Includes bibliographical references (p. [224]-242) and index.
Contents:
Conclusions and personal reflections -- Acknowledgements -- ch. 4. learner and the teacher -- Defining learning and teaching -- Visions of the learner -- Visions of the teacher -- A model of reflectivity for this book -- Reflectivity and craft-knowledge -- Conclusions and personal reflections -- ch. 2. Cognitive development and learning -- Piagetian theory -- Vygotskian theory -- The modular challenge to constructivist theories -- Conclusions and personal reflections -- ch. 3. Intelligence and academic ability -- Intelligence and academic ability -- Intelligence as a social construct -- The importance of beliefs about intelligence -- IQ testing -- General intelligence and multiple intelligences -- Sternberg's triarchic theory of intelligence -- Developing intelligence and educational ability -- Conclusions and personal reflections -- ch. 4. Styles of thinking, learning and studying -- Defining terms : cognitive style, learning strategy and learning style -- What makes a good system for classifying learning styles? -- Cognitive styles -- Field dependence -- Multidimensional systems of learning styles -- Comparing the systems -- Learning strategies -- Conclusions and personal reflections -- ch. 8. Conclusions and personal reflections -- What are thinking skills? -- The rationale underlying current work on developing thinking -- Programmes for the development of thinking skills -- Thinking skills in higher education -- Conclusions and personal reflections -- ch. 6. Motivation -- The significance of motivation -- Maslow's hierarchy of needs -- Self-determination theory -- Attribution theory -- Self-efficacy -- Goal orientation theory -- The effect of expectations on motivation -- Conclusions and personal reflections -- ch. 7. Emotional factors in learning -- Learning and relationships -- Research into relationships and education -- Peer relationships -- Emotional intelligence -- Conclusions and personal reflections -- ch. 8. ICT and learning -- Explanations of some basic terms -- Evidence for the effectiveness of ILT in enhancing learning -- Factors affecting the uptake of ICT and ILT -- Benefits of ILT : the constructivist understanding -- Benefits of ILT : the social constructivist understanding -- Individual differences in ILT use -- Conclusions and personal reflections -- The Index. The legal context -- Defining teacher stress : where psychology meets politics -- The experience of teacher stress -- Causal factors in teacher stress -- A transactional picture -- Managing teacher stress -- Conclusions and personal reflections -- ch. 10. Education research -- The historical context -- The aims and purpose of education research -- Epistemological foundations -- Qualitative and quantitative methods -- Major research methods -- Multiple studies : review and meta-analysis -- Criticisms and limitations of education research -- Conclusions and personal reflections -- References -- Index.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.