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The Psychology of Educationcovers the range of contemporary psychological knowledge applied to education. Completely up-to-date and written in an engaging style, this book covers:
*the nature of learning
*techniques of assessment with an emphasis on current developments in the national curriculum
*recent findings on the impact of differences in individual pupils, schools and teachers
*ways of involving and motivating pupils
*the importance of social disadvantage, and cultural differences of ethnicity and gender, in determining attainment
*the nature of children's language, literacy development and the relationship between them
*behavioural problems and how to deal with them
*key concepts in special needs and the nature of additional provision.
Martyn Long encourages teachers to evaluate alternative approaches involved in educational policies and to develop their own teaching methods and whole-school principles and procedures.
The book is illustrated throughout with topical statistics, cartoons and empirical material. Each chapter includes a summary, suggestions for further reading and has a list of key implications which can be applied by students in a problem-based scenario. There are questions for discussion which are later followed up in the appendix.

Tabla de contenidos provista por Syndetics

• List of figures(p. vii)
• List of tables(p. x)
• Preface(p. xi)
• Acknowledgements(p. xiii)
• Acknowledgements of copyright material(p. xiv)
• 1 Introduction
• Why do we need psychology?(p. 1)
• What is educational psychology?(p. 2)
• The evidence from psychology(p. 7)
• Summary(p. 9)
• Key implications(p. 9)
• 2 Learning
• Basic principles of learning(p. 10)
• Theories of learning(p. 12)
• Cognitive processes and learning(p. 17)
• Memory(p. 18)
• Integrated views of learning(p. 29)
• Cognitive development and learning(p. 30)
• Optimising learning(p. 39)
• Connectionism(p. 41)
• The promise of information and communications technology(p. 43)
• Summary(p. 44)
• Key implications(p. 45)
• 3 Assessment
• Why assess?(p. 46)
• What can we assess?(p. 47)
• Functions of assessment(p. 49)
• Types of tests(p. 53)
• Test content and structure(p. 55)
• Intelligence testing(p. 60)
• Other forms of assessment(p. 64)
• National Curriculum Assessments(p. 67)
• Summary(p. 74)
• Key implications(p. 74)
• 4 Individual differences and achievement
• The importance of differences(p. 76)
• Intelligence(p. 77)
• Home background(p. 80)
• Gifted children(p. 85)
• Creativity(p. 88)
• Thinking skills(p. 91)
• Cognitive style(p. 97)
• Personality(p. 99)
• Summary(p. 101)
• Key implications(p. 102)
• 5 Involving students
• Motivation(p. 104)
• Attributional processes(p. 121)
• Task involvement and cognitive development(p. 123)
• Teacher expectations(p. 126)
• Summary(p. 128)
• Key implications(p. 129)
• 6 The educational context
• The importance of context(p. 131)
• School effectiveness(p. 131)
• The physical environment(p. 137)
• Organisation of pupils and teaching(p. 141)
• Teaching effects(p. 147)
• Summary(p. 158)
• Key implications(p. 159)
• 7 Society and culture
• Society(p. 161)
• Social psychology(p. 163)
• The functions of education(p. 166)
• Social disadvantage(p. 167)
• Gender(p. 171)
• Ethnicity(p. 178)
• Summary(p. 185)
• Key implications(p. 186)
• 8 Language
• The importance of language(p. 188)
• What is language?(p. 188)
• The development of language(p. 195)
• Characteristics of language development(p. 198)
• Language and thought(p. 201)
• Educational implications of language development(p. 205)
• Speech and language problems(p. 208)
• Summary(p. 212)
• Key implications(p. 213)
• 9 Literacy
• What is literacy?(p. 215)
• Reading development(p. 216)
• Reading subskills(p. 221)
• Teaching reading(p. 224)
• Literacy tests(p. 226)
• Readability assessment(p. 228)
• Problems with literacy(p. 231)
• Literacy and language(p. 236)
• Summary(p. 242)
• Key implications(p. 243)
• 10 Behavioural problems
• What are behavioural problems?(p. 244)
• Background and causes of educational and behavioural difficulties(p. 247)
• Categories of emotional and behavioural difficulties(p. 264)
• Summary(p. 269)
• Key implications(p. 270)
• 11 Dealing with behaviour problems
• Behaviour support(p. 272)
• Behavioural approaches to problem behaviour(p. 273)
• Other techniques for managing behaviour(p. 279)
• Medical approaches to problem behaviour(p. 283)
• Educational psychologists and behaviour problems(p. 285)
• Specific problems(p. 286)
• School-based behaviour programmes(p. 294)
• Special needs provision for behaviour problems(p. 295)
• Summary(p. 297)
• Key implications(p. 298)
• 12 Special educational needs
• What are special needs?(p. 299)
• Concepts of special educational needs(p. 300)
• Categories of special needs(p. 304)
• The process of special education(p. 311)
• Special needs support(p. 316)
• Summary(p. 324)
• Key implications(p. 324)
• Appendix I Statistics(p. 326)
• Appendix II Comments on practical scenarios(p. 331)
• References(p. 336)
• Index(p. 365)

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