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 |
Author Index | 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 adult approach argued argumentation aspects assessment associated attachment attention become behaviour bilingual Cambridge chapter child classroom cognitive collaborative communities concepts concerning considered construction context contributions creativity cultural developmental dialogue discussion dyslexia early educational effects engage environment evidence example experience explore focus genetic goals ideas important individual influence instruction interaction interest intervention involved issues Journal knowledge language learning literacy London mathematics meaning measures metacognitive motivation nature participants particular peer performance perspective play positive practices present Press problems procedures processes productive Psychology questions reading reasoning reference relations relationships reported role self-concept shared showed significant skills social solving specific strategies structure studies suggest task teachers teaching theory thinking understanding University writing York young