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The book provides a synthesis of a broadly-based social-psychology
of education and bridges the gap between theory and practice in
education by emphasising the relationship between research and
actuality. The author discusses the major issues in childhood
socialisation relating to schooling, achievement and the
curriculum, and in so doing makes a sensitive and well-argued case
for the social-psychological perspective.He presents a
social-psychologist's view of the interaction between child, school
and curriculum, and summarises mainstream psychological
contributions to current thinking on achievement, self-esteem and
education. He covers areas of social learning and attribution
theory not commonly dealt with in education texts, showing that
there are major fields of research which have until now been
neglected. Children and Schooling is constructed so that its
chapters can be used as independent study-guides to specific
subjects or read in sequence, each subject inter-related. The text
can be treated as an introduction, particularly in view of the
notes and comprehensive and apposite scholarly apparatus: and as a
spring-board for serious study at advanced level.
The book provides a synthesis of a broadly-based
social-psychology of education and bridges the gap between theory
and practice in education by emphasising the relationship between
research and actuality. The author discusses the major issues in
childhood socialisation relating to schooling, achievement and the
curriculum, and in so doing makes a sensitive and well-argued case
for the social-psychological perspective.He presents a
social-psychologist s view of the interaction between child, school
and curriculum, and summarises mainstream psychological
contributions to current thinking on achievement, self-esteem and
education. He covers areas of social learning and attribution
theory not commonly dealt with in education texts, showing that
there are major fields of research which have until now been
neglected. Children and Schooling is constructed so that its
chapters can be used as independent study-guides to specific
subjects or read in sequence, each subject inter-related. The text
can be treated as an introduction, particularly in view of the
notes and comprehensive and apposite scholarly apparatus: and as a
spring-board for serious study at advanced level.
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