Primary School Teaching And Educational Psychology

Drawing upon extensive research, David Galloway and Anne Edwards analyse the increasing pressures on teachers from the national curriculum and other recent legislation. They look carefully at childrens' learning and behavioural difficulties and show how educational psychology can extend our understanding of teacher's day-to-date work in the classroom. Primary Teaching and Educational Psychology is a refreshing and at times controversial examination of primary teaching and the application of educational psychology. It will be essential reading for trainee teachers and will stimulate more experienced teachers to re-evaluate their current practices.

This book reviews recent work in psychology which sheds new light on important areas of concern to primary school teachers, providing clear guidelines for good practice. The Psychology of Teaching and Learning in the Primary School details the current controversies regarding the effective teaching of reading and numeracy, how to deal with emotional and behavioural difficulties, the best methods of assessing learning, as well as teaching children to think and develop their creativity. It is a useful text for tutors and students on initial teacher training courses, and to teachers involved in professional development. Each chapter contains an editor's summary, a list of further reading, a full list of references and activities to develop and deepen the readers' understanding in each area. At the same time, the book is written in an accessible style ideal for the non-psychologist and is well illustrated with practical classroom examples.

This book reviews recent work in psychology which sheds new light on important areas of concern to primary school teachers, providing clear guidelines for good practice. The Psychology of Teaching and Learning in the Primary School details the current controversies regarding the effective teaching of reading and numeracy, how to deal with emotional and behavioural difficulties, the best methods of assessing learning, as well as teaching children to think and develop their creativity. It is a useful text for tutors and students on initial teacher training courses, and to teachers involved in professional development. Each chapter contains an editor's summary, a list of further reading, a full list of references and activities to develop and deepen the readers' understanding in each area. At the same time, the book is written in an accessible style ideal for the non-psychologist and is well illustrated with practical classroom examples.

A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

Developmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.

Colin Rogers and Peter Kutnick reassess the role of social psychology in educational practice for the primary classroom. They offer an analysis of the ways in which the process and structure of classroom life affect the interpersonal and academic outcomes of schooling. Social schooling is seen to have a crucial role to play in achieving effective t

Originally published in 1987, this book introduces work on the intellectual development of children in the primary school. It contains chapters on the teaching of reading, writing, art, science and mathematics. While critical of many of the once popular ideas of Jean Piaget, the author also emphasises the continuing validity of some aspects of Piaget’s thinking.