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BuchGebunden
368 Seiten
Englisch
Academic Presserschienen am02.03.2007
Examines some of the inquiry related to the study of emotions in educational contexts. This book represents research on emotions and education, and has the potential to impact research in this area.mehr
Verfügbare Formate
BuchGebunden
EUR91,40
E-BookPDFDRM AdobeE-Book
EUR73,95

Produkt

KlappentextExamines some of the inquiry related to the study of emotions in educational contexts. This book represents research on emotions and education, and has the potential to impact research in this area.
Details
ISBN/GTIN978-0-12-372545-5
ProduktartBuch
EinbandartGebunden
Erscheinungsjahr2007
Erscheinungsdatum02.03.2007
ReiheEducational Psychology Volume .
Reihen-Nr..
Seiten368 Seiten
SpracheEnglisch
Gewicht702 g
Artikel-Nr.10746734

Inhalt/Kritik

Inhaltsverzeichnis
IIntroductionIITheoretical Perspectives on Emotions in Education IIIStudents´ Emotions in Educational ContextsIVTeachers´ Emotions in Educational ContextsVImplications and Future Directionsmehr

Autor

Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.Paul Schutz is a member of the Educational Psychology program at the University of Texas, San Antonio. After completing his Ph.D. from the University of Texas, Austin he was a faculty member at the University of Arkansas, University of Akron and the University of Georgia. His major areas of research pertain the nature of goals in self-directed knowing, learning and emotion; emotions and emotional regulation; goals and goal development; teacher and emotions in the classroom and research methods. With his colleagues, he has published a number of chapters and articles on students' and teacher goals and emotion in journals like the Journal of Educational Psychology, Contemporary Educational Psychology, Anxiety, Stress and Coping: An International Journal, and Educational Psychologist. He is a past co-editor of the Educational Researcher: News and Comments section, the Program Chair for Division C of the American Educational Research Association and Secretary for Division 15 of the American Psychological Association.
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