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Psychological Research in the Classroom

E-BookPDFDRM AdobeE-Book
288 Seiten
Englisch
Elsevier Science & Techn.erschienen am06.06.2016
Psychological Research in the Classroommehr

Produkt

KlappentextPsychological Research in the Classroom
Details
Weitere ISBN/GTIN9781483136875
ProduktartE-Book
EinbandartE-Book
FormatPDF
Format HinweisDRM Adobe
Erscheinungsjahr2016
Erscheinungsdatum06.06.2016
Seiten288 Seiten
SpracheEnglisch
Artikel-Nr.3003285
Rubriken
Genre9200

Inhalt/Kritik

Inhaltsverzeichnis
1;Front Cover;1
2;Psychological Research in the Classroom: Issues for Educators and Researchers;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;Preface;12
7;Acknowledgments;14
8;Part I: The Issues;18
8.1;Introduction to Part I;20
8.2;Chapter 1. Psychological Research in the Classroom: An Introduction to the Issues;22
8.3;Chapter 2. Conversation I: The Gap between Teachers and Researchers;26
8.3.1;THE PURPOSE AND USE OF RESEARCH;27
8.3.2;METHODOLOGY;31
8.3.3;THEORY;35
8.3.4;SOME IDEAS FOR CLOSING THE GAP;36
8.4;Chapter 3. Conversation II: Issues in the Application of Research Results;38
8.4.1;RESEARCH AS POLITICAL AMMUNITION;39
8.4.2;RESEARCH AS A GUIDE TO PRACTICE;43
8.4.3;SUMMARY AND CONCLUSIONS;50
8.4.4;Reference;52
8.5;Chapter 4. A Visit to the Teachers' Lounge: A Dialogue on School Research;53
8.5.1;THE UTILITY OF RESEARCH;54
8.5.2;VALUES, MOTIVES, AND ETHICS;57
8.5.3;PRACTICAL AND POLITICAL PROBLEMS;59
8.5.4;SOME NEGATIVE EXPERIENCES;62
8.5.5;RESEARCHERS' SUMMARY;64
8.5.6;TEACHERS' SUMMARY;65
8.5.7;REFERENCES;66
9;Part II: What Research Can Offer;68
9.1;Introduction to Part II;70
9.2;Chapter 5. Social Psychologists in the Classroom;72
9.2.1;THE SOCIAL PSYCHOLOGIST'S INTEREST IN SCHOOLS;73
9.2.2;WHAT DOES THE SOCIAL PSYCHOLOGIST HAVE TO OFFER?;75
9.2.3;SOME EXAMPLES;76
9.2.4;REFERENCES;78
9.3;Chapter 6. Developmental Psychologists in the Classroom;80
9.3.1;DIFFERENCES IN THE GOALS OF RESEARCH;81
9.3.2;DIFFERENCES IN THE METHODS OF RESEARCH;85
9.3.3;DIFFERENCES IN VALUE SYSTEMS CONCERNING LOGISTICS AND ETHICS;86
9.3.4;A COMMENT ON THE PROBLEMS;87
9.3.5;CONTRIBUTIONS OF DEVELOPMENTAL PSYCHOLOGY;88
9.3.6;SUGGESTIONS;90
9.3.7;REFERENCES;91
9.4;Chapter 7. The Knowledge Base on Teaching: It's Here, Now;93
9.4.1;THE HISTORY;94
9.4.2;RECASTING THE LITERATURE;95
9.4.3;CURRENT RESEARCH;99
9.4.4;THE TREASURE TROVE;101
9.4.5;WHY DON'T TEACHERS TALK ABOUT TEACHING;104
9.4.6;TEACHERS AS RESEARCHERS: A NEW SELF-IMAGE;108
9.4.7;NOTES;109
9.4.8;REFERENCES;110
9.5;Chapter 8. Methodology: Considerations for Classroom Research;113
9.5.1;FUNDAMENTAL CONSIDERATIONS: A BRIEF GUIDE FOR TEACHERS;113
9.5.2;SPECIAL FEATURES OF EDUCATIONAL RESEARCH: A BRIEF GUIDE FOR RESEARCHERS;124
9.5.3;ANNOTATED BIBLIOGRAPHY;128
9.5.4;REFERENCES;129
10;Part III: Practitioners' Roles in Research;130
10.1;Introduction to Part III;132
10.2;Chapter 9. Personal Research;134
10.2.1;REFERENCES;150
10.3;Chapter 10. Design Criteria for Collaborative Classroom Research;151
10.3.1;THE DESIGN CRITERIA;152
10.3.2;EXAMPLES OF CLASSROOM RESEARCH AS A COLLABORATION BETWEEN TEACHERS AND RESEARCHERS;156
10.3.3;CONCLUSIONS;159
10.3.4;REFERENCES;160
10.4;Chapter 11. Practitioners and Research: A Practitioner's View;161
10.4.1;SOME POSITIVE EXAMPLES: ALL TEACHING IS RESEARCH;162
10.4.2;INITIATION OF RESEARCH QUESTIONS;168
10.4.3;SUMMARY;171
10.4.4;REFERENCES;172
10.5;Chapter 12. How Educators Make Decisions about Research: Research in the Brookline Public Schools;173
10.5.1;THE RESEARCH TOPIC;174
10.5.2;THE RESEARCH DESIGN;177
10.5.3;ETHICAL, LEGAL, AND SOCIAL ISSUES;178
10.5.4;HOW THE COMMITTEE FUNCTIONS;180
10.5.5;REFERENCES;182
10.5.6;APPENDIX: Testing, Research, and Evaluation Committee Questions;182
11;Part IV: Practitioners' Research Needs;186
11.1;Introduction to Part IV;188
11.2;Chapter 13. Teacher Talk as a Tool for Effective Research;190
11.2.1;THE TEACHER DEVELOPMENT PROJECT;194
11.2.2;CHILDREN'S THINKING SEMINARS;198
11.2.3;CONCLUSION;200
11.2.4;NOTES;201
11.2.5;REFERENCES;202
11.3;Chapter 14. Writing about Practice;203
11.3.1;REFERENCES;217
11.4;Chapter 15. Case Study I: A Program for the Gifted;218
11.4.1;GENERAL ISSUES;219
11.4.2;A DEFINITION OF GIFTEDNESS;220
11.4.3;DEVELOPMENT OF THE PROGRAM;221
11.4.4;PROGRAM EVALUATION;229
11.4.5;CONCLUSIONS;231
11.4.6;REFERENCES;232
11.5;Chapter 16. Case Study II: A Day Care Center;233
11.5.1;SPACE;234
11.5.2;CHILDREN;234
11.5.3;FUNDING;235
11.5.4;PROGRAM;235
11.5.5;SUCCESS;235
11.5.6;DAY CARE IN THE UNITED STATES;236
11.5.7;RESEARCH ON DAY CARE;237
11.5.8;UNANSWERED QUESTIONS;239
11.5.9;CONCLUSION;240
11.5.10;REFERENCES;240
12;Part V: Prospects for Research in the Classroom;242
12.1;Introduction to Part V;244
12.2;Chapter 17. Guess Who's Coming to the Classroom;246
12.2.1;CROSS-PURPOSES VERSUS DIFFERENT AGENDAS;246
12.2.2;WILL THE REAL EXPERTS PLEASE STAND UP;249
12.2.3;WHAT TO TELL THE CHILDREN;250
12.2.4;THE TEACHER AND THE SCHOOL SETTING AS A SOURCE OF DATA;251
12.2.5;FEEDBACK TO SCHOOL PERSONNEL;253
12.2.6;ASSISTING TEACHERS IN ASKING QUESTIONS OF THEIR OWN;255
12.2.7;REFERENCES;256
12.3;Chapter 18. Beyond the Ivory Tower;257
12.3.1;REFERENCES;262
12.4;Chapter 19. Some Guidelines for Collaboration between Educators and Researchers;264
12.4.1;FIVE GENERAL PRINCIPLES;264
12.4.2;GUIDELINES FOR TEACHERS;266
12.4.3;GUIDELINES FOR RESEARCHERS;267
12.4.4;CONCLUSION;270
13;Author Index;272
14;Subject Index;276
15;About the Editors and Contributors;281
16;Pergamon General Psychology Series;286mehr