Overview

Developmental and Educational Psychology for Teachers brings together a range of evidence drawn from psychology to answer a number of critical educational questions, from basic questions of readiness – for example, when is a child ready for school, through to more complex matters, such as how does a teacher understand and promote good peer relationships in their classroom? The answers to these and other questions discussed draw here on the interplay between a teachers’ craft expertise and their knowledge of evidence and theory from developmental and educational psychology. Presenting a range of classic theories and contemporary research to help readers understand what the key issues are for teachers and other professionals, this book aides informed educational decisions in situations such as: inclusion, ability grouping, sex differences, developing creativity, home and peer influences on learning, and developing effective learners. Teachers in early years, primary and secondary settings are routinely faced with questions regarding the development of children. This not only relates to the planning and delivery of lessons, but also to the mental and physical wellbeing of the children and adolescents that they teach. The pedagogical features of this book are accessible and clearly presented, including focus questions that direct the reader’s attention to key issues, activity posts that point the reader to meaningful and relevant research and show the practical applications of material covered, and extension material that gives depth to many of the topics covered. This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are relevant to their practice. With no other detailed and accessible text presenting this evidence and theory specifically for an audience of practicing and trainee teachers currently on the market, this book will be of essential reading to practicing and trainee teachers for early years, primary and secondary education and other related educational contexts such as educational psychologists, counsellors, paediatric and child doctors and nurses.

Full Product Details

Author:   Dennis McInerney (Honorary professor at the Australian Catholic University) ,  David Putwain (Professor at the Liverpool John Moores University, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   2nd edition
Dimensions:   Width: 18.90cm , Height: 2.30cm , Length: 24.60cm
Weight:   1.043kg
ISBN:  

9781138947702

ISBN 10:   1138947709
Pages:   356
Publication Date:   19 September 2016
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Developmental Psychology – Themes and Research 2. Heredity and Environment and Special Learning Needs 3. Physical and Motor Development: Infancy to Late Childhood 4. Physical and Motor Development: Puberty to Adulthood and Developmental Health 5. Cognition and Cognitive Development: Infancy to Late Childhood 6. Cognitive Development: Adolescence to Adulthood 7. Conceptions of Intelligence and Creativity in Childhood and Adolescence 8. Cognition and Information Processing in Childhood and Adolescence 9. Personal and Social Development in Childhood 10. Personal and Social Development in Adolescence 11. Moral Development in Childhood and Adolescence

Reviews

Sarah McGeown, Deputy Head of Institute for Education, Lecturer in Developmental Psychology, University of Edinburgh, UK * Is there a real need for this book and what are the principal markets? Please indicate the level at which the book would appeal and identify the main buyers (quantify if possible): This is certainly a need for this book in the UK and while this would likely be the principal market, I expect the book would also appeal to teachers studying in other countries as the content is not specifically UK related. * Do you agree with the author's evaluation of the market audiences? I agree with the author(s) evaluation of the market audiences. * If the book is intended for the student market, how would you expect it to be used (e.g. indicate whether main text, recommended reading, library only). Please list courses: I believe the book would be marketed mainly towards trainee teachers (i.e., students); however it may also be of interest to practicing teachers (i.e., those interested in learning about developmental/educational psychology in education and did not receive this information as part of their training). For the student market, in my own Institution (University of Edinburgh), I expect this would be a main text in the MA Primary Programme (for the course Developmental Psychology in Education). I'm confident other Institutions have similar courses and due to the breadth of content within the book, it would work very well as a main text. At present, we would use a textbook aimed at undergraduate psychology students and make our own links with education. Having a textbook focusing on developmental/educational psychology but making explicit links with education would be very helpful. In addition, the book is relevant for both primary and secondary education; thus increasing the size of the market. * Do you see the market for this type of book growing? Declining? Changing in any way? Do you see any trends in course enrolments in this area? I don't see any trends with regard to inclines/declines in the market for this book. However, as it becomes better known, I would expect the number of purchases to increase. * What would you consider to be a reasonable price for the book? In terms of price, GBP20-GBP25 would be reasonable (GBP20 would be competitively priced). If it were to be a core text (which I expect it would be), it is likely that a lot of students would choose to purchase this book as opposed to borrow from their University library. Routledge could consider price reduction for e-Book version (e.g., GBP17-20) which would make it very competitive. * Do you think the title accurately and clearly describe the content and intended purpose of the work? Would it make you want to pick up and read this book? The title is likely to be very attractive to teachers - it emphasises the fact that it focuses on developmental and educational psychology specifically (those aspects of psychology that most interest teachers). Also, the addition of An applied approach is also likely to be very attractive to teachers, who want to know about the application of developmental/educational psychology, not solely the theory. I believe the title accurately reflects the content of the book and I would certainly purchase it based on the title and soundbite. * What are the principal competitive books available and what particular advantages has the proposed new book? Do you agree with the evaluation of the competition in the proposal? The author(s) have clearly recognised the competition in the market and the proposed advantages of the new book. Psychology for Teachers (Buckler & Castle) is the main competitor; however the table of contents outlined in the proposed book provides, in my opinion, a more coherent structure and is likely to be more comprehensive in terms of content than its competitor. I do think the title of the book proposed Developmental and Educational Psychology for Teachers: An applied approach is also likely to be more attractive to trainee/qualified teachers; for the reasons mentioned in the paragraph above. Other books don't clarify specifically which areas of psychology they are drawing upon and don't emphasise the applied nature of the content. I agree with the author(s) evaluation of the competition. * How quickly is this book likely to become out of date? The author(s) note that they will be drawing upon classic psychological theory (based on the synopsis, a lot of this won't become outdated for a considerable time). However there will also be a need/interest for up to date research within the book. With the inclusion of the up-to-date research, I would suggest approximately 5 years for a revised edition. In addition, students generally prefer to read/purchase recently published books; therefore I wouldn't recommend leaving more than 5 years between editions. * Is the author a recognised authority in this field? The author(s) are recognised authorities in the field. Both have made substantial contributions to research, with a very impressive number of publications in both peer reviewed journals and books. In addition to this, both have experience of teaching and therefore are excellently placed to write a book which applies research/theory within an educational context. I haven't noted additional contributors from the material sent to me so cannot comment on this. * Is the author's coverage of the subject adequate and appropriate to the level aimed at? Please summarise briefly the following... Based on the chapters outlined, the coverage is very comprehensive and the book has a very coherent structure. Major strengths and distinctive features: The range of interactive activities is good (e.g., focus questions, activity posts etc) and is likely to be helpful to lecturers using this book to teach student teachers - interactive activities to use in class is often a selling point for lecturers when choosing which books to adopt. After reading the sample chapter, I would say that the content is definitely appropriate to the level it is aimed at and is likely to be very interesting/appealing to those choosing a career in education/already working within education. Elements that would make this volume a unique or essential resource: I think the comprehensive nature of the book and the style in which it is written would make this essential reading for courses focusing on developmental/educational psychology in education. * Do you recommend that we should publish this book? I would definitely recommend that you publish this book and have no further comments. Professor Wilma Vialle, University of Wollongong, Australia * The proposed book is aimed at trainee teachers and in-service teachers. I suspect that the market is probably more the former. There definitely is an opening for such a book in the Australian market as all teacher training courses include subjects like 'Child Growth and Development', often at an early stage of the program. The current texts are far too dense and expensive for this market. Consequently, many lecturers create custom texts by selecting content from existing texts. This is a compromise wherein there is still not the 'voice' that is accessible to the newly enrolled trainee teacher, although the cost is less prohibitive. Thus, the proposed text would be of interest to teacher training markets in Australia. I cannot comment on the UK or US. * Yes, I agree with the authors' evaluation of the market audiences. * I would anticipate that it would be assigned as a major text in courses such as 'Child Growth and Development', which are part of every teacher training course in Australia. * Teacher training courses are in strong demand and I do not anticipate that this will change. * Anything under $50 Australian would be highly popular in the market, given the cost of most Ed Psych texts in Australia. * Yes, the title is an excellent indicator of the content and I am sure that lecturers involved in setting texts would be interested in reading the book for potential adoption. I assume that the UK competitor analysis is accurate but cannot definitively answer. There really is no competitor to my knowledge in the Australian market. * Given many of the principles in the book are of a 'classic' nature, I think the estimate of 4 to 5 years is reasonable. I am familiar with the work of Dennis McInerney and can confirm that he is highly regarded. I am not familiar with the work of his co-author but know McInerney well enough to know that he would only collaborate with a partner of similar standing. * I think the proposed coverage is comprehensive and appropriate for the courses I have indicated. Major strengths and distinctive features: pedagogical features such as focus questions, classroom examples, activities, glossaries of terms. Elements that would make this volume a unique or essential resource: nothing comes to mind beyond the suggestions made by the authors Weaknesses and the necessary modifications needed: none noted * I would recommend that you publish this book. I support the development of such a book. It promises to make complex psychological theories and approaches accessible for trainee teachers and allied professionals. I think at the price point proposed, this would be very well received in the market. Katherine Cartmell, Liverpool John Moores University, UK, Course leader Psychology of childhood The proposal appears to indicate a text that is much needed in the current area of developmental/educational psychology. I agree with the proposers evaluation of the current market, in that the UK market in particular is currently struggling to find a textbook that amalgamates the two areas well. For instance, I believe Education Studies degree courses, Childhood and youth courses, as well as teacher training courses (undergraduate and postgraduate) - which was the main proposed market in the proposal - all need to cover these two areas in depth and students are currently having to buy a number of differing texts to be able to glean the required depth and wealth of information they need from them. I can see the book fitting perfectly as a textbook for undergraduates and as an essential/core read for postgraduates. For example, I would list this as a module textbook on our Early Childhood Studies degree, our Education Studies degree (which there are 5 differing routes) and for our newer course in Educational Psychology. I envisage the book being between GBP30 - 40 which would be 'student friendly' for a core textbook for that would assist them for an entire degree course (across levels etc.). The two authors of the book are recognised within the UK as leaders within their respective areas and within the area of developmental/educational psychology and this aspect would certainly help with the sales of the book. Additionally, within the proposal, the authors have evaluated the competition well and in general cited the most relevant and related texts as direct competition. There is great scope within this proposed title to fill the missing link and if the authors manage to 'fill this void' the book could become a bestseller for many psychology/education based students. The language the authors use is easy-going, and understandable which is much needed by many students when picking up textbooks. The chapter outlines are in depth and it is easy to see why the authors have chosen to include each of them as it would give students a great breadth of knowledge around the developmental topics. In fact, everything about the book appears to be positive and indicative that the publisher should be supportive of this publication. Finally, I would like to make one recommendation that I believe would really make the text distinct from all other competitors books previously published; this would be to include more concrete educational knowledge. For example, from my perspective, the knowledge transmitted in the text is based upon developmental psychology and the authors then propose students answer questions that are more relevant to educationalist/teachers (in an attempt to make it more developmental/educational). Yet, they do not always provide the answers to these questions leaving the students to seek them out by themselves. This can be off-putting to some students therefore I would suggest including answers to some of these types of questions or at least more definite statements/examples provided that apply the knowledge for the students as reassurance that they are on the 'right lines'. Overall, as stated previously, I would support the authors proposal and recommend that the publishers consider publishing the text.

Sarah McGeown, Deputy Head of Institute for Education, Lecturer in Developmental Psychology, University of Edinburgh, UK Is there a real need for this book and what are the principal markets? Please indicate the level at which the book would appeal and identify the main buyers (quantify if possible): This is certainly a need for this book in the UK and while this would likely be the principal market, I expect the book would also appeal to teachers studying in other countries as the content is not specifically UK related. Do you agree with the author s evaluation of the market audiences? I agree with the author(s) evaluation of the market audiences. If the book is intended for the student market, how would you expect it to be used (e.g. indicate whether main text, recommended reading, library only). Please list courses: I believe the book would be marketed mainly towards trainee teachers (i.e., students); however it may also be of interest to practicing teachers (i.e., those interested in learning about developmental/educational psychology in education and did not receive this information as part of their training). For the student market, in my own Institution (University of Edinburgh), I expect this would be a main text in the MA Primary Programme (for the course Developmental Psychology in Education). I m confident other Institutions have similar courses and due to the breadth of content within the book, it would work very well as a main text. At present, we would use a textbook aimed at undergraduate psychology students and make our own links with education. Having a textbook focusing on developmental/educational psychology but making explicit links with education would be very helpful. In addition, the book is relevant for both primary and secondary education; thus increasing the size of the market. Do you see the market for this type of book growing? Declining? Changing in any way? Do you see any trends in course enrolments in this area? I don t see any trends with regard to inclines/declines in the market for this book. However, as it becomes better known, I would expect the number of purchases to increase. What would you consider to be a reasonable price for the book? In terms of price, 20- 25 would be reasonable ( 20 would be competitively priced). If it were to be a core text (which I expect it would be), it is likely that a lot of students would choose to purchase this book as opposed to borrow from their University library. Routledge could consider price reduction for e-Book version (e.g., 17-20) which would make it very competitive. Do you think the title accurately and clearly describe the content and intended purpose of the work? Would it make you want to pick up and read this book? The title is likely to be very attractive to teachers it emphasises the fact that it focuses on developmental and educational psychology specifically (those aspects of psychology that most interest teachers). Also, the addition of An applied approach is also likely to be very attractive to teachers, who want to know about the application of developmental/educational psychology, not solely the theory. I believe the title accurately reflects the content of the book and I would certainly purchase it based on the title and soundbite. What are the principal competitive books available and what particular advantages has the proposed new book? Do you agree with the evaluation of the competition in the proposal? The author(s) have clearly recognised the competition in the market and the proposed advantages of the new book. Psychology for Teachers (Buckler & Castle) is the main competitor; however the table of contents outlined in the proposed book provides, in my opinion, a more coherent structure and is likely to be more comprehensive in terms of content than its competitor. I do think the title of the book proposed Developmental and Educational Psychology for Teachers: An applied approach is also likely to be more attractive to trainee/qualified teachers; for the reasons mentioned in the paragraph above. Other books don t clarify specifically which areas of psychology they are drawing upon and don t emphasise the applied nature of the content. I agree with the author(s) evaluation of the competition. How quickly is this book likely to become out of date? The author(s) note that they will be drawing upon classic psychological theory (based on the synopsis, a lot of this won t become outdated for a considerable time). However there will also be a need/interest for up to date research within the book. With the inclusion of the up-to-date research, I would suggest approximately 5 years for a revised edition. In addition, students generally prefer to read/purchase recently published books; therefore I wouldn t recommend leaving more than 5 years between editions. Is the author a recognised authority in this field? The author(s) are recognised authorities in the field. Both have made substantial contributions to research, with a very impressive number of publications in both peer reviewed journals and books. In addition to this, both have experience of teaching and therefore are excellently placed to write a book which applies research/theory within an educational context. I haven t noted additional contributors from the material sent to me so cannot comment on this. Is the author s coverage of the subject adequate and appropriate to the level aimed at? Please summarise briefly the following Based on the chapters outlined, the coverage is very comprehensive and the book has a very coherent structure. Major strengths and distinctive features: The range of interactive activities is good (e.g., focus questions, activity posts etc) and is likely to be helpful to lecturers using this book to teach student teachers - interactive activities to use in class is often a selling point for lecturers when choosing which books to adopt. After reading the sample chapter, I would say that the content is definitely appropriate to the level it is aimed at and is likely to be very interesting/appealing to those choosing a career in education/already working within education. Elements that would make this volume a unique or essential resource: I think the comprehensive nature of the book and the style in which it is written would make this essential reading for courses focusing on developmental/educational psychology in education. Do you recommend that we should publish this book? I would definitely recommend that you publish this book and have no further comments. Professor Wilma Vialle, University of Wollongong, Australia The proposed book is aimed at trainee teachers and in-service teachers. I suspect that the market is probably more the former. There definitely is an opening for such a book in the Australian market as all teacher training courses include subjects like Child Growth and Development, often at an early stage of the program. The current texts are far too dense and expensive for this market. Consequently, many lecturers create custom texts by selecting content from existing texts. This is a compromise wherein there is still not the voice that is accessible to the newly enrolled trainee teacher, although the cost is less prohibitive. Thus, the proposed text would be of interest to teacher training markets in Australia. I cannot comment on the UK or US. Yes, I agree with the authors evaluation of the market audiences. I would anticipate that it would be assigned as a major text in courses such as Child Growth and Development, which are part of every teacher training course in Australia. Teacher training courses are in strong demand and I do not anticipate that this will change. Anything under $50 Australian would be highly popular in the market, given the cost of most Ed Psych texts in Australia. Yes, the title is an excellent indicator of the content and I am sure that lecturers involved in setting texts would be interested in reading the book for potential adoption. I assume that the UK competitor analysis is accurate but cannot definitively answer. There really is no competitor to my knowledge in the Australian market. Given many of the principles in the book are of a classic nature, I think the estimate of 4 to 5 years is reasonable. I am familiar with the work of Dennis McInerney and can confirm that he is highly regarded. I am not familiar with the work of his co-author but know McInerney well enough to know that he would only collaborate with a partner of similar standing. I think the proposed coverage is comprehensive and appropriate for the courses I have indicated. Major strengths and distinctive features: pedagogical features such as focus questions, classroom examples, activities, glossaries of terms. Elements that would make this volume a unique or essential resource: nothing comes to mind beyond the suggestions made by the authors Weaknesses and the necessary modifications needed: none noted I would recommend that you publish this book. I support the development of such a book. It promises to make complex psychological theories and approaches accessible for trainee teachers and allied professionals. I think at the price point proposed, this would be very well received in the market. Katherine Cartmell, Liverpool John Moores University, UK, Course leader Psychology of childhood The proposal appears to indicate a text that is much needed in the current area of developmental/educational psychology. I agree with the proposers evaluation of the current market, in that the UK market in particular is currently struggling to find a textbook that amalgamates the two areas well. For instance, I believe Education Studies degree courses, Childhood and youth courses, as well as teacher training courses (undergraduate and postgraduate) which was the main proposed market in the proposal - all need to cover these two areas in depth and students are currently having to buy a number of differing texts to be able to glean the required depth and wealth of information they need from them. I can see the book fitting perfectly as a textbook for undergraduates and as an essential/core read for postgraduates. For example, I would list this as a module textbook on our Early Childhood Studies degree, our Education Studies degree (which there are 5 differing routes) and for our newer course in Educational Psychology. I envisage the book being between 30 - 40 which would be student friendly for a core textbook for that would assist them for an entire degree course (across levels etc.). The two authors of the book are recognised within the UK as leaders within their respective areas and within the area of developmental/educational psychology and this aspect would certainly help with the sales of the book. Additionally, within the proposal, the authors have evaluated the competition well and in general cited the most relevant and related texts as direct competition. There is great scope within this proposed title to fill the missing link and if the authors manage to fill this void the book could become a bestseller for many psychology/education based students. The language the authors use is easy-going, and understandable which is much needed by many students when picking up textbooks. The chapter outlines are in depth and it is easy to see why the authors have chosen to include each of them as it would give students a great breadth of knowledge around the developmental topics. In fact, everything about the book appears to be positive and indicative that the publisher should be supportive of this publication. Finally, I would like to make one recommendation that I believe would really make the text distinct from all other competitors books previously published; this would be to include more concrete educational knowledge. For example, from my perspective, the knowledge transmitted in the text is based upon developmental psychology and the authors then propose students answer questions that are more relevant to educationalist/teachers (in an attempt to make it more developmental/educational). Yet, they do not always provide the answers to these questions leaving the students to seek them out by themselves. This can be off-putting to some students therefore I would suggest including answers to some of these types of questions or at least more definite statements/examples provided that apply the knowledge for the students as reassurance that they are on the right lines . Overall, as stated previously, I would support the authors proposal and recommend that the publishers consider publishing the text.

Author Information

Dennis M. McInerney is honorary professor at the Australian Catholic University and the Education University of Hong Kong. He is a veteran academic who has been a primary teacher, secondary teacher, teacher trainer, as well as professor specializing in educational and developmental psychology. David W. Putwain is Professor of Education and Early Childhood at Liverpool John Moores University. He started his career as a teacher in secondary schools and 6th form colleges before moving into academia. His research focuses on the psychological factor factors that influence learning and achievement.

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