Learning and Motivation in the Classroom
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achievement
Achievement Behavior
achievement motivation
Advanced Reasoning
analysis
Anton E. Lawson
Attribution Theory
Balance Beam Task
Bernard Weiner
Buggy Algorithms
Camilla P. Benbow
Carl Bereiter
Carol S. Dweck
Category=JNC
Category=JNF
classroom research methods
cognitive
cognitive development
Cognitive Task Analysis
developmental psychology in education
educational psychology
ego
Ego Goals
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eq_society-politics
Field Dependent People
Fluid Intelligence
Gary M. Olson
Generic Teaching Competencies
goals
Harold W. Stevenson
High School Geometry
Incremental Theorists
instructional theory
IQ Test
James G. Greeno
Janine Bempechat
Jere E. Brophy
John G. Nicholls
Julian C. Stanley
Lauren B. Resnick
Learning Cycle
Marlene Scardamalia
Martin L. Maehr
Martin V. Covington
Mathematical Reasoning Ability
Morton W. Weir
P. David Pearson
Pase
Proof Checking
Rob Tierney
Social Science Research
Stimulus Response Learning
Talent Search
task
theories of intelligence in learning
Transitional Range
Vice Versa
Young Man
Product details
- ISBN 9781138732278
- Weight: 800g
- Dimensions: 156 x 234mm
- Publication Date: 18 Sep 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Throughout the twentieth century there had been substantial links between scientific psychology and education. Binet, Dewey, Thorndike, and other early pioneers were strongly interested in both realms. Taking advantage of a period of enthusiasm, this title, originally published in 1983, looks at the amalgamation of the recent advances at the time in theory and research in education and psychology, with a particular focus on cognition, motivation and social policy. This volume presents and discusses the implications of this work on learning and motivation for educational policy.
Scott G. Paris, Gary M. Olson, Harold W. Stevenson
