1. Psychological perspectives on education: classical approaches --
1.1. Introduction --
1.2. Perspectives in psychology --
1.3. The roots of psychology and paradigm shifts --
1.4. Animism --
1.5. Rationalism or Cartesian Dualism --
1.6. Empiricism --
1.7. Structuralism versus functionalism --
1.8. Psychodynamic perspective --
1.9. Behaviourist perspective --
1.10. Humanistic perspective --
1.11. Cognitive perspective --
1.12. Psychobiological perspective --
1.13. Evolutionary perspective --
1.14. Summarising interactionism from an applied perspective --
1.15. Conclusion --
1.16. Further reading --
2. Psychological perspectives on education: developing approaches --
2.1. Introduction --
2.2. Positive psychology --
2.3. School-based research within positive psychology --
2.4. Flow --
2.5. Developing flow in the classroom --
2.6. Classroom studies on flow --
2.7. The future of positive psychology related to education --
2.8. Transpersonal psychology. Contents note continued: 2.9. Transpersonal education --
2.10. Conclusion --
2.11. Further reading --
3. The effective teacher --
3.1. Introduction --
3.2. What is meant by effective? --
3.3. An effective teacher: What do learners think? --
3.4. An effective teacher: What do researchers think? --
3.5.A synthesis between the learner and researcher perspectives --
3.6. Seven habits of highly effective teachers --
3.7. Conclusion --
3.8. Further reading --
4. The philosophy and psychology of professional practice --
4.1. Introduction --
4.2. Philosophy and psychology --
4.3. Philosophy and education --
4.4. Heuristics --
4.5. Reflective practice --
4.6. Putting the pieces together --
4.7. Conclusion --
4.8. Further reading --
5. The individual learner: neurological and physical development of the learner --
5.1. What is development? --
5.2. Physical development in the developing child --
5.3. Development of the brain --
5.4. Hemispheric lateralisation and localisation of function. Contents note continued: 5.5.Communication between neurons --
5.6. Development of the motor system --
5.7. Conclusion --
5.8. Further reading --
6. The individual learner: perceptual and cognitive development of the learner --
6.1. Introduction --
6.2. Perceptual development --
6.3. Cognitive development in the developing child --
6.4. Attention, concentration and memory --
6.5. Conclusion --
6.6. Further reading --
7. The individual learner: social, emotional development and personality --
7.1. Introduction --
7.2. Social development in the developing child --
7.3. Emotional development in the developing child --
7.4. Personality --
7.5. Conclusion --
7.6. Further reading --
8. Meeting the needs of the learner: the self --
8.1. Introduction --
8.2. The self --
8.3. The `self-as-I' --
8.4. The `self-as-me' --
8.5. Integration of the `I' and `me' --
8.6. Roberto Assagioli and psychosynthesis --
8.7. Psychosynthesis and education --
8.8. Ken Wilber and AQAL --
8.9. Metacognition. Contents note continued: 8.10. Self-image and self-esteem --
8.11. Self-efficacy --
8.12. Self-attribution --
8.13. Nurturing the self --
8.14. Conclusion --
8.15. Further reading --
9. Meeting the needs of the learner: enabling individual success --
9.1. Introduction --
9.2. The traditional perspective on individual children --
9.3. Clarifying terms --
9.4. Autistic spectrum disorders (ASD) --
9.5. Dyslexia or specific learning difficulties (SpLD) --
9.6. Attention deficit/hyperactivity disorder (ADHD) --
9.7. Speech, language and communication needs (SLCN) --
9.8. Behavioural, emotional and social difficulties (BESD) --
9.9. Moderate learning difficulties (MLD) --
9.10. Gifted and talented --
9.11. Inclusion --
9.12.A revised focus for practice --
9.13. Conclusion --
9.14. Further reading --
10. Meeting the needs of the learner: motivation --
10.1. Introduction --
10.2. What is motivation? --
10.3. Psychological perspectives on motivation --
10.4. Behavioural perspective on motivation. Contents note continued: 10.5. Humanistic perspective --
10.6. Self-determination theory --
10.7. Conclusion --
10.8. Further reading --
11. Meeting the needs of the learner: an integrated approach --
11.1. Introduction --
11.2. The macro-perspective: an overlap of themes --
11.3. The micro-perspective: affecting individuals on a positive level --
11.4. Positive and negative --
11.5. Solution-focused approaches --
11.6. Cognitive behavioural therapy --
11.7. Keeping to the positive --
11.8. Conclusion --
11.9. Further reading --
12. Empowering the learner: psychological skills development --
12.1. Introduction --
12.2. Initial steps: identifying muscle-to-mind or mind-to-muscle needs --
12.3. Relaxation: explanation, process and application --
12.4. Progressive muscle relaxation --
12.5. Autogenic training --
12.6. Mental imagery: explanation, process and application --
12.7. Goal-setting --
12.8. Cognitive restructuring --
12.9. Mental resilience --
12.10. Conclusion --
12.11. Further reading. Contents note continued: 13. The learning environment --
13.1. Introduction --
13.2. The psychology of classroom layouts --
13.3. Age and gender differences --
13.4. The psychology of colour --
13.5. The psychology of typefaces --
13.6. Learning styles --
13.7. Structure, order and ownership --
13.8. Learning climates --
13.9. Behaviour management? --
13.10. To praise or not to praise? --
13.11. Conclusion --
13.12. Further reading --
14. The `ideal' teacher --
14.1. Introduction --
14.2. The relationship between teaching and learning --
14.3. The qualities of an `ideal' teacher --
14.4. Theoretical perspectives on the ideal teacher: a review --
14.5. Teacher personality --
14.6. Teacher reflection --
14.7. Conclusion --
14.8. Further reading --
15. Reflective position: integrating the strands of this book --
15.1. Introduction --
15.2. Why does psychology matter for teachers? --
15.3. Maintaining a critical mind --
15.4. Solutions to predicaments --
15.5. Employability --
15.6. Final words.
| Access no. | Call number | Location | Status |
|---|---|---|---|
| 00759/19 | 370.15 Cas P | Library - 7th Floor | Available |