Psychology for Teachers explains how psychology can be intelligently applied to the classroom to meet the needs of different learners. It encourages teachers to review their own practice to develop a personal teaching style, supported by research findings and an awareness of the factors underpinning high-quality teaching.
Written in a clear and accessible way, this practical guide will help teachers to develop their understanding of psychology and its application in enhancing the quality classroom teaching. As both a practising teacher and chartered psychologist, Matt Jarvis identifies a range of ideas that can be used in the real world of the classroom.
Suitable for teachers, trainers, policy-makers, clinicians, researchers, and diverse academics who want to look beyond bland superficialities to deeper struggles for self and understanding, this book provides topical application of psychoanalytic theory to the context of education, including schools, universities, and adult learning.
Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter? These fundamental questions of value are not always seen as central to the sociology of education. This book argues that they are pivotal and provides an introduction to the field that is designed to open up these debates.
Presenting a range of psychological theories, this book shows how psychology can be used to effectively deliver educational objectives and enhance children's learning. It considers the role that schools can play in the social development of children through: teaching and managing individual pupils; teaching and managing groups of pupils; and more.
Help pupils towards increased emotional intelligence using this book's practical ideas for developing confidence and optimism amongst learners. The book includes: An explanation of the differences between self-esteem, confidence and optimism, complete coverage of how low self-esteem can manifest itself and workable solutions.
Drawing on two years of school-based research carried out by the authors, this work addresses the issues in practice for teachers counselling or guiding students in schools. The book aims to report the research from three angles: the perspective of the pupil, the teacher and the school development.
A celebration of recognition, affirmation and inclusion by primary teachers, who have challenged the taken-for-granted norms and silences in primary schools around sexual orientation and gender expression. With examples of good practice, and examples of children's work, it is suitable for teachers, teacher trainers, and policy makers.
Directions in Educational Psychology has been compiled to pay tribute to Professor Dennis Child of the University of Leeds. The book is divided into four sections: Teaching, learning and learning how to teach, Measurement and assessment, Children with special educational needs and Moving into the world of work.
This OU Reader looks at how guidance and counselling in the context of learning is developing. It focuses on the different types of guidance and counselling in learning available to students and practitioners alike.
David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teacher ought to be aware.
The aspect of learning as in experiencing the world is the focus of this book. It offers an answer to instances of learning in educational institutions by looking at differences in the structure of the learner's awareness and in the meaning of the learner's world.
Sustainable Knowledge rethinks the nature of interdisciplinary research and the place of philosophy and the humanities in society and offers a new account of what is at stake in talk about 'interdisciplinarity'.
Offers a psychoanalytic perspective on learning and teaching and on many of the issues which preoccupy those who work in educational institutions. This book looks at the origins of learning in children's early relationships and at factors which help and hinder the educational process in later childhood and adolescence.