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Author:   Michael Nagel (, Associate Professor, School of Education at the University of the Sunshine Coast) ,  Laura Scholes (, Research Associate in the School of Early Childhood in the Faculty of Education at Queensland University of Technology)
Publisher:   Oxford University Press Australia
Imprint:   OUP Australia and New Zealand
Dimensions:   Width: 20.80cm , Height: 1.40cm , Length: 24.70cm
Weight:   0.792kg
ISBN:  

9780195519655

ISBN 10:   0195519655
Pages:   340
Publication Date:   24 October 2016
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Chapter 1: What Is Learning? Defining teaching Defining learning A brief history of ‘learning’ and ‘teaching’ in Western schools Theories of ‘learning’, past and present Chapter 2: The Links between Human Development and LearningBasic issues in human developmentDomains of human developmentChapter 3: Understanding Brain DevelopmentThe developing brain—the early yearsStructures of the brainThe developing brain and adolescenceChapter 4: Learning, Thinking and IntelligenceMeasuring intelligenceNotions of multiple intelligencesThe neuroscience of intelligenceControversies over intelligenceChapter 5: Language Development and LearningLanguage development in childrenTraditional theories of language developmentLanguage and the brainMaturation and biological sex differencesEnhancing language developmentChapter 6: Memory and LearningThe neurobiology of memorySystems and stages of memoryWhat hinders memory and why we forgetEnhancing memory: educational and pedagogical considerationsChapter 7: Motivation and LearningThe neurobiology of motivationThe psychology of motivationUnderstanding contemporary learnersMotivation in school: affective and effective considerationsChapter 8: Inclusive LearningThose who can, doDifferent brains, different learnersReaching the hard-to-reach studentExtending the exceptional learnerChapter 9: Sociocultural Factors of LearningSome backgroundVygotskySociocultural theory of cognitive developmentBronfenbrennerEcological systems theoryBio-ecological modelGender, socio-economic background and culture in the classroomChapter 10: Nurturing LearningThe perils of standards and testingEnrichment does not mean more!Homework: a necessary evil?Stress and learning do not mixRising to the challengesThe creative arts and learningThe brain, movement and learningGlossaryReferencesIndex

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Author Information

Michael C Nagel is an Associate Professor in the School of Education at the University of the Sunshine Coast Laura Scholes is a Research Associate in the School of Early Childhood in the Faculty of Education at Queensland University of Technology

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