Educational psychology Books
Taylor & Francis Informal Reasoning and Education
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£55.99
Taylor & Francis Toward a Scientific Practice of Science Education
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£109.25
Taylor & Francis Thinking Practices in Mathematics and Science Learning
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£128.25
Taylor & Francis The Nature of Mathematical Thinking
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£56.99
Taylor & Francis Handbook of Reading Research Volume II
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£123.50
Taylor & Francis Ltd (Sales) Learning and Awareness Educational Psychology Series
Book SynopsisThis book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the discovery of critical differences in the structure of the learner's awareness and critical differences in the meaning of the learner's world. The authors offer a detailed account of the empirical findings that give rise to theoretical insights, and discuss the particular form of qualitative research that has been employed and developed. The form of learning that is the object of study is considered to be the most fundamental form -- namely a change in the learner's way of seeing, experiencing, handling, and understanding aspects of the world. The need for rigorous analysis of learning of specific subject matter, the individual construction of knowledge, and its social and cultural embeddedness -- the defining features of rival approaches into research on learning -- are reconciled from the approach adopted here into an intertwined and whole experience of learning. The learner's experience is always one of learning something, in some way, and in some context; by holding the learner's experience of learning as the focus of study throughout -- and not studying the learning of the content and the acts and the context as separate and distinct focuses -- the content, the act, and the context remain united as constituents of the learner's experience. By empirically revealing critical differences in the ways of experiencing these aspects of learning, and by developing a theoretical framework for the dynamics through which change comes about in the learner's awareness, this book gradually leads the reader to a powerful new view of learning. Equipped with the analytical tools and conceptual apparatus to be found in this book, the reader will be empowered to learn and to assist others to learn by creating environments conducive to the most fundamental form of learning: experiencing aspects of the world in new ways.Trade Review"...(the authors') book makes a strong point that the art of teaching some things to some men (and women and children) can be developed if we understand how these men (and women and children) experience what is to be learned in the the context of their world."—Journal of Curriculum StudiesTable of ContentsContents: Prologue. Acknowledgements. What Does It Take to Learn? Qualitative Differences in Learning. The Experience of Learning. Revealing Educationally Critical Differences in Our Understanding of the World Around Us. The Anatomy of Awareness. The Idea of Phenomenography. Learning to Experience. A Pedagogy of Awareness. Epilogue.
£39.99
Taylor & Francis Racial and Ethnic Identity in School Practices Aspects of Human Development
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£42.99
Taylor & Francis PersonEnvironment Psychology and Mental Health
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£22.99
Taylor & Francis Inc Symbolizing and Communicating in Mathematics Classrooms Perspectives on Discourse Tools and Instructional Design
Book SynopsisThis volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiencTrade Review"All the articles taken together add up to a strong argument in favor of making symbolizing and communicating prominent features in mathematics classrooms. Arguments are well illustrated....A good resource for teacher educators and graduate students who are interested in the interrelationship between semiotic theories and mathematical understanding."—CHOICE"...offers literacy educators another way to view mathematics....ways to think about literacy in mathematics classrooms....[and] provides literacy researchers insights into the kind of questions that are important to mathematics education researchers, which can be helpful as literacy educators work to consider problems and questions that cross educational domains....This book ultimately offers to literacy educators an insight into terms like symbolizing, modeling, mathematizing, and representation as used by mathematics educators. By understanding these terms and considering the implications for instructional design, literacy educators can begin building bridges between themselves and mathematics educators."—Journal of Literacy ResearchTable of ContentsContents: E. Yackel, P. Cobb, K. McClain, Preface. E. Yackel, Introduction: Perspectives on Semiotics and Instructional Design. Part I:Theoretical Considerations.P. Cobb, From Representations to Symoblizing: Introductory Comments on Semiotics and Mathematical Learning. A. Sfard, Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other. W. Dörfler, Means for Meaning. B. van Oers, The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning. R. Nemirovsky, S. Monk, "If You Look at It the Other Way...": An Exploration Into the Nature of Symbolizing. Part II:Instructional Design Issues Related to Symbolizing, Communicating, and Mathematizing.K. Gravemeijer, P. Cobb, J. Bowers, J. Whitenack, Symbolizing, Modeling, and Instructional Design. J. Bransford, L. Zech, D. Schwarts, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Designs for Environments That Invite and Sustain Mathematical Thinking. R. Lehrer, L. Schauble, S. Carpenter, D. Penner, The Innerrelated Development of Inscriptions and Conceptual Understanding. R. Lesh, H.M. Doerr, Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling. J. Bowers, Postscript: Integrating Themes on Discourse and Design.
£54.14
Taylor & Francis Understanding and Teaching the Intuitive Mind Student and Teacher Learning Educational Psychology Series
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£128.25
Taylor & Francis The Development of Arithmetic Concepts and Skills Constructive Adaptive Expertise Studies in Mathematical Thinking and Learning Series
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£137.75
Taylor & Francis Perspectives on Thinking Learning and Cognitive Styles Educational Psychology Series
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£128.25
Taylor & Francis Perspectives on Thinking Learning and Cognitive Styles Educational Psychology Series
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£56.99
Taylor & Francis Remaking the Concept of Aptitude Extending the Legacy of Richard E Snow Educational Psychology Series
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£128.25
Taylor & Francis Handbook for Teaching Introductory Psychology
Handbook for Teaching Introductory Psychology | BookCurl
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Taylor & Francis Classroom Discourse and the Space of Learning
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£128.25
Taylor & Francis Why Reading Literature in School Still Matters Imagination Interpretation Insight
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£128.25
Taylor & Francis Motivation Emotion and Cognition Integrative Perspectives on Intellectual Functioning and Development Educational Psychology Series
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£128.25
Taylor & Francis Motivation Emotion and Cognition Integrative Perspectives on Intellectual Functioning and Development Educational Psychology Series
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£54.14
Taylor & Francis Intelligence and Technology The Impact of Tools on the Nature and Development of Human Abilities Educational Psychology Series
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£128.25
Taylor & Francis The Art of Problem Posing
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£37.99
Taylor & Francis Translating Theory and Research Into Educational Practice Developments in Content Domains Large Scale Reform and Intellectual Capacity Educational Psychology Series
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£128.25
Taylor & Francis Poverty and Schooling in the U.S.
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£128.25
Taylor & Francis Help Seeking in Academic Settings
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£44.64
Taylor & Francis The Nature of Intellectual Styles Educational Psychology Series
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£128.25
Taylor & Francis The Nature of Intellectual Styles Educational Psychology Series
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£44.64
Taylor & Francis Social Motivation Justice and the Moral Emotions An Attributional Approach
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£128.25
Taylor & Francis Social Motivation Justice and the Moral Emotions An Attributional Approach
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Taylor & Francis Race Culture and Schooling
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Taylor & Francis Race Culture and Schooling
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Taylor & Francis Childrens Learning in Laboratory and Classroom Contexts
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£128.25
Taylor & Francis Handbook of Research on Schools Schooling and Human Development
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£247.00
Taylor & Francis Handbook of Research on Schools Schooling and Human Development
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£123.50
Taylor & Francis StrengthsBased School Counseling
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Taylor & Francis Key Indicators of Child and Youth WellBeing Completing the Picture
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Taylor & Francis Handbook of Youth Prevention Science
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Taylor & Francis Handbook of Youth Prevention Science
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Taylor & Francis Score Reporting Research and Applications
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Taylor & Francis Sharing Your Education Expertise with the World
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£31.99
Taylor & Francis ProblemSolving Parent Conferences in Schools EcologicalBehavioral Perspectives Consultation Supervision and Professional Learning in School Psychology Series
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£128.25
Taylor & Francis ProblemSolving Parent Conferences in Schools EcologicalBehavioral Perspectives Consultation Supervision and Professional Learning in School Psychology Series
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Taylor & Francis Supporting Children and Young People with Anxiety
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Taylor & Francis Early Childhood Education Redefined Reflections and Recommendations on the Impact of Start Right
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Taylor & Francis Neuroscience and Education
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Taylor & Francis Making an Impact on School Bullying
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£128.25
Taylor & Francis Index for Social Emotional Technologies
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£128.25
Taylor & Francis Ltd Schizophrenia Clinical Psychology A Modular Course
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£34.19
Taylor & Francis Ltd Adult Psychological Problems An Introduction Contemporary Psychology S
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£37.99