The Psychology of Teaching and Learning provides a thorough and comprehensive introduction to the psychology of instruction in the schools and colleges.The book divides the theory into three stages (the "three steps" in the subtitle): (i) work by the teacher prior to engagement with the student (e.g. needs assessment; diagnosis; mental ability including emotional intelligence); (ii) work by the teacher with the student (e.g. module delivery, formative assessment); and (iii) work done by the teacher after engagement with the student (e.g. summative assessment, remedial planning). The subject matter is wide-ranging including, for example, parental influence, behavioral factors and a consideration of different kinds of intelligence. Martinez-Pons has developed models of instruction in the form of flow charts, reports research (including plentiful quantitative studies) and includes boxed material explaining techniques and concepts (e.g. correlational analysis).It was written with graduate students of education in mind, especially for courses for educational psychology and pedagogy. Because the book develops out of general educational psychology, it is applicable to all stages of education from elementary school to college teaching as well as in-service professionals, including educational psychologists.
It was just over a century ago that the first stirrings began which led eventually to the separation of psychology from the parent stem of philosophy. To understand and to evaluate properly the work that psychologists are doing today one must understand the main outlines of the developments which have transformed a largely abstract philosophical study pursued by a small number of individuals into an independent, if rudimentary, science with many practical applications. The aim of this book is to trace the development of psychology in Great Britain from the middle of the nineteenth century to the time of the Second World War, during which period this transformation took place.
Written in a conversational style that transforms complex ideas into accessible ones,Â this international best-seller provides an interdisciplinary review of the theories and research in cross-cultural psychology. The book's unique critical thinking framework, including Critical Thinking boxes, helps to develop analytical skills. Exercises interspersed throughout promote active learning and encourage class discussion. Case in Point sections review controversial issues and opinions about behavior in different cultural contexts. Cross-Cultural Sensitivity boxes underscore the importance of empathy in communication. Numerous applications better prepare students for working in various multicultural contexts such as teaching, counseling, health care, and social work. The dynamic author team brings a diverse set of experiences in writing this book. Eric Shiraev was raised in the former Soviet Union and David Levy is from Southern California. Sensation, perception, consciousness, intelligence, human development, emotion, motivation, social perception, interaction, psychological disorders, and applied topics are explored from cross-cultural perspectives.
New to this Edition:
-Thoroughly updated with over 200 recent references, particularly on studies of non-western regions such as the Middle East, Africa, Asia, & Latin America as well as the US and Europe.
-New chapter on personality and the self with an emphasis on gender identity.
-New or revised chapter opening vignettes that draw upon current events.
- More examples related to the experiences of international students in the US and indigenous people.
-Many more figures and tables which appeal to visual learners.
-New research on gender, race, religious beliefs, parenting styles, sexual orientation, ethnic identity and stereotypes, conflict resolution, immigration, intelligence, physical abuse, states of consciousness, DSM-5, cultural customs, evolutionary psychology, treatment of psychological disorders, and acculturation.
-Revised methodology chapter with more attention to issues related specifically to cross-cultural research and more on qualitative and mixed methods.
-www.routledge.com/9781138668386 features for instructors a test bank, research paper topics, Power Points, a conversion guide, discussion questions for the related video clips, and for students there are outlines, key terms, exercises, and links to related videos, readings, and the authors' Facebook page.
Intended as a text for courses on cross-cultural psychology, multicultural psychology, cultural psychology, cultural diversity, and the psychology of ethnic groups, this book also appeals to practitioners, researchers, and educators who work in multicultural environments.
Custody of children becomes a major issue when a couple divorces. Worse, these issues can linger long after the settlement in the form of parent alienation-when one parent seeks to keep the other parent from being active and involved with the children they share. In Parental-Alienation Playbook and Three-Quarters Custody, author Julian Andrews presents an overview of parent-alienation syndrome (PAS), how you can recognize when it's happening to you, and how to speak out to defend you and your children. Based on his personal experiences with his ex-wife and their three children, Andrews illustrates how the outdated court system facilitates PAS, but also shows how an alienated parent can directly speak out through the legal and court systems. Andrews proposes the concept of three-quarter shared physical custody as a national solution and a bridge against parental alienation forces in the twenty-first century. Parental-Alienation Playbook and Three-Quarters Custody promotes momentum toward three-quarter custody arrangements so parental alienation can become a condition of the past, and children and parents can be free of the divisive nature and consequences that PAS creates.
This important volume looks back to 1890 and -- 100 years later -- asks some of the same questions William James was asking in his "Principles of Psychology." In so doing, it reviews our progress toward their solutions. Among the contemporary concerns of 1990 that the editors consider are: the nature of the self and the will, conscious experience, associationism, the basic acts of cognition, and the nature of perception. Their findings: Although the developments in each of these areas during the last 100 years have been monumental, James' views as presented in the "Principles" still remain viable and provocative.
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