Items related to A Teachers' Guide to the Psychology of Learning

A Teachers' Guide to the Psychology of Learning - Softcover

Howe, Michael J. A.

  • 3.14 out of 5 stars
    7 ratings by Goodreads
 
9780631135784: A Teachers' Guide to the Psychology of Learning
Softcover
ISBN 10: 0631135782 ISBN 13: 9780631135784
Publisher: Wiley-Blackwell, 1991

Synopsis

Of all topics within the psychology of education, learning is one of the most crucial. Yet in terms of practical texts likely to be of use to teachers, it is one of the most neglected. This book is a short, down-to-earth account of learning by children of the kinds of knowledge and skills they acquire at school. Though it does not aim to show teachers how to teach, it gives a highly practical account of learning, remembering and related processes.

Some recent developments in mainstream psychology promise to be of enormous potential benefit for classroom work: increasing attention is given to the ways in which people use their knowledge and skills to acquire new information. Psychologists have come to grips with practical questions about the determinants of effective remembering and we are now much better informed about what children need to do in order to learn. This book is the first to present this material in a form suitable for those training and working as teachers.

"synopsis" may belong to another edition of this title.

About the Author

Michael J. A. Howe is editor of the journal Human Learning, and his many successful books include Introduction to Human Memory and Understanding School Learning.

From the Back Cover

Of all topics within the psychology of education, learning is one of the most crucial. Yet in terms of practical texts likely to be of use to teachers, it is one of the most neglected. This book is a short, down-to-earth account of learning by children of the kinds of knowledge and skills they acquire at school. Though it does not aim to show teachers how to teach, it gives a highly practical account of learning, remembering and related processes.

Some recent developments in mainstream psychology promise to be of enormous potential benefit for classroom work: increasing attention is given to the ways in which people use their knowledge and skills to acquire new information. Psychologists have come to grips with practical questions about the determinants of effective remembering and we are now much better informed about what children need to do in order to learn. This book is the first to present this material in a form suitable for those training and working as teachers.

"About this title" may belong to another edition of this title.

Publisher
Wiley-Blackwell
Publication date
1991
Language
English
ISBN 10 
0631135782
ISBN 13 
9780631135784
Binding
Paperback
Edition number
1
Number of pages
176
Rating
  • 3.14 out of 5 stars
    7 ratings by Goodreads