of current debates within the field. With chapters from international authors, this academic text reveals theoretical overviews and research findings from across the field including: teaching and learning research methods motivation and instruction curriculum – reading, writing, mathematics cognition special educational needs and behaviour management sociocultural and socioemotional perspectives assessment and evaluation. Educational psychology has historically had a focus on students with particular learning needs. This book provides a discussion about the gradual movement toward inclusion and the possibility of developing a more cohesive and potentially more effective education system for all students. It also provides recent research into effective behaviour management and presents specific and valuable techniques employed in applied behaviour analysis. The contributors also deliver analysis on the motivation of students and how home and society in general can contribute towards constraining or enhancing student learning. This book is a must-read for academics, researchers, undergraduate and graduate students who recognize the substantial contribution of educational psychology to increasing our understanding of students and their learning, teachers and their teaching.
Evolution Challenges goes beyond the science versus religion debate to ask why evolution is so often rejected as a legitimate scientific fact, focusing on a wide range of cognitive, socio-cultural, and motivational factors that make concepts such as evolution difficult to grasp.
The first textbook of its kind, Critical Educational Psychology is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice. Written by practitioners engaged in theory, this text uses a broad range of theoretical resources from outside mainstream psychology to examine issues at the forefront of educational psychology. The chapters discuss the role of education, the relationship between teaching and learning, the impact of gender, faith and ethics in educational settings, the construction of rich learning environments, and notions of normalcy, difference, and disability. Contributors employ phenomenology, poststructuralism, psychoanalysis, discursive psychology, social constructionism, narrative psychology, disability studies theory, among other theoretical resources. This serves as a foundational text for trainees in educational and school psychology as well as an essential resource for those practicing and researching in those fields and related ones across psychology and education. Students will benefit from pedagogical features, such as discussion points, mini exercises, essay questions, key terminology, theoretical starting points, and further readings. By calling into question and reconceptualizing traditional models, this text illuminates an exciting new frontier in educational psychology.
The field of educational psychology is primarily concerned with teaching and learning. This field has been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. This book presents the research and advances in the field.
The field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the "normal, average" student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This book presents new and important research in the field.
While covering the basic concepts of psychological theory as it applies to education, child development, human learning and behavior, classroom management and assessment, this text is written from the point of view that teaching is both an art and a science. It is the first text to offer a practitioner-researcher model of teaching in which both pre-service and in-service teachers learn to integrate observational skills and hypothesis testing into their classroom teaching as a way of constantly checking research and theory against demonstrated results. Based on the practice of Action Research, it challenges students to become critical thinkers both as immediate consumers of teacher training courses and later as classroom teachers.

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