Critical educational psychology / Stephen Vassallo.

Format:

Book

Author/Creator:

Vassallo, Stephen, 1976- author.

Language:

English

Subjects (All):

Educational psychology.

Physical Description:

xi, 230 pages ; 23 cm

Place of Publication:

Baltimore, Maryland : Johns Hopkins University Press, 2017.

Summary:

Introducing students and scholars to the emerging field of critical educational psychology. -- The field of critical studies recognizes that all knowledge is deeply embedded in ideological, cultural, political, and historical contexts. Although this approach is commonly applied in other subfields of psychology, educational psychology--which is the study of human learning, thinking, and behavior in formal and informal educational contexts--has resisted a comprehensive critical appraisal. In Critical Educational Psychology, Stephen Vassallo seeks to correct this deficit by demonstrating how the psychology of learning is neither neutral nor value-free but rather bound by a host of contextual issues and assumptions. Vassallo invites teachers and teacher educators, educational researchers, and educational psychologists to think broadly about the implications that their use of psychology has on the teaching and learning process. He applies a wide variety of interdisciplinary approaches to examine the psychology of learning, cognitive development, motivation, creativity, discipline, and attention. Drawing on multiple perspectives within psychology and critical theory, he reveals that contemporary educational psychology is entangled in and underpinned by specific political, ideological, historical, and cultural contexts. A valuable resource for anyone who relies on psychology to interact with, assess, and deliberate over others, especially school-aged children, Critical Educational Psychology resists neatly packaged theories, models, and perspectives that are intended to bring some basis and certainty to pedagogical decision-making. This book will enhance teachers' ethical decision-making and start important new conversations about power and opportunity.

Contents:

1 Knowing Your Students 15

The Composition of Students 16

Ways of Knowing Students 17

Know Thyself 34

Conclusion 35

2 Principles of Motivation 37

Background 39

Approaches to Motivating Students 43

Critical Analysis 51

Conclusion 61

3 Higher Order Thinking 64

Creativity 68

Self-Regulated Learning 75

Critical Thinking 84

Problem Solving 89

Critically Engaging with Higher Order Thinking 94

4 Theories of Development 96

Background 97

Dominant Theories 99

Contemporary Theory 102

Critical Analysis 104

A New Starting Point 120

5 Teaching as Management 122

Two Orientations to Management 124

Ethical Management: A Paradox? 135

Conclusion 141

6 Attention 144

Conceptualization 145

The Crisis of Attention 157

Critical Analysis 160

Conclusion 168

7 Assessment and Measurement 171

Background 172

Conceptualization 176

Types of Assessments and Measurements 178

The Ethics of Assessment and Measurement 181

Conclusion 194.

Notes:

Includes bibliographical references and index.

ISBN:

9781421422633

1421422638

OCLC:

957705179