International Handbook of Psychology in EducationKaren Littleton, Clare Wood, Judith Kleine Staarman "The International Handbook of Psychology in Education" provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of cutting-edge research across a broad spectrum of work within the domain of psychology of education. The chapters in the handbook are authored by internationally recognised researchers, from across Europe, North America and the Pacific Rim. As well as covering the latest thinking within established areas of enquiry, the handbook includes chapters on recently emerging, yet important, topics within the field and explicitly considers the inter-relationship between theory and practice. A strong unifying theme is the volume's emphasis on processes of teaching and learning. The work discussed in the handbook focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed. |
Contents
Interaction Relationships and Learning | 73 |
Cultures Creativity and Technologies | 275 |
Individual Differences and Childrens Experiences of Education | 463 |
Knowledge Assessment and Achievement | 607 |
| 749 | |
| 781 | |
Other editions - View all
International Handbook of Psychology in Education Karen Littleton,Clare Wood,Judith Kleine Staarman No preview available - 2012 |
Common terms and phrases
ability academic achievement activities ADHD adult analysis approach argued argumentation aspects assessment behaviour behavioural genetics bilingual Blatchford breaktime Cambridge chapter child classroom learning communities cognitive collaborative learning concepts construction context creativity cultural curriculum developmental Developmental Psychology dialogue disability discussion domain dyslexia Educational Psychology Educational Research effects engage environment example experience explore focus friendships genetic goals Hakkarainen important individual influence inquiry instruction interaction interactive whiteboards intersubjectivity intervention involved Jewitt Journal of Educational knowledge language learners literacy Littleton London Marsh mathematics Mercer meta-analysis metacognitive motivation multimodal participants peer relations performance perspective phonological awareness play practices pretend play problem-solving problems procedural knowledge procedures processes pupils reading relationships role self-concept self-regulated learning self-regulation semiotic shared skills social socio-cognitive solving specific standard score strategies studies task teachers teaching theory thinking understanding University Press