The editors of this essential Reader recognise the valuable and varied benefits of connecting the two fields of education and psychology, and have carefully selected contributions to reflect current trends in the subject and examples of how knowledge has an impact on practice.
This lively and authoritative book features sections on topics as varied as:
* cognition and development
* special educational needs
Psychology and education have an entwined relationship, but one that is often complex and delicate. Day-to-day pressures of classroom life may often result in the negligence of the importance of child development. It is therefore crucial for students and practitioners to keep abreast of recent educational changes, which raise new questions for educational psychology.
With a specially written introduction from the editors, providing a much-needed context to the current education climate, students of educational psychology will find this Reader an important route map to further reading and understanding.
Table of Contents
Part 1: Assessment 1. Theoretical Issues and Professional Solutions 2. Assessment of Affective and Motivational Aspects of Reading 3. Dreams, Strategies and Systems: Portraits of Assessment, Past, Present and Future Part 2: Language 4. Language Talk 5. Is Exploratory Talk Productive Talk? Part 3: Motivation 6. Ways of Understanding Motivation 7. Tracking the Development of Learning Dispositions Part 4: Cognition and Development 8. Models of Cognition in Childhood: Metaphors, Achievements and Problems 9. Cognitive Development: No Stages Please 10. Vygotsky, Tutoring and Learning Part 5: Intelligence 11. The Vertical Mind 12. Socializing Intelligence
Harry Daniels and Anne Edwards are both Professors at the School of Education, University of Birmingham. They co-direct the Centre for Sociocultural and Activity Theory Research.
'It is a text that offers added value to the existing literature due to its collected and focused nature...This Reader fulfils its aims, and offers insight into key areas' - Claire Kerr, British Journal of Educational Studies