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Author: Brahm Norwich
Publisher: Routledge
Published: 2002-11
Total Pages: 270
ISBN-13: 1134591896
DOWNLOAD EBOOKThe author takes an in-depth look at how these subjects relate to each other and at the current state of this relationship. He develops the theme that despite differences in aims, education and psychology are interconnected.
Author: Peter Blatchford
Publisher: Routledge
Published: 2015-07-16
Total Pages: 344
ISBN-13: 1317538463
DOWNLOAD EBOOKWhat is the nature of children’s social life in school? How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school? This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions. In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience. They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. The book includes a number of important topics, including: The significance of peer-friendships at school The nature and importance of play and break-times Aggression and bullying at school Peer relations and learning at school The classroom environment and teacher-pupil interaction The influence of gender in how children learn at school. Advantages and disadvantages of different methodological approaches for studying children in school settings Policy implications of current research findings. The Child at School will be essential reading for all students of child development and educational psychology. It will also be an invaluable source for both trainee and practicing teachers and teaching assistants, as well as clinical psychologists and policy makers in this area.
Author: Gavriel Salomon
Publisher: Routledge
Published: 2012-12-06
Total Pages: 305
ISBN-13: 1136483306
DOWNLOAD EBOOKThe educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best serve has grown very little. In this book, the author advances an empirically based theory relating media's most basic mode of presentation -- their symbol systems -- to common thought processes and to learning. Drawing on research in semiotics, cognition and cognitive development, psycholinguistics, and mass communication, the author offers a number of propositions concerning the particular kinds of mental processes required by, and the specific mental skills enhanced by, different symbol systems. He then describes a series of controlled experiments and field and cross-cultural studies designed to test these propositions. Based primarily on the symbol system elements of television and film, these studies illustrate under what circumstances and with what types of learners certain kinds of learning and mental skill development occur. These findings are incorporated into a general scheme of reciprocal interactions among symbol systems, learners' cognitions, and their mental activities; and the implications of these relationships for the design and use of instructional materials are explored.
Author: Andrea A. diSessa
Publisher: Routledge
Published: 2015-12-07
Total Pages: 615
ISBN-13: 1317632958
DOWNLOAD EBOOKDecades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.
Author: Eva Hjörne
Publisher: Springer Science & Business Media
Published: 2012-09-05
Total Pages: 234
ISBN-13: 9460918034
DOWNLOAD EBOOKThe main idea of the book is to contribute to a broader understanding of learning, identity and diversity by presenting actual research findings that were retrieved from classroom settings and related social practices. Learning is to a large extent an ongoing social process as both students and their teachers learn by being part of shared social practices through social interactions that facilitate learning gains. Sociocultural research shows that the organization of schooling promotes or restricts learning, and is a crucial factor to understand how children from a diversity of backgrounds profit from instruction. This is a first urgent issue to be considered by teachers and teacher education in our socio and culturally diverse society. A second issue is the on-going debate about learning as a process that involves the construction of identities in schools and classrooms, and in the transitions between school and home practices. Last but not least, since school practices can be addressed from the perspective of diversity and special educational needs an on-going discussion about optimizing pedagogical approaches is of main importance to allow maximum educational effectiveness. Our potential audience for this book are researchers, post-graduate students in education and psychology, teachers, teacher education, other academics and policy makers.
Author: Gavriel Salomon
Publisher: SAGE Publications, Incorporated
Published: 1981-11
Total Pages: 280
ISBN-13:
DOWNLOAD EBOOKNoted researcher and scholar Gavriel Salomon sheds new light on the complex relationship between education and communication. His intriguing analysis is based on the unconventional theory that communication is reciprocally interactive. He offers illuminating examples of how expectations, values, and moods alter perceptions and affect learning patterns. '...Communication and Education is an extraordinarily interesting and insightful book that makes a very significant contribution to a neglected area of endeavor...' -- Educational Technology, Spring 1982 'This knack of Salomon's for provoking thought, discourse, and argumentation is one I value highly.' -- Journal of Communication, Spring 1983
Author:
Publisher:
Published: 1974
Total Pages: 796
ISBN-13:
DOWNLOAD EBOOKAuthor: Robert Stephen Feldman
Publisher: Cambridge University Press
Published: 1990-07-27
Total Pages: 400
ISBN-13: 9780521396424
DOWNLOAD EBOOKThis book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to the teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performance). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice.
Author: Rachel Hertz-Lazarowitz
Publisher: Cambridge University Press
Published: 1992
Total Pages: 308
ISBN-13: 9780521483766
DOWNLOAD EBOOKInteraction in Cooperative Groups brings together related research from education, developmental psychology, and social psychology in an approach that is both integrative and analytical. Its intent is to provide an understanding of the dynamics of underlying processes that are fundamental to group interaction and its outcomes. The editors have pulled together an impressive array of researchers from diverse areas within psychology and education. Many of the most exciting and currently visible research programmes are represented. This volume is a valuable resource for the professional community and will serve to initiate a long overdue unification of distinct, yet conceptually similar, areas of research.
Author: Karen Littleton
Publisher: Routledge
Published: 2010-01-21
Total Pages: 369
ISBN-13: 1135188394
DOWNLOAD EBOOKPresents an illustrated case for the importance of dialogue and its role in developing non-passive interactive learning.
