Developments in Educational Psychology
How Far Have We Come in Twenty Five Years?
Published on 24. December 2007
Book
Paperback/Softback
240 pages
978-0-415-46371-3 (ISBN)
Description
What is the relevance of educational psychology in the twenty-first century? And what have been the most important developments in the field over the past quarter-century?
In this collection of essays, ten leading psychologists of education reflect on how far we have come in the last twenty-five years. Taking broad and personal approaches, they review and critique a variety of topics, providing provocative and challenging insights into the state of educational psychology today, exploring notions of intelligence, communication intervention, effective teaching, family environments, peer learning, individual differences and teaching and learning in higher education.
This book was previously published as a special issue of Educational Psychology.
In this collection of essays, ten leading psychologists of education reflect on how far we have come in the last twenty-five years. Taking broad and personal approaches, they review and critique a variety of topics, providing provocative and challenging insights into the state of educational psychology today, exploring notions of intelligence, communication intervention, effective teaching, family environments, peer learning, individual differences and teaching and learning in higher education.
This book was previously published as a special issue of Educational Psychology.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Dimensions
Height: 234 mm
Width: 156 mm
ISBN-13
978-0-415-46371-3 (9780415463713)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
07/2006
Routledge
€111.00
Article exhausted; check for reprint
Person
Kevin Wheldall has been Professor of Education at Macquarie University, Director of Macquarie University Special Education Centre (MUSEC) and Principal of MUSEC School for Children with Special Learning Needs since 1990. A registered psychologist, he is a Fellow of the British Psychological Society and of the College of Preceptors. He is the author of over one hundred and fifty books, chapters and journal articles in the field of Educational Psychology and Special Education. He is also the editor of the international journal Educational Psychology. Kevin has acted as an adviser to both state and federal government education bodies and ministers on matters relating to Special Education generally and on behaviour and reading in particular.
Content
1. When will they ever learn? When will we ever learn? 2. Educational psychology - theory, research and teaching: A 25 year perspective 3. From Premack to PECS: Twenty-five years of progress in communication intervention for individuals with developmental disabilities 4. Intelligence and IQ: What teachers should know 5. 'How obvious': Personal reflections on the database of educational psychology and effective teaching research 6. Trends in peer learning 7. Family environments and children's outcomes 8. Individual differences and educational performance 9. Students' approaches to learning and teachers' approaches to teaching in higher education 10. Evidence based practice for education?