Children, Teachers and Learning: The Child-School Interface: Environment and Behavior

Raya A Jones

ISBN 10: 0304329819 ISBN 13: 9780304329816

Published by Continuum Intl Pub Group, 1995

Language: English

Condition: Used - Fair Hardcover

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Beschriftungen / Markierungen bis 20 %; Spuren von Feuchtigkeit / N�sse. With the aim of promoting awareness of the role of psychology in the school, this book reviews up-to-date, multi-disciplinary research into relationships between school environments and child learning and behavior. A view of the school as a whole underlies the discussion. The book is accessibly written and will inform readers with little grounding in psychology, as well as psychology students and graduates.The chapters deal, in turn, with different levels of children's interface with the school from possible effects of physical and administrative factors to social and psychological processes. A balanced view is given of applied issues, supported by discussions of theoretical models and research methods. The author draws attention to the interplay between these levels, including children's perception of their school and their own place within it.

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Title

Children, Teachers and Learning: The Child-School Interface: Environment and Behavior

Publisher

Continuum Intl Pub Group

Publication Date

1995

Language

English

ISBN 10

0304329819

ISBN 13

9780304329816

Binding

Hardcover

Condition

Fair

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With the aim of promoting awareness of the role of psychology in the school, this book reviews up-to-date, multi-disciplinary research into relationships between school environments and child learning and behavior. A view of the school as a whole underlies the discussion. The book is accessibly written and will inform readers with little grounding in psychology, as well as psychology students and graduates.The chapters deal, in turn, with different levels of children's interface with the school from possible effects of physical and administrative factors to social and psychological processes. A balanced view is given of applied issues, supported by discussions of theoretical models and research methods. The author draws attention to the interplay between these levels, including children's perception of their school and their own place within it.

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