Review comment on the first edition
"Wheldall asks himself and his readers what has transpired within the field of educational psychology … and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers."
Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology
What is the relevance of educational psychology in the twenty first century?
In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including:
- family environments;
- individual differences;
- peer learning;
- classroom behaviour;
- and higher education.
Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed.
Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.
Table of Contents
Preface 1. When will we ever learn? Or the elephant in the classroom Kevin Wheldall 2. Educational Psychology - Theory, research and teaching Dennis M. McInerney 3. Intelligence and IQ Ted Nettelbeck and Carlene Wilson 4. Trends in peer learning Keith J. Topping 5. Family environments and children’s outcomes Kevin Marjoribanks 6. Individual differences and educational performance Richard Riding 7. Progress in communication intervention for individuals with developmental disabilities Jeff Sigafoos 8. Students’ approaches to learning and teachers’ approaches to teaching in higher education John T. E. Richardson 9. Reflections on the database of educational psychology and effective teaching research Gregory C. R. Yates 10. Evidence based practice for education? Reg Marsh 11. Recent research on troublesome classroom behaviour Robyn Beaman, Kevin Wheldall and Coral Kemp 12. Teachers’ use of approval and disapproval in the classroom Robyn Beaman and Kevin Wheldall 13. Classroom seating arrangements and classroom behaviour Kevin Wheldall and Larraine Bradd 14. Teacher judgment of reading performance Alison Madelaine and Kevin Wheldall