Psychology and the Process of Schooling in the Next Decade: Alternative Conceptions.

Sonst. Personen	Reynolds, Maynard C. (Hrsg.)
Titel	Psychology and the Process of Schooling in the Next Decade: Alternative Conceptions.
Quelle	(1971), (275 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Conference Reports; Developmental Psychology; Educational Methods; Educational Philosophy; Educational Psychology; Intellectual Development; Language Acquisition; School Psychologists; Social Psychology; Teacher Education + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Entwicklungspsychologie; Educational method; Erziehungsmethode; Bildungsphilosophie; Erziehungsphilosophie; Erziehungspsychologie; Pädagogische Psychologie; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sozialpsychologie; Lehrerausbildung; Lehrerbildung
Abstract	Presented are six papers (and prepared responses) from the conference on psychology and the process of schooling at which psychologists and educators discussed ways that psychology could be applied in the schools whether or not it was practiced directly by persons who were called psychologists. Dr. L. Kohlberg's paper explains an interactional view of learning that draws from J. Dewey's philosophy and J. Piaget's developmental theory of learning stages. Dr. C. Backman considers three topics: the view of intelligence as a gradually accumulated fund of skills interacting with social experience, the effects of social climate on student performance, and the idea of the classroom as a work group with group as well as individual goals. Dr. O. Lindsley advocates the role of teacher adviser for school phychologists and discusses how the role becomes feasible through behavioral management procedures incorporating charts and curriculum rewards. Current brain behavior research is related to educational problems by Dr. K. Pribram who also advances the idea of teaching subject matter as languages, or systems of codes, by which internal communication is facilitated. Dr. D. Blocher emphasizes the importance of the affective dimension in education. Dr. S. Sarason notes problems in teacher preparation caused by the lack of a productive theory of the change process. (GW)
Anmerkungen	Department of Audio-Visual Extension (University of Minnesota), 2037 University Avenue, S. E., Minneapolis, Minnesota 55455 ($3.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01