e-book The Social Psychology of the Classroom (Routledge Research in Education)

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New York, NY:Routledge.


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Faculty of Education and Psychology. Aim of the course: The course — in addressing theoretical and practical issues related to educational institutions takes their social psychological and social aspects into account emphasizing the development of students' critical thinking and conscious reflection on their personal historical and cultural embeddedness. Learning outcome, competences knowledge: Understands the fine nuances of the theoretical problems of psychological science, has insight into the historical development of science, and the comprehensive natere of interdependent elements in psychological processes Has comprehensive knowledge regarding the literature of social psychology and related disciplines.

Has detailed knowledge of the areas of social psychology and integrates the knowledge of related disciplines into this. Knows traditional and electronic search methods and resources, search engines, directories that are relevant to the field of psychology. Seeks to create, deepen and strengthen special professional interest. Uses knowledge of the specific psychological domain to understand contemporary social change.

Book Review: Self and Social Identity in Educational Contexts

Is open towards interdisciplinary approaches in own specific area of expertise. Keeps in mind the professional and social context of the chosen area.

EDU4CCS Assessment Task

Skills: Is able to formulate relevant questions toassess psychologicalphenomena, rsord and analyze data using scientific methods. Is able to design and implement research suitable for multi-faceted examination of psychological and cultural phenomena. Is able to independently analyze data, explore and discover new connections. Can keep the differences between cultures in mind when conducting research and analysis.

Can use the tools of psychology to critically analyze and interpret Hungarian and European identity constructions. Participation at the three visits to different institutions and providing an analysis and reflection on experiences max. Computer-supported Collaborative Learning, 5, Technology, Pedagogy and Education, 19, 2, British Journal of Educational Psychology, 80 , Journal of the Learning Sciences, 17, 1, Human Development, 51, 1, Educational Psychologist, 42, 1, Gillen, J. Investigating pedagogic practice around interactive whiteboards in British primary classrooms.

Learning, Media and Technology. Thinking together at Key Stage 1. Journal of Applied Linguistics, 1, 2, Wegerif, R. Journal of Classroom Interaction, 40, 1, Technology, Pedagogy and Education, 13, 2, British Educational Research Journal, 30, 3, Rojas-Drummond, S.

Westminster Studies in Education. Reading, Literacy and Language, 37, 2, Mercer, N , Diversity and commonality in the analysis of talk. Fernandez, M.

1st Edition

Re-conceptualising scaffolding and the Zone of Proximal Development in the context of symmetrical collaborative learning. Journal of Classroom Interaction. European Journal of Psychology of Education , 16, 2, Selwyn, N. In Kaur, B. Ed Understanding Teaching and Learning: classroom research revisited. Rotterdam: Sense Publishers. Kleine Staarman, J. The guided construction of knowledge: talk between teachers and students. Littleton, C.

Book Review: Self and Social Identity in Educational Contexts

Kleine Staarman eds. International Handbook of Psychology in Education , pp. Emerald: Bingley, UK. Howe and K. Littleton eds , Educational Dialogues. Howe, C. Alexander et. In Muller Mirza, N. Argumentation and Education:Theoretical Foundations and Practices. Berlin: Springer.


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    The Ultimate Guide to Interactive Whiteboards.