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 students in New Zealand
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 assessment procedures
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