Educational & Child Psychology Vol 22 No 1 2005: Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology

Educational & Child Psychology Vol 22 No 1 2005: Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology
Member price: £0.00
Concession price: £0.00
Member network price: £0.00
Non Member price: £4.20
Item # MZCAT-1028
ISBN 978-1-85433-467-1; 0267-1611

Summary 

A collection of papers that make significant and original contributions to the field of educational and child psychology. The theme is of this issue is Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology

 

Description 

Contents

About the contributors

Editorial

Vygotsky and educational psychology: Some preliminary remarks
Harry Daniels

Activity theory as a conceptual framework and analytical tool within the practice of educational psychology
Jane Leadbetter

Learning Potential Score as a Predictor of Sensitivity to Cognitive Intervention
Alex Kozulin

A socio-cultural perspective on an inclusive framework for assessment of children with autistic spectrum disorders
Stephen Flynn

Using Activity Theory to Evaluate a Complex Response to Social Exclusion
Anne Edwards & Claire Fox

Challenging behaviour: analysing teacher language in a school-based consultation within the Discursive Action Model.
Lisa O'Brien & Andy Miller

Bringing narrative psychology to school improvement for peace: some implications for the role of the educational psychologists in social conflict
Ron Smith

 

Your basket

Empty
BPS Learning Centre

eLearning

Apply for Society membership