Educational Psychology: Topics in Applied Psychology
Routledge – 2008 – 296 pages
Series: Topics in Applied Psychology
Topics in Applied Psychology offers a range of accessible, integrated texts ideal for courses in applied psychology. The books are written by leading figures in their field and provide a comprehensive academic and professional insight into each topic. They incorporate a range of features to bring psychology to life including case histories, research methods, ethical debate and learner activities. Each chapter opens with learning objectives to consolidate key points. A reading list and sample essay questions at the end of chapters enable further independent study. The series also offers an appreciation of multiple perspectives, examines the relationship between psychology and other cognate disciplines and discusses recent developments in each field.
Topics in Applied Psychology will provide you with the tools you need to engage with, enjoy and understand your applied psychology discipline, ultimately ensuring confidence and success in exams as well as a comprehensive grounding in the profession.
Educational Psychology explores the role of the educational psychologist, firstly by examining cognitive development, cognitive psychology and individual differences and secondly through the analysis of social development and social psychology. Controversies and dilemmas in research and professional practice are discussed throughout the book.
An initial chapter focuses on the development, contemporary nature and context of educational psychology as a profession, outlining especially the requirements for and the nature of professional training. Current debates and challenges are introduced within a diverse range of topics in cognition, learning and instruction, such as, intelligence, language development, dyslexia, maths anxiety, instructional psychology and inclusion. Similarly, topics covering social, emotional and behavioural issues in school - behaviour management and attributions, bullying, autism, school phobia, pupil identity and school ethos - are explored in terms of their roots in psychology theory and research and their high profile within public policy and decision making.
The integrated and interactive approach, combined with the comprehensive coverage, make this book the ideal companion for courses in applied educational psychology.
Other books in the series include: Clinical Psychology, Criminal Psychology, Health Psychology, Organizational and Work Psychology and Sport and Exercise Psychology.
"The book challenges the reader to think, drawing you in with chapter titles in the shape of attention-grabbing questions like "Why does mathematics make so many people fearful?'"
Chapter 1: What do educational psychologists do?
Section 1: Cognition, learning and instruction
Chapter 2: What use is â€˜intelligenceâ€™?
Chapter 3: Raising educational achievement: What can instructional psychology contribute?
Chapter 4: Is inclusion for children with special needs
Chapter 5: Effective communication in school: Do teachers and students talk the same language?
Chapter 6: Do modern methods of teaching reading
Chapter 7: Why does mathematics make so many people fearful?
Section 2: Social, emotional and behavioural
issues in school
Chapter 8: Educating children with autism: What use is psychological theory and research?
Chapter 9: Challenging behaviour in schools: Who is to blame?
Chapter 10: School bullies: Are they also victims?
Chapter 11: How ethical are behavioural approaches to classroom
Chapter 12: School phobia and school refusal: Coping with life by coping with school?
Chapter 13: School ethos and student identity: When is wearing a uniform a badge of honour?
Norah Frederickson is Professor of Educational Psychology at University College London and Senior Educational Pscyhologist with Buckinghamshire County Council. Andy Miller is Special Professor of Educational Psychology at the University of Nottingham and Senior Educational Psychologist with Derby City Council. Tony Cline is Co-Director of the CPD Doctorate in Educational Psychology at University College London and Professor of Educational Psychology at the University of Bedfordshire.