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Introducing students and scholars to the emerging field of critical educational psychology.

The field of critical studies recognizes that all knowledge is deeply embedded in ideological, cultural, political, and historical contexts. Although this approach is commonly applied in other subfields of psychology, educational psychology--which is the study of human learning, thinking, and behavior in formal and informal educational contexts--has resisted a comprehensive critical appraisal. In Critical Educational Psychology , Stephen Vassallo seeks to correct this deficit by demonstrating how the psychology of learning is neither neutral nor value-free but rather bound by a host of contextual issues and assumptions.

Vassallo invites teachers and teacher educators, educational researchers, and educational psychologists to think broadly about the implications that their use of psychology has on the teaching and learning process. He applies a wide variety of interdisciplinary approaches to examine the psychology of learning, cognitive development, motivation, creativity, discipline, and attention. Drawing on multiple perspectives within psychology and critical theory, he reveals that contemporary educational psychology is entangled in and underpinned by specific political, ideological, historical, and cultural contexts.

A valuable resource for anyone who relies on psychology to interact with, assess, and deliberate over others, especially school-aged children, Critical Educational Psychology resists neatly packaged theories, models, and perspectives that are intended to bring some basis and certainty to pedagogical decision-making. This book will enhance teachers' ethical decision-making and start important new conversations about power and opportunity.

Tabla de contenidos provista por Syndetics

• 0 Acknowledgments
• 0 Introduction
• 0 Educational Psychology's Value for Teaching
• 0 A\Critical Pause
• 0 Analyses in Educational Psychology
• 0 Engaging with the Analyses
• 1 Knowing Your Students
• 0 The\Composition of Students
• 0 Ways of Knowing Students
• 0 Know Thyself
• 0 Conclusion
• 2 Principles of Motivation
• 0 Background
• 0 Approaches to Motivating Students
• 0 Critical Analysis
• 0 Conclusion
• 3 Higher Order Thinking
• 0 Creativity
• 0 Self Regulated Learning
• 0 Critical Thinking
• 0 Problem Solving
• 0 Critically Engaging with Higher Order Thinking
• 4 Theories of Developmen
• 0 Background
• 0 Dominant Theories
• 0 Contemporary Theory
• 0 Critical Analysis
• 0 A\New Starting Point
• 5 Teaching as Management
• 0 Two Orientations to Management
• 0 Ethical Management
• 0 Conclusion
• 6 Attention
• 0 Conceptualization
• 0 The\Crisis of Attention
• 0 Critical Analysis
• 0 Conclusion
• 7 Assessment and Measurement
• 0 Background
• 0 Conceptualization
• 0 Types of Assessments and Measurements
• 0 The\Ethics of Assessment and Measurement
• 0 Conclusion
• 0 Conclusion
• 0 References
• 0 Index

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CHOICE Review

Because ideas and research in educational psychology guide educational practices on many levels, critical examination of them is necessary. Vassallo discusses seven crucial areas of education: knowing students, motivation, higher order thinking, developmental theories, class management, attention, and assessment and measurement. He presents accepted knowledge about these subjects and then raises questions about the historical, political, and ideological contexts out of which they arise. What are the consequences of these approaches, and what alternatives are not being addressed? What is the history of schooling in relationship to the society that created and continues it? Where does a construct of human development such as adolescence come from historically and why? What areas does social science methodology overlook or distort because of its structure? This stimulating, challenging analysis encourages readers to develop questions of their own. Vassallo shows how solving problems is affected by how problems are defined. Vassallo does not take an either/or approach. He sees binary thinking as limiting in-depth understanding of assumptions about children and education. Students, teachers, and administrators should all discuss the questions Vassallo raises. Summing Up: Highly recommended. Upper-division undergraduates through professionals. --Sally Sugarman, emerita, Bennington College

Notas de autor provistas por Syndetics

Stephen Vassallo is an associate professor of education at American University. He is the author of Self-Regulated Learning: An Application of Critical Educational Psychology.