The Routledge International Companion to Educational Psychology
Edited by Andrew J. Holliman
Routledge – 2014 – 352 pages
Routledge – 2014 – 352 pages
The Routledge International Companion to Educational Psychology brings together expert practitioners, researchers, and teachers from five continents to produce a unique and global guide to the core topics in the field. Each chapter includes coverage of the key thinkers, topic areas, events, and ideas that have shaped the field, but also takes the reader beyond typical textbook material and into engagement with current issues, cutting-edge research and future directions in the field of educational psychology from an international perspective.
With over 30 chapters, the volume is divided into four themed sections: ‘An introduction to educational psychology’, ‘How children learn and develop’, ‘Issues concerning the assessment of children’ and ‘Identifying and meeting the needs of children with learning difficulties’. Covering the key issues and fundamental strands of educational psychology The Routledge International Companion to Educational Psychology aims to provide the reader with knowledge of:
The book is conceived for both student and researcher use, and considers the implications for educational psychology practice in all sections. It will be highly beneficial for both students and lecturers on Education Studies and Psychology undergraduate courses, as well as combined undergraduate degrees .
1. A history of educational psychology; 2. The rights of the child; 3. Introduction to educational psychology practice; 4. A comparative overview of educational psychology across continents; 5. Theories of teaching and learning; 6. Effective teaching practices and classroom management: the role of ecological and inclusive understandings; 7. Educational dialogues; 8. Learning to read around the world; 9. Digital technology as enrichment of young children’s literacy environment; 10. The development of scientific reasoning; 11. Motivation to learn; 12. Children’s relationships and the family; 13. Childhood stress and its impact on learning and academic performance; 14. Classroom assessments: informing teaching and supporting learning; 15. Diagnostic assessment: one of the effective ways of assessing learning; 16. Purposes, approaches and tensions in assessment policy and practice; 17. Language use and assessment; 18. Multicultural education: the mismeasured but important phenomenon; 19. Intelligence and individual differences; 20. New frontiers in education neuroscience; 21. Labelling in special education: where do the benefits lie?; 22. Education and disability: a space where we belong or is history repeating itself?; 23. Educational psychology and the development of inclusive education; 24. Education of children with sensory needs: reducing barriers to learning for children with visual impairment; 25. Speech and language disorders; 26. The autism spectrum; 27. Social, emotional and behavioural difficulties (SEBD): the need to look beyond the problem; 28. Attention Deficit Hyperactivity Disorder: characteristics, identification, and treatment; 29. Dyslexia; 30. Practical implications from research into dyspraxia; 31. Dyscalculia: research and practice on identification and intervention across languages; 32. Meeting the needs of gifted learners
Andrew J. Holliman is a researcher of children’s learning and development, a chartered psychologist, and a senior lecturer in developmental psychology at the University of Coventry.