BJEP Monograph Series II: Part 3 Pedogogy - Teaching for Learning (institutional use, UK rates)

BJEP Monograph Series II: Part 3 Pedogogy - Teaching for Learning (institutional use, UK rates)
Member price: £41.25
Non Member price: £41.25
Item # MZCAT-532
ISBN ISSN 1476-9808; ISBN 1-85433-422-0

Summary 

Hard copy (institutional use)

The BJEP Monograph Series publishes papers from a set of conferences on psychological aspects of education, in which invited world-leading researchers provide updates on the latest advances in their fields and consideration of the applied implications. Prices include UK postage and packing.

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Buy all ten issues of the series published so far and save over 15%


Description 

This is for No. 3 of the series: Pedogogy - Teaching for Learning

Edited by Leslie Smith, Colin Rogers and Peter Tomlinson

This monograph issue covers current psychological contributions to pedagogy - systematic understanding of teaching and learning - by way of an illustrative set of international contributions dealing with issues relevant to mainstream schooling across the age range. General topics include: teaching towards expertise, teaching and learner variation, motivating learning, promoting self-regulated learning and teaching thinking, as well as reflective considerations on using psychology in education. Specific subject pedagogies are represented by chapters on the teaching of writing, teaching of science and the early development of conceptual understanding in mathematics.

Monographs published so far

No 1: Learning and teaching reading
Edited by Rhona Stainthorp & Peter Tomlinson
This first monograph provides understanding on how reading develops, what may be the causes of reading difficulties and how empirical evidence can develop rational teaching approaches.

No 2: Development and motivation: Joint perspectives
Edited by Leslie Smith, Colin Rogers and Peter Tomlinson
The main focus of this monograph is the crucial link between cognition and motivation under development; it also addresses the question about how to make progress towards a joint model of motivation and development.

No 3: Pedogogy - Teaching for learning
Edited by Rhona Stainthorp and Peter Tomlinson
This monograph covers current psychological contributions to pedagogy, a systematic understanding of teaching and learning, by way of an illustrative set of international contributions dealing with issues relevant to mainstream schooling across the age range.

No 4: Student learning and university teaching
Edited by Noel Entwistle, Peter Tomlinson and Julie Dockrell
This monograph brings together descriptions of distinctive contributions to research into teaching and learning in higher education.

No 5: Learning through digital technologies
Edited by Jean Underwood and Julie Dockrell
This monograph focuses on the understanding that psychological theories and processes bring to the role of digital technologies in a range of formal and informal learning situations.

No 6: Teaching and learning writing
Edited by Vincent Connelly, Anna L. Barnett, Julie E. Dockrell and Andrew Tolmie
This monograph presents recent international research on the teaching and learning of writing. The purpose of the monograph is to inform education professionals about this exciting new research which we hope will, in turn, contribute to improved practice and performance in the classroom.

No 7: Understanding number development
Edited by Vincent Connelly, Anna L. Barnett, Julie E. Dockrell and Andrew Tolmie
This monograph features contributions from eminent developmental psychologists who have been concerned to make connections between developmental psycholgy and the theory and practice of education, particularly in mathematics.

No 8: Educational neuroscience
Edited by Norah Frederickson, Diana Laurillard and Andrew Tolmie
This monograph maps out the current interdisciplinary findings on a specific common problem facing educationalists and cognitive neuroscientists: how to promote better learning.

No 9: Psychology and antisocial behaviour in schools
Edited by Pam Maras, Jim Demetre, Amy Moon and Andrew Tolmie
Whilst antisocial behaviour in schools is a topic of major international concern, there is a surprising dearth of work focused on psychological explanations for its occurrence, or on interventions founded on such explanations. This monograph is intended to address this deficit.

No 10: Self-regulation and dialogue in primary classrooms
Edited by David Whitebread, Neil Mercer, Christine Howe and Andrew Tolmie
This monograph aims to bring together two important current lines of research investigating the processes of teaching and learning in Primary classrooms: how adults help children develop new ways of thinking and learning, and the role of spoken dialogue between adults and children in learning and development. 


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