Parameter
- 264 Seiten
- 10 Lesestunden
Mehr zum Buch
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.
Buchkauf
Children, Teachers and Learning: The Child-School Interface, Raya A Jones
- Sprache
- Erscheinungsdatum
- 1995
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- Titel
- Children, Teachers and Learning: The Child-School Interface
- Untertitel
- Environment and Behavior
- Sprache
- Englisch
- Autor*innen
- Raya A Jones
- Verlag
- Continuum Intl Pub Group
- Erscheinungsdatum
- 1995
- Einband
- Hardcover
- Seitenzahl
- 264
- ISBN10
- 0304329819
- ISBN13
- 9780304329816
- Reihe
- Schlagwörter
- Sachbücher, Sozialwissenschaften, Medizin & Gesundheit, Lebenshilfe, Psychologische Thematik, Familie
- Beschreibung
- 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.