Developments in educational psychology

Kevin Wheldall* (Editor)

*Corresponding author for this work

Research output: Book/ReportEdited Book/Anthology

Abstract

What is the relevance of educational psychology in the twenty first century?

In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: • intelligence. • communication. • family environments. • individual differences. • reading. • peer learning. • classroom behaviour. • and higher education.

Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed.

Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.

Wheldall asks himself and his readers what has transpired within the field of educational psychology … and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers.


Original languageEnglish
Place of PublicationAbingdon, UK; New York
PublisherRoutledge, Taylor and Francis Group
Number of pages225
Edition2nd
ISBN (Electronic)9780203874677
ISBN (Print)9780415469982, 0415469988
DOIs
Publication statusPublished - 1 Jan 2009

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