The Psychology of Teaching and Learning provides a thorough and comprehensive introduction to the psychology of instruction in the schools and colleges.The book divides the theory into three stages (the "three steps" in the subtitle): (i) work by the teacher prior to engagement with the student (e.g. needs assessment; diagnosis; mental ability including emotional intelligence); (ii) work by the teacher with the student (e.g. module delivery, formative assessment); and (iii) work done by the teacher after engagement with the student (e.g. summative assessment, remedial planning). The subject matter is wide-ranging including, for example, parental influence, behavioral factors and a consideration of different kinds of intelligence. Martinez-Pons has developed models of instruction in the form of flow charts, reports research (including plentiful quantitative studies) and includes boxed material explaining techniques and concepts (e.g. correlational analysis).It was written with graduate students of education in mind, especially for courses for educational psychology and pedagogy. Because the book develops out of general educational psychology, it is applicable to all stages of education from elementary school to college teaching as well as in-service professionals, including educational psychologists.

This definitive resource covers every aspect of teaching in higher education. Particular emphasis is placed on the two main concerns facing professors in North America and the UK today; the growing emphasis on the quality of college teaching and, more specifically, the increasingly demanding nature of the profession, whereby lecturers are forced to teach more students on a greater number of courses. Pons' practical advice is supported throughout by research evidence.

This definitive resource covers every aspect of teaching in higher education. Particular emphasis is placed on the two main concerns facing professors in North America and the UK today; the growing emphasis on the quality of college teaching and, more specifically, the increasingly demanding nature of the profession, whereby lecturers are forced to teach more students on a greater number of courses. Pons' practical advice is supported throughout by research evidence.

The Psychology of Teaching and Learning provides a thorough and comprehensive introduction to the psychology of instruction in the schools and colleges.The book divides the theory into three stages (the "three steps" in the subtitle): (i) work by the teacher prior to engagement with the student (e.g. needs assessment; diagnosis; mental ability including emotional intelligence); (ii) work by the teacher with the student (e.g. module delivery, formative assessment); and (iii) work done by the teacher after engagement with the student (e.g. summative assessment, remedial planning). The subject matter is wide-ranging including, for example, parental influence, behavioral factors and a consideration of different kinds of intelligence. Martinez-Pons has developed models of instruction in the form of flow charts, reports research (including plentiful quantitative studies) and includes boxed material explaining techniques and concepts (e.g. correlational analysis).It was written with graduate students of education in mind, especially for courses for educational psychology and pedagogy. Because the book develops out of general educational psychology, it is applicable to all stages of education from elementary school to college teaching as well as in-service professionals, including educational psychologists.

This book was written to introduce the college senior or graduate student to modern scientific inquiry in the social sciences and education. No prior knowledge of research is necessary for an understanding of the material. The work can be used as a text for a first course in research or a reference for the more general aspects of the research endeavor. Contents: Concepts and Principles of Modern Research; Statistics in Research; The Research Process: Overview; The Research Process for the Construct Descriptive Focus; The Research Process for the Assignment Focus; The Research Process for the Causal Focus; Program Evaluation and Review Technique; Appendix: The Validity of Manipulative Methods of Data Generation; Index.