Educational psychology : a developmental approach
著者
書誌事項
Educational psychology : a developmental approach
McGraw-Hill, c1998
7th ed
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注記
Norman A. Sprinthall's name appears first on 6th ed
Includes bibliographical references and index
内容説明・目次
内容説明
This revision continues a tradition started in the early 1970's as the only work of its kind on the market. The text provides all the tools for educational practice in a carefully constructed theoretical tool box. Nearly all current educational psychology texts fail in this regard, as so many are either litanies of research studies more or less pedantically recited, or superficially attractive bits and pieces of educational practice surrounded by eclecticism. This text is written in a lively, readable style and with appropriate humor in places. Also, with the special features of in-depth human interest biographies, carefully developed contemporary issues, theory into practice chapter exercises, and a glossary of key terms for each chapter, the work is never boring. Even more important is the developmental framework itself. For an introductory student, the work provides a comprehensive, often chapter length, analysis of the major developmental theorists such as Piaget, Vygotsky, Erikson, Kohlberg with clear connections to practice. Also, the more traditional theories such as Gestalt, Skinner, Bruner, Rogers, and information processing, can be integrated within a developmental framework. The traditional behavioral science theories are incorporated into a meaningfiul basis for teaching and learning. New sections include cognitive learning theory, multicultural influences on learning and development, inclusion of exceptional children, and language development.
目次
Chapter 1: Introduction and HistoryPART I : CHILD AND ADOLESCENT GROWTHChapter 2: Fundamentals of Growth and DevelopmentChapter 3: Physical Growth and DevelopmentChapter 4: Early ExperienceChapter 5: Cognitive GrowthChapter 6: Personal GrowthChapter 7: Value DevelopmentPART II: LEARNING THEORYChapter 8: Learning BackgroundsChapter 9: Learning Theory TodayChapter 10: Learning in the Classroom 1, The Behavioral ViewChapter 11: Learning in the Classroom 2, The Cognitive ViewPART III: TEACHING EFFECTIVENESSChapter 12: Methods and Models of TeachingChapter 13: Teaching ObjectivesChapter 14: Teaching the Personal DimensionPART IV: INDIVIDUAL DIFFERENCES: MEASUREMENT AND RESEARCHChapter 15: Measurement and Individual DifferencesChapter 16: Intelligence: Concepts and MeasuresPART V: MANAGING STUDENTS IN GROUPSChapter 17: The Class as a Social UnitChapter 18: Motivation in the ClassroomChapter 19: Student Discipline: A Developmental ModelChapter 20: Inclusion of Students with Special Needs
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