Vygotsky's Developmental and Educational Psychology demonstrates how we can come to a new and original understanding of Vygotsky's theories through knowledge of their cultural, philosophical and historical context.

Vygotsky is widely considered one of the most significant and influential psychologists of the twentieth century. Nevertheless, true appreciation of his theories has been hindered by a lack of understanding of the background to his thought. Vygotsky's Developmental and Educational Psychology aims to demonstrate how we can come to a new and original understanding of Vygotsky's theories through knowledge of their cultural, philosophical and historical context. Beginning with the main philosophical influences of Marxist and Hegelian thought, this book leads the reader through Vygotsky's life and the development of his own psychology. Central areas covered include: * The child, the levels and consciousness * Motivation and cognition * The relevance of Vygotsky's theories to current research in developmental psychology. This comprehensive survey of Vygotsky's thought will prove an invaluable resource for those studying developmental psychology or education.

Educational Psychology: A Century of Contributions--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived. The book is divided into three sections that correspond to three eras in the history of the discipline: *the founding period (1880s to 1920); *the rise to prominence period (1920 to1960); and *the modern period (1960 to the present). Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology. The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field. Educational Psychology: A Century of Contributions is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology.

O'Donnell et al.'s Educational Psychology provides pre-service teachers with a comprehensive framework for implementing effective teaching strategies aimed at enhancing students' learning, development, and potential. Through a meticulous examination of relevant psychological theories, supplemented by contemporary local case studies, and detailed analysis of lesson plans, the text offers a nuanced understanding of educational psychology without resorting to specialised terminology. Central to the text is a reflective practice framework, equipping readers with the essential skills to bridge theoretical concepts with real-world classroom scenarios. Emphasising critical thinking and reflective practice, the text underscores their significance in fostering sustained professional growth and success. By integrating reflective practice into the fabric of the narrative, utilising real classroom examples, Educational Psychology cultivates a deep-seated understanding of the practical applications of psychological principles in educational contexts.

Learning and teaching is an integrated process, and theory and practice cannot be separated. As in the previous Australasian edition, Educational Psychology 3e continues to emphasise the educational implications and applications of child development, cognitive science, learning and teaching. Recurring themes throughout the text include ideas about education; social and socio-cultural aspects of education; schools, families and community; development, learning and curriculum; and effective teaching. Author Kay Margetts incorporates Australasian perspectives and applications using the work of Australasian researchers and teachers. Numerous examples, case studies, guidelines and practical tips from experienced teachers are used in the text to explore the connections between knowledge, understanding and practice.

Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.

Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

Technological advancements have revolutionised the field of learning in the past twenty years and are continuing to push the boundaries of institutions towards new forms of knowledge construction, social interaction and meaning making. This book examines the key debates that have shaped that technological journey, from ancient to modern times, and draws together meaningful articles to provide an expert guide for e-learning practitioners, research staff, students and industrial trainees. The e-Learning Reader provides a scholarly collection of key texts which examine the concept and practice of e-learning in education and training. The book brings together a series of formative historical and recent articles which frame the debate on e-learning, drawing together new comments from leading experts in the field of e-learning.

Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.

This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture is premised on the existence of the social. In much of current educational psychology, there are unresolved contradictions that have their origin in the opposition between body and mind, individual and collective, and structure and process—including the different nature of intellect and affect or the difference between knowledge and its application. Many of the same contradictions are repeated in constructivist approaches, which do not overcome dichotomies but rather acerbate them by individualizing and intellectualizing our knowledgeable participation in recognizably exhibiting and producing the everyday cultural world. Interestingly enough, L. S. Vygotsky, who is often used as a referent for making arguments about inter- and intrasubjective “mental” “constructions,” developed, towards the end of his life, a Spinozist approach according to which there is only one substance. This one substance manifests itself in two radically different ways: body (material, biology) and mind (society, culture). But there are not two substances that are combined into a unit; there is only one substance. Once such an approach is adopted, the classical question of cognitive scientists about how symbols are grounded in the world comes to be recognized as an artefact of the theory. Drawing on empirical materials from different learning settings—including parent-child, school, and workplace settings—this book explores the opportunities and implications that this non-dualist approach has for educational research and practice.