ABSTRACT

Originally published in 1979, this title is based upon Professor Stones’ extensive work with practising and student teachers. His overriding concern is with the contribution of psychology to pedagogy to help practitioners improve their practice and theorists test their theories. He develops the thesis that teaching involves the teacher in psychological experimentation. Thus one of the most important laboratories for testing the application of learning theories is the classroom. The adoption of this view offers the potential for transforming teaching and our understanding of human learning.

Unlike the majority of books in the field of educational psychology at the time it is not a synoptic anthology of the writings of the current gurus in the field or its close neighbours. Instead, guides are given to teachers/experimenters to plan, try out and evaluate their teaching/experimenting. The central theme adopted at the outset and held throughout the book is the improvement of teaching through the explicit, informed use of psychopedagogical principles.

chapter 1|18 pages

Learners, teachers, psychologists

chapter 2|28 pages

Learning: foundations

chapter 3|21 pages

Language and human learning

chapter 4|36 pages

Thought, talk, action

chapter 5|18 pages

Teachers talk

chapter 6|20 pages

Sorts of talk

chapter 7|34 pages

Objectives for teaching

chapter 8|20 pages

Analyses for teaching

chapter 9|31 pages

Concept teaching

chapter 10|24 pages

Teaching psychomotor skills

chapter 11|26 pages

Teaching problem solving

chapter 12|31 pages

Sustaining learning

chapter 13|23 pages

A pattern of teaching skills

chapter 14|23 pages

Programming teaching

chapter 15|21 pages

Evaluating teaching and learning

chapter 16|25 pages

Making a test

chapter 17|34 pages

Made to measure?

chapter 18|18 pages

Learning teaching

chapter 19|14 pages

Summary