128,87 €
143,19 €
-10% with code: EXTRA
Secondary School Teaching and Educational Psychology
Secondary School Teaching and Educational Psychology
128,87
143,19 €
  • We will send in 10–14 business days.
A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own pr…
143.19
  • Publisher:
  • ISBN-10: 0582497248
  • ISBN-13: 9780582497245
  • Format: 14 x 21.6 x 1 cm, minkšti viršeliai
  • Language: English
  • SAVE -10% with code: EXTRA

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A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

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  • Author: Anne Edwards
  • Publisher:
  • ISBN-10: 0582497248
  • ISBN-13: 9780582497245
  • Format: 14 x 21.6 x 1 cm, minkšti viršeliai
  • Language: English English

A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

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