MARC record from Internet Archive

LEADER: 08867cam 2200637 i 4500
001 ocn863173062
003 OCoLC
005 20210412215930.0
008 130513s2014 caua b 001 0 eng
010 $a 2013940214
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015 $aGBB3A3883$2bnb
016 7 $a016541914$2Uk
019 $a871481807$a890255174
020 $a9781446211144$q(hardback)
020 $a1446211142
020 $a1446211150$q(pbk.)
020 $a9781446211151$q(pbk.)
035 $a(OCoLC)863173062$z(OCoLC)871481807$z(OCoLC)890255174
042 $apcc
050 00 $aLB1027.55$b.B83 2014
082 00 $a370.15 $2 23
100 1 $aBuckler, Scott,$eauthor.
245 10 $aPsychology for teachers /$cScott Buckler and Paul Castle.
264 1 $aThousand Oaks, California :$bSage,$c2014.
300 $axxiv, 363 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 325-353) and index.
505 0 $a1. Psychological perspectives on education: classical approaches -- 1.1. Introduction -- 1.2. Perspectives in psychology -- 1.3. The roots of psychology and paradigm shifts -- 1.4. Animism -- 1.5. Rationalism or Cartesian Dualism -- 1.6. Empiricism -- 1.7. Structuralism versus functionalism -- 1.8. Psychodynamic perspective -- 1.9. Behaviourist perspective -- 1.10. Humanistic perspective -- 1.11. Cognitive perspective -- 1.12. Psychobiological perspective -- 1.13. Evolutionary perspective -- 1.14. Summarising interactionism from an applied perspective -- 1.15. Conclusion -- 1.16. Further reading -- 2. Psychological perspectives on education: developing approaches -- 2.1. Introduction -- 2.2. Positive psychology -- 2.3. School-based research within positive psychology -- 2.4. Flow -- 2.5. Developing flow in the classroom -- 2.6. Classroom studies on flow -- 2.7. The future of positive psychology related to education -- 2.8. Transpersonal psychology.
505 0 $aContents note continued: 2.9. Transpersonal education -- 2.10. Conclusion -- 2.11. Further reading -- 3. The effective teacher -- 3.1. Introduction -- 3.2. What is meant by effective? -- 3.3. An effective teacher: What do learners think? -- 3.4. An effective teacher: What do researchers think? -- 3.5.A synthesis between the learner and researcher perspectives -- 3.6. Seven habits of highly effective teachers -- 3.7. Conclusion -- 3.8. Further reading -- 4. The philosophy and psychology of professional practice -- 4.1. Introduction -- 4.2. Philosophy and psychology -- 4.3. Philosophy and education -- 4.4. Heuristics -- 4.5. Reflective practice -- 4.6. Putting the pieces together -- 4.7. Conclusion -- 4.8. Further reading -- 5. The individual learner: neurological and physical development of the learner -- 5.1. What is development? -- 5.2. Physical development in the developing child -- 5.3. Development of the brain -- 5.4. Hemispheric lateralisation and localisation of function.
505 0 $aContents note continued: 5.5.Communication between neurons -- 5.6. Development of the motor system -- 5.7. Conclusion -- 5.8. Further reading -- 6. The individual learner: perceptual and cognitive development of the learner -- 6.1. Introduction -- 6.2. Perceptual development -- 6.3. Cognitive development in the developing child -- 6.4. Attention, concentration and memory -- 6.5. Conclusion -- 6.6. Further reading -- 7. The individual learner: social, emotional development and personality -- 7.1. Introduction -- 7.2. Social development in the developing child -- 7.3. Emotional development in the developing child -- 7.4. Personality -- 7.5. Conclusion -- 7.6. Further reading -- 8. Meeting the needs of the learner: the self -- 8.1. Introduction -- 8.2. The self -- 8.3. The `self-as-I' -- 8.4. The `self-as-me' -- 8.5. Integration of the `I' and `me' -- 8.6. Roberto Assagioli and psychosynthesis -- 8.7. Psychosynthesis and education -- 8.8. Ken Wilber and AQAL -- 8.9. Metacognition.
505 0 $aContents note continued: 8.10. Self-image and self-esteem -- 8.11. Self-efficacy -- 8.12. Self-attribution -- 8.13. Nurturing the self -- 8.14. Conclusion -- 8.15. Further reading -- 9. Meeting the needs of the learner: enabling individual success -- 9.1. Introduction -- 9.2. The traditional perspective on individual children -- 9.3. Clarifying terms -- 9.4. Autistic spectrum disorders (ASD) -- 9.5. Dyslexia or specific learning difficulties (SpLD) -- 9.6. Attention deficit/hyperactivity disorder (ADHD) -- 9.7. Speech, language and communication needs (SLCN) -- 9.8. Behavioural, emotional and social difficulties (BESD) -- 9.9. Moderate learning difficulties (MLD) -- 9.10. Gifted and talented -- 9.11. Inclusion -- 9.12.A revised focus for practice -- 9.13. Conclusion -- 9.14. Further reading -- 10. Meeting the needs of the learner: motivation -- 10.1. Introduction -- 10.2. What is motivation? -- 10.3. Psychological perspectives on motivation -- 10.4. Behavioural perspective on motivation.
505 0 $aContents note continued: 10.5. Humanistic perspective -- 10.6. Self-determination theory -- 10.7. Conclusion -- 10.8. Further reading -- 11. Meeting the needs of the learner: an integrated approach -- 11.1. Introduction -- 11.2. The macro-perspective: an overlap of themes -- 11.3. The micro-perspective: affecting individuals on a positive level -- 11.4. Positive and negative -- 11.5. Solution-focused approaches -- 11.6. Cognitive behavioural therapy -- 11.7. Keeping to the positive -- 11.8. Conclusion -- 11.9. Further reading -- 12. Empowering the learner: psychological skills development -- 12.1. Introduction -- 12.2. Initial steps: identifying muscle-to-mind or mind-to-muscle needs -- 12.3. Relaxation: explanation, process and application -- 12.4. Progressive muscle relaxation -- 12.5. Autogenic training -- 12.6. Mental imagery: explanation, process and application -- 12.7. Goal-setting -- 12.8. Cognitive restructuring -- 12.9. Mental resilience -- 12.10. Conclusion -- 12.11. Further reading.
505 0 $aContents note continued: 13. The learning environment -- 13.1. Introduction -- 13.2. The psychology of classroom layouts -- 13.3. Age and gender differences -- 13.4. The psychology of colour -- 13.5. The psychology of typefaces -- 13.6. Learning styles -- 13.7. Structure, order and ownership -- 13.8. Learning climates -- 13.9. Behaviour management? -- 13.10. To praise or not to praise? -- 13.11. Conclusion -- 13.12. Further reading -- 14. The `ideal' teacher -- 14.1. Introduction -- 14.2. The relationship between teaching and learning -- 14.3. The qualities of an `ideal' teacher -- 14.4. Theoretical perspectives on the ideal teacher: a review -- 14.5. Teacher personality -- 14.6. Teacher reflection -- 14.7. Conclusion -- 14.8. Further reading -- 15. Reflective position: integrating the strands of this book -- 15.1. Introduction -- 15.2. Why does psychology matter for teachers? -- 15.3. Maintaining a critical mind -- 15.4. Solutions to predicaments -- 15.5. Employability -- 15.6. Final words.
520 $aEvery child is an individual whose knowledge and understanding needs to be developed in ways that help them succeed. How do you manage this alongside the realities of the curriculum? How do you achieve this for a full classroom of expectant learners? This book explains how psychology can be intelligently applied to the classroom to meet the needs of different learners. It encourages you to review your own practice to develop a personal teaching style, supported by research findings and an awareness of the factors underpinning high-quality teaching. Focusing on how an understanding of psychological theory can support effective teaching and learning this book contains case studies and tasks to make sure that you really understand how theory can be meaningfully applied in the classroom.
650 0 $aSchool psychology.
650 0 $aTeaching$xPsychological aspects.
650 0 $aEducational psychology.
650 7 $aEducational psychology.$2fast$0(OCoLC)fst00903571
650 7 $aSchool psychology.$2fast$0(OCoLC)fst01107741
650 7 $aTeaching$xPsychological aspects.$2fast$0(OCoLC)fst01144606
700 1 $aCastle, Paul$c(Sports psychologist),$eauthor.
856 4 $uhttp://www.sagepub.co.uk/bucklercastle
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