Educational Psychology

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Series foreword
Preface to the third edition
	How can this book be used?
	Purpose
	Advanced level undergraduate psychology degree option
	Application to educational psychology training
	Professional training in educational psychology
	Approach
	Content
	Applying psychology to education
	References
Part 1: Overview
	Chapter 1: What do educational psychologists do?
		How much do different accounts of educational psychology practice agree?
		Educational psychology: A historical perspective
		Educational psychology practice today: A case study
		Lukasz case study
			Phase 1 – Collect background information, clarify role and expectations
			Phase 2 – Initial guiding hypotheses
			Phase 3 – Identified problem dimensions
			Phase 4 – Problem analysis
			Phase 5 – Agreed action plan
			Phase 6 – Monitoring and evaluation of outcomes
		Educational psychologists as scientist-practitioners
			The origins of the scientist-practitioner
			Further dilemmas and challenges for educational psychologists as scientist-practitioners
		Training as an educational psychologist
			The content of professional training as an educational psychologist
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
			Journal articles
			Books
		Sample essay titles
		References
	Chapter 2: Evidence-informed practice in educational psychology: The nature and uses of the evidence
		Chapter summary
		Introduction
		Developing the evidence: Controlled designs
		Developing controlled evidence: The special case of single-case experimental designs in educational psychology
		Qualitative methods: Exploration and insight
		Evidence-based practice
		Critiquing evidence-based practice
		Implementation science and evidence-informed practice
		Educational psychologists and evidence-based practice
		Developing policy and provision
		Conclusions
		Summary of the main issues addressed in this chapter
		Note
		Recommendations for further reading
			Journal articles
			Books
		Sample essay titles
		References
Part 2: Cognition, learning and teaching
	Chapter 3: Raising educational achievement: What can instructional psychology contribute?
		Chapter summary
		Introduction
		Conceptions of ‘underachievement’
		EPs, instruction, and underachievement
		Instructional psychology
			Behavioural objectives
			Direct instruction
			Large-scale evaluation of direct instruction
			Haring and Eaton’s instructional hierarchy
			Precision teaching
		Larger-scale applications of instructional psychology
		Conclusion
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
			Journal articles
			Books and book chapters
		Sample essay titles
		References
	Chapter 4: Inclusion for children with special educational needs: How can psychology help?
		Chapter summary
		What is inclusion?
		The history of inclusion in education
		The current picture
		Inclusion and the educational psychologist
		Should children with SEN be educated in mainstream schools?
		Research investigating outcomes for children with SEN
		Research focusing on social and affective outcomes
		Research investigating outcomes for the classmates of children with SEN
		Research investigating teacher attitudes
		How can psychological theory contribute?
			Theory of planned behaviour and contact theory
			Labelling and attribution theory
			Social exchange theory
		Inclusion: Implications from psychological theory and research
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
			Journal articles
			Books
		Sample essay titles
		References
	Chapter 5: Effective communication in school: Do teachers and students talk the same language?
		Chapter summary
		The early development of language and communication skills
			The initial experiences that lay the foundations for language development
			Non-verbal communication and pragmatic skills
		Entering the new language environments of nursery and school
			Bridging the gap between home and school
			Key features of language development in the middle years of childhood
			The language environment in school
			Reviewing the rules of classroom talk
		Summary of the main issues addressed in the chapter
		Recommendations for further reading
			Journal articles and public lectures
			Books and longer research reports
		Sample essay titles
		References
	Chapter 6: Can we cure dyslexia?
		Chapter summary
		Can we cure dyslexia?
		What is dyslexia?
			Response to intervention
		What causes dyslexia?
			Brain, biology and genes
			Can teaching methods cause dyslexia?
		Can dyslexia be cured?
			What is the best way to learn to read and write?
			Do the same conclusions apply to young children at risk for reading failure?
			What intervention strategies are effective for children with dyslexia?
			What about changes at the biological level?
		Fact and opinion
			What utility does the word ‘dyslexia’ actually have?
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
			Journal articles
			Books and book chapters
		Sample essay titles
		References
	Chapter 7: Why does mathematics make so many people fearful?
		Chapter summary
		Introduction
		The challenges of mathematics
		The concept of “maths anxiety”
		The development of mathematical thinking, mathematical practices and maths anxiety through childhood
			Teaching methods
			Cognitive processing and maths anxiety
			Cognitive abilities associated with proficiency in mathematics
			The neuropsychology of maths anxiety
		Mathematics in its cultural context
			Home mathematics and school mathematics
			Comparative studies of mathematics learning across cultures and across languages
		Conclusion: Addressing the problem of maths anxiety
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
		Sample essay titles
		References
	Chapter 8: Educating children with autism: What use is psychological theory and research?
		Chapter summary
		What is autism?
		What does research tell us?
		Autism: Other difficulties and strengths
		What causes autism?
			Theory of mind
			Executive dysfunctions
			Central coherence
		How has psychology informed educational approaches?
			What does behavioural psychology contribute?
			What has cognitive psychology specifically contributed?
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
			Journal articles
			Books
		Sample essay titles
		References
Part 3: Social, emotional and mental health issues in school
	Chapter 9: Educational psychology and mental health in schools: A new or an old role?
		Chapter summary
			Mental health concerns in schools: Definitions and prevalence
		Children and young people’s mental health: Risk and resilience
		Mental health in schools: The policy context
		Educational psychologists’ historical contribution
		Mental health in schools today: How do EPs contribute?
		Individual-focused work
			Educational psychologists and therapeutic interventions
		Group work
		Systems work
		Conclusion
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
		Sample essay titles
		Note
		References
	Chapter 10: Managing classroom behaviour: Can psychology help?
		Chapter summary
		Introduction
		Responding to the issue of behaviour
		Behavioural perspectives
		ABA strategies
		Validity
		A word about ‘rewards’
		A word about ‘punishments’
		From consequences to antecedents: A focus on the environment
		Extending behavioural approaches in school provision, policy, and legislation
		Behaviour function
		Preventative approaches
		From a focus on observable behaviour to the consideration of cognition and affect
		Cognitive perspectives and their applications with young people
		Personal construct psychology
		Attribution theory
			Causal attribution and managing behaviour
		Teachers’ attributions for challenging behaviour
		Students’ attributions for ‘challenging’ behaviour
		Parents’ attributions for challenging behaviour
		Generalisability of attributional patterns
		Attributions and educational inclusion
		Psychodynamic influences in managing behaviour schools
		Attachment theory
		Social-emotional learning
		Conclusions
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
		Sample essay titles
		Note
		References
	Chapter 11: School bullies: Are they also victims?
		Chapter summary
		Bullying: An introduction
		What is bullying?
		Who are the bullies?
		Are some bullies also victims of bullying at school?
		Why does bullying occur?
			An ecological-systems theory
			Socio-cognitive deficit theories
			Ecological theories
				Theories of family influence
				Theories relating to the impact of educational settings
			Group process theories
		Which school bullying interventions are effective?
			And for cyberbullying?
		Summary of the main issues addressed in the chapter
		Recommendations for further reading
			Journal articles
			Books
		Sample essay titles
		References
	Chapter 12: Coping with life by coping with school? School non-attendance in young people
		Chapter summary
		Definitions: How do we describe school attendance problems?
		Prevalence and policy
		Consequences of non-attendance
		Understanding extended school non-attendance
			Key perspectives: Behaviour function
			Key perspectives: The ecology of family and the school
			Key perspectives: Anxiety
		Approaches to intervention
		Individual-focused interventions
		Family interventions
		A ‘school-focused’ approach
		Coping with life by coping with school?
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
		Sample essay titles
		Note
		References
	Chapter 13: School ethos and student identity: When is wearing a uniform a badge of honour?
		Chapter summary
		Defining school ethos
		The development of identity as a student
			Internalised expectations
			Influence of school ethos
		Can a school’s educational psychologist influence its ethos?
		Conclusion
		Summary of the main issues addressed in this chapter
		Recommendations for further reading
			Journal articles
			Books and book chapters
		Sample essay titles
		References
Index