Efnisyfirlit

• Half Title Page
• Title Page
• Imprint Page
• Brief contents
• Contents
• About the Authors
• Acknowledgements
• Guide to the text
• Guide to the online resources
• Chapter 1: Educational psychology for learning and teaching
  • Introduction
  • 1.1 What is educational psychology?
    • Who studies educational psychology?
    • Why study all these theories?
    • Interactions between learning and teaching
    • Changes in the education landscape
  • 1.2 Introducing reflective teaching
    • Teaching as a reflective practice and process
  • 1.3 Reflecting on your teaching practice
    • Keeping a reflective journal and portfolio
    • Mentors, critical friends and colleagues
    • Observation
    • Reflecting on your personal philosophy of learning and teaching
  • 1.4 Using research as a reflective teacher
    • Reading and evaluating research
  • 1.5 Conducting research as a reflective teacher
    • The research process
    • Research methods
    • Quality considerations in research
    • Action research
    • Strengths and limitations of research methods
    • Ethical considerations when conducting research
    • Reporting research
  • 1.6 Concluding comments
  • Study Tools
• Module I: The learner developing over time
  • Chapter 2: Emerging skills
    • Introduction
    • 2.1 Developmental systems theories
      • Development as variable
      • Development as relational
      • Development as influenced by context
      • Development as influenced by the child
    • 2.2 Physical development over time
      • Physical development in infancy
      • Physical development in early childhood
      • Physical development in middle childhood
      • Physical development in adolescence
      • Variations in physical development
    • 2.3 Brain development
      • The brain’s physical structures
      • Internal structures of the brain
      • Brain development in infancy
      • Brain development in early childhood
      • Brain development in middle childhood
      • Brain development in adolescence
      • Adversity, risk and resilience in development
    • 2.4 Language development
      • Language building blocks
      • Language development during infancy
      • Language development during early childhood
      • Language development during middle childhood
      • Language development during adolescence
      • The role of adults in language acquisition
      • The role of peers in language acquisition
      • Examples of the principles of development at work
      • Language for and in learning at school
    • 2.5 Principles of development
      • Development involves a series of progressive and orderly changes building to maturity
      • Development is continuous but uneven
      • Development is a lifelong process
      • Development can vary between individuals as well as within each individual
      • There are multiple pathways of development
      • Epigenetics: how nature and nurture work together in development
      • Development occurs in context and is influenced by environment
      • Children are active in development
      • Development is cumulative
    • 2.6 Concluding comments
    • Study Tools
  • Chapter 3: Cognitive development
    • Introduction
    • 3.1 Piaget’s theory of cognitive development
      • Factors and processes in cognitive development
      • Piaget’s stages of cognitive development
      • Strengths of Piaget’s ideas
      • Limitations of Piaget’s ideas
    • 3.2 Vygotsky’s sociocultural theory
      • Sociocultural origins of cognitive development
      • Internalisation
      • Social interaction
      • Language as a mental tool
      • Zone of proximal development
      • Strengths of Vygotsky’s theory
      • Limitations of Vygotsky’s theory
      • Linking Piaget and Vygotsky in classroom practice
    • 3.3 Information-processing components of cognitive development
      • Information stores and processes
      • Moving beyond traditional information-processing models
    • 3.4 Contemporary understandings of cognitive development
      • Self-regulation
      • Executive functioning
      • Metacognition
    • 3.5 Concluding comments
    • Study Tools
  • Chapter 4: Social, emotional and moral development
    • Introduction
      • 4.1 Understanding our self
        • Dimensions of the developing self
        • Development of our sense of self
        • A sense of identity
      • 4.2 Understanding others
        • Moral development
        • Theories of moral development and reasoning
        • Moral development by stage
        • Neo-Kohlbergians
        • Strengths and limitations of the stage approach to moral development
        • Further perspectives on moral development
        • Emotional development
      • 4.3 Understanding relations with others
        • The development of social competence
        • Developing relationships with peers
        • Bullying and harassment
      • 4.4 Concluding comments
      • Chapter review
      • Putting it together: Module I
• Module II: The learning process
  • Chapter 5: Behavioural views of learning
    • Introduction
    • 5.1 Behavioural explanations of learning
      • Contiguity
    • 5.2 Classical conditioning
      • Pavlov’s approach
      • Watson and behaviourism
      • Strengths and limitations of classical conditioning
    • 5.3 Operant conditioning
      • Thorndike, trial-and-error learning and the law of effect
      • Skinner and operant conditioning
      • Strengths of operant conditioning
      • Limitations of operant conditioning
    • 5.4 Classroom applications of behaviourist views
      • Antecedents and consequences of behaviour
      • Applying the A–B–C method
      • Understanding consequences
      • Reinforcement schedules
      • Extinction and punishment
      • Teaching new behaviours
      • Shaping, chaining, cueing, prompting and modelling new behaviours
      • Task analysis
      • Maintenance and generalisation of behaviour
      • Applied behaviour analysis in school and classroom practice
      • Strengths of behavioural approaches to learning
      • Limitations of behavioural approaches to learning
    • 5.5 Concluding comments
    • Study Tools
  • Chapter 6: Cognitive explanations of learning
    • Introduction
    • 6.1 Cognitive learning theories
    • 6.2 Constructivism
      • Forms of constructivism
      • Key principles of constructivism
      • Constructivism in the classroom context
      • Thinking critically about constructivist approaches
    • 6.3 The information-processing approach
      • Sensory memory and learning
      • Working memory and learning
      • Long-term memory and learning
      • Metacognition: managing cognitive processes
      • Further models of information processing
      • Information processing and learning
      • Strengths and limitations of the information-processing approach
    • 6.4 Bandura’s social cognitive theory
      • Learning through observation
      • Reciprocal determinism
      • Strengths of social cognitive theory
      • Limitations of social cognitive theory
    • 6.5 Learning styles and approaches to learning
      • Cognitive styles
      • Learning styles
      • Critique of cognitive and learning styles approaches
      • Approaches to learning
    • 6.6 Concluding comments
    • Study Tools
  • Chapter 7: Humanist approaches to learning
    • Introduction
    • 7.1 What is humanism?
    • 7.2 Humanism and psychology
      • Maslow and the hierarchy of human needs
      • Rogers: non-directive teaching and ‘freedom to learn’
    • 7.3 Some examples of humanist models in schools in Australia and New Zealand
    • 7.4 Humanism and education
      • Humanist ideas in the curriculum
    • 7.5 Humanism in the classroom
      • Student-directed learning
      • Education for social and emotional learning and wellbeing
      • Positive education
      • Cooperative learning
    • 7.6 Thinking critically about humanist approaches
    • 7.7 Concluding comments
    • Study Tools
    • Putting it together: Module II
• Module III: Individual difference in the inclusive classroom
  • Chapter 8: Motivation and engagement
    • Introduction
    • 8.1 Defining motivation and engagement
    • 8.2 Key concepts in motivation
      • Traits and states
      • Anxiety and arousal
      • Intrinsic and extrinsic motivation
      • Affect and interest
    • 8.3 Theoretical views of motivation
      • Behaviourist explanations
      • Using extrinsic reinforcement and motivation
      • Social–cognitive explanations
      • Self-determination and human needs explanations
      • Cognitive explanations
      • Attribution theories
      • Goal theories of motivation
      • Summary of motivation theories
      • Strengths and limitations of motivation theories
    • 8.4 Engagement in learning
      • Why is engagement important?
      • School factors that influence engagement
      • Classroom factors that influence engagement
      • Interest and engagement
      • Social factors that influence engagement
    • 8.5 Concluding comments
    • Study Tools
  • Chapter 9: Intelligence and creativity
    • Introduction
    • 9.1 What is intelligence?
      • Cultural influences on intelligence
    • 9.2 Models of intelligence
      • One thing or many?
      • Is intelligence fixed or changeable?
      • Is intelligence mainly influenced by nature or nurture?
      • Strengths and limitations of models of intelligence
    • 9.3 Measuring intelligence
      • The Stanford–Binet test
      • Wechsler’s intelligence scales
      • Interpreting IQ scores
      • Administering intelligence tests
      • Strengths and limitations of intelligence tests
    • 9.4 Ability and potential
      • Concepts of giftedness and talent
      • Identifying gifted and talented learners
    • 9.5 Creativity
      • What is creativity?
      • Models of creativity
      • Measuring creativity
      • Development of creativity
      • Relationship between intelligence and creativity
    • 9.6 Concluding comments
    • Study Tools
  • Chapter 10: Learning support needs and inclusive education
    • Introduction
    • 10.1 Learner diversity and schooling
      • Policies and legislation
      • School placements for learners with additional support needs
      • Prevalence of disability and learning support needs
      • Over-representation and discrimination
      • Concepts of disability
    • 10.2 Learning support needs in classroom settings
      • Intellectual and cognitive differences
      • Specific learning disabilities
      • Attention deficit hyperactivity disorder (ADHD)
      • Autism spectrum disorders (ASD)
      • Physical disabilities and chronic health conditions
      • Sensory and speech disabilities
      • Mental health conditions
      • Learners with high abilities
    • 10.3 Teaching and diverse needs
      • Differentiation and universal design pedagogies
      • Alternative schools
    • 10.4 Concluding comments
    • Study Tools
  • Chapter 11: Sociocultural factors in the learning process
    • Introduction
    • 11.1 Bronfenbrenner’s bioecological model of development
      • Proximal processes
      • Context
      • Person
    • 11.2 Gender
      • Gender differences
      • Gender identity formation
      • Gender and sexual diversity
      • Gender issues in schools
    • 11.3 Ethnicity, language and culture
      • Language and culture
      • Culture and beliefs about knowledge and learning
      • Individualism and collectivism
      • Other sources of cultural difference and misunderstanding
      • Culture, advantage and disadvantage
      • Resistance
      • Multicultural education
    • 11.4 Threatening environments
    • 11.5 Socioeconomic status (SES)
      • Social class and SES
      • Poverty and education
      • School factors
    • 11.6 Inclusive education for Aboriginal and Torres Strait Islander students in Australia, and Māori
      • Aboriginal and Torres Strait Islanders: diversity and commonality
      • What makes the difference to Aboriginal and Torres Strait Islander students’ success in school?
      • Māori learners and New Zealand’s education system
      • Effective teaching for New Zealand Māori and Aboriginal and Torres Strait Islander communities
    • 11.7 Concluding comments
    • Study Tools
    • Putting it together: Module III
• Module IV: Educational psychology in contemporary classrooms
  • Chapter 12: Information and communication technology (ICT) in learning and teaching
    • Introduction
    • 12.1 ICT in learning and teaching
    • 12.2 Important issues in educational ICT use
      • Thinking critically about ‘digital natives’
      • ICT literacy
      • Information literacy and ICT literacy
    • 12.3 ICT transforming learning
      • Changing patterns of cognitive skills?
      • Strengthening of neural pathways
      • Building cognitive capacity
    • 12.4 ICT transforming pedagogy
      • ICT and theories of learning
      • Cognitive theory of multimedia learning
      • Humanist learning theories and ICT
      • Strengths and limitations of different approaches to learning with ICT
    • 12.5 Transforming curriculum
      • New literacies
      • New ways of learning in mathematics
    • 12.6 Transforming assessment
      • Analysis and reporting of assessment
    • 12.7 Transforming engagement
      • Transforming classroom management
      • Transforming approaches to motivation
    • 12.8 Transforming student welfare
      • Identity and psychosocial development
      • Mental health
      • Cyberbullying
    • 12.9 Transforming equity issues
      • Access and use of ICT
      • Gender and ICT use
    • 12.10 Transforming inclusive education
      • Strengths and limitations of using ICT in the classroom
    • 12.11 Concluding comments
    • Study Tools
  • Chapter 13: Assessment and reporting
    • Introduction
    • 13.1 What is assessment?
      • Purposes of assessment
    • 13.2 Forms of assessment
      • Assessment for learning
      • Assessment as learning
      • Assessment of learning
    • 13.3 Approaches to assessment
      • Traditional assessment
      • Dynamic assessment
      • Authentic assessment
      • Performance assessment
    • 13.4 Assessment tools
      • Observing students
      • Anecdotal records
      • Checklists
      • Student work
      • Portfolios
      • Rating scales
      • Testing
      • Standardised assessments
      • Diagnostic assessment
      • Strengths and limitations of different assessment tools
    • 13.5 Student-focused approaches to assessment
      • Conversations with students around learning
      • Self-assessment and peer assessment
    • 13.6 Ensuring quality in assessment
      • Reliability
      • Validity
      • Alignment and the use of standards
      • Using rubrics to provide transparency
      • Moderation
    • 13.7 Use of assessment data
      • Interpreting assessment information
      • Strengths and limitations of norm-referenced, criterion-referenced, curriculum-based and ipsative as
    • 13.8 Reporting the results of assessment
      • Reporting to students
      • Reporting to parents
      • Reporting for teachers
      • Reporting for school psychologists, counsellors and guidance officers
      • Reporting to schools and school administrators
      • Reporting to employers
      • Reporting to government
      • Reporting to the community
    • 13.9 Recording and reporting assessment results
    • 13.10 Concluding comments
    • Study Tools
  • Chapter 14: Creating a positive classroom
    • Introduction
    • 14.1 Defining positive learning environments
      • Defining classroom management
    • 14.2 Creating a positive classroom
      • Development of supportive and caring relationships
      • Organising and implementing instruction to support learning
      • Group management for facilitating engagement
      • Promoting self-regulation and social skills
      • Intervening to address classroom behaviours
    • 14.3 School-wide issues and approaches
      • Creating safe schools
      • Responding to bullying in schools
      • Summary of approaches to bullying
    • 14.4 Concluding comments
    • Study Tools
    • Putting it together: Module IV
  • Index

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