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Psychology for the Classroom /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Taylor and Francis,
2017.
|
| Edición: | First edition. |
| Colección: | Routledge Library Editions: Psychology of Education
Routledge Library Editions: Psychology of Education ; Volume 44 |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn994593704 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr cn||||||||| | ||
| 008 | 170721s2017 enk o 000 0 eng d | ||
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| 020 | |a 9781315209357 |q (e-book ; |q PDF) | ||
| 020 | |a 1315209357 | ||
| 029 | 1 | |a CHNEW |b 000974838 | |
| 029 | 1 | |a AU@ |b 000070289627 | |
| 035 | |a (OCoLC)994593704 | ||
| 050 | 4 | |a LB1060 |b .T876 2018 | |
| 082 | 0 | 4 | |a 370.152 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Turner, Johanna, |e author. | |
| 245 | 1 | 0 | |a Psychology for the Classroom / |c Johanna Turner. |
| 250 | |a First edition. | ||
| 264 | 1 | |a London : |b Taylor and Francis, |c 2017. | |
| 300 | |a 1 online resource : |b text file, PDF | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a Routledge Library Editions: Psychology of Education | |
| 490 | 0 | |a Routledge Library Editions: Psychology of Education ; |v Volume 44 | |
| 500 | |a "Originally published in 1977, Psychology for the Classroom is offered as an aid to people who are learning themselves and helping other people to learn: that is, to parents, students and particularly to teachers. The activity of teaching, to be successful, requires the teacher to understand the behaviour of the learner as fully as possible. Some of the insights into human behaviour gained by psychologists may prove helpful to the teacher in complementing his or her experience and intuitive understanding, and it is with this in mind that the topics covered in this book have been selected. Section one deals with cognitive aspects, an understanding of which his essential since cognitive processes are the means by which individuals are able to make sense of their environment. Section two considers the social situation in which knowledge and understanding develop, i.e. the way in which social interaction affects learning. Section three focuses on the individual, stressing that academic achievement depends not only on hard work but is intimately related to an individual's personal development and personality. The book will be valuable to psychology students, student teachers and teachers on in-service courses, for its coverage of relevant psychological research and the description of pertinent experiments and studies of the time. Its originality lies in the way in which it communicates the importance of teachers using psychology as a basis for forming hypotheses which they can test for themselves - not necessarily as researchers, but in a mood of personal exploration."--Provided by publisher. | ||
| 505 | 0 | |a Cover page ; Halftitle page ; Title page ; Copyright page ; Title page ; Copyright page ; Dedication ; Contents; Acknowledgements; Introduction; Section I Focus: Cognitive aspects; [I] Intelligence; I The concept of intelligence; 2 The development of intelligence; [2] Thinking, problem solving and concept learning; 1 Thinking; 2 Problem solving; 3 Concept learning; [3] The concept of creativity; 1 What is meant by creativity?; 2 Theoretical approaches to the study of creativity; 3 Intelligence and creativity; [4] The creative person; 1 Creativity and personality. | |
| 505 | 8 | |a 2 Environmental influences on the development of the creative person3 Fostering creativity; Section 11 Focus: Social aspects of the classroom; [S] Social interaction and social perception; 1 Methods of research; 2 Elements of social interaction; 3 Social perception; [6] Groups and social influence; 1 Groups; 2 Social influence in groups; [7] Classroom behaviour; 2 Teacher/pupil interaction; 3 Pupil/pupil interaction; Section 111 Focus: The individual in the classroom; [8] Individual development; 1 Infancy and early childhood; 2 The middle years and adolescence. | |
| 505 | 8 | |a 3 Two approaches to adult personality[9] Individual differences and learning; I Sex differences; 2 The child's position in the family; 3 Date of birth; 4 Anxiety; 5 Learning, personality and cognitive style; 6 Academic motivation; [10] School achievement; 1 Exceptional children; 2 The role of language; 3 The effect of the home; 4 The effect of the school; References and name index; Subject index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Classroom management. | |
| 650 | 6 | |a Psychologie de l'apprentissage. | |
| 650 | 6 | |a Classes (Éducation) |x Conduite. | |
| 650 | 0 | 7 | |a PSYCHOLOGY |x Education & Training. |2 bisacsh |
| 650 | 0 | 7 | |a PSYCHOLOGY |x Social Psychology. |2 bisacsh |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 776 | 0 | |z 9781315209357 |z 9781351806404 | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=5046910 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5046910 | ||
| 938 | |a Taylor & Francis |b TAFR |n 9781315209357 | ||
| 994 | |a 92 |b IZTAP | ||