AQA psychology - education overview

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  • Education
    • Teaching and learning
      • Personal appraoches to learning
        • Theory of multiple intelligences
          • Gardner - theory of multiple intelligences
        • Variations on learning strategies
          • McCarthy - 4MAT system
        • Differences in cognitive styles
          • Rose - VAK
          • Riding and Raynor - cognitive styles
        • Curry's onion model (Outer, Middle, Inner)
      • Personal approches to teaching
        • Cognitive appraoches to discovery learning
          • Bruner - the spiral curriculum
        • Social constructivism
          • Wood - roe of tutouring and social scaffolding
        • Behaviourost use of objectives
          • Bloom's taxonomy
      • Theories of knowledge acquisition
        • Behaviourist models
          • Watson and Raynor little Albert
          • Skinner - operant conditioning
        • Stage theories
          • Bruner - modes of representation
          • Piaget - cognitive development
        • Social contruction theories
          • Vygotsky - Zone of proximal development
    • Student participation
      • Encouraging educational engagement
        • The importance of play
          • Schweihart - high scope study
        • The emotional nature of learning
          • Petrides - emotional intelligence
        • The implications of ability grouping
          • DfES - Report on ability grouping
      • Theories of motivation
        • Psychodynamic theories
          • Freud - Defence mechanisms
        • Humanistic theories
          • Maslow's hierachy of needs
        • Cognitive attribution theory
        • Claxton - motivation as an intrinsic process
      • Student beliefs and expectations
        • Social roles and academic success
          • Riley - The importance of becoming a learner
        • Developing positive delf esteem
          • Dweck - Entity vs Incrimental view of ability
        • Leqrned helplessness
          • Hiroto and Seligman - learned helplessness
    • The social world of teaching and learning
      • Personal and social development
        • Developmental stages
          • Erikson - childhood and society
        • The need for acceptance and approval
          • Rogers - student centred learning
          • Summerhill - The humanistic school
        • Moral development
          • Kohlberg - conventional moral stages
      • Student-student interaction
        • Empathy and morality
          • Gilligan - emphatic morality
        • Friendship and academic performance
          • Demetrio - importance of friendships
        • Anti-bullying strategies
          • Smith and Shu - anti-bullying review
      • Student-teacher interaction
        • Comparisons of student-teacher communication
          • Flanders' interactional analysis
        • Teacher expectations
          • Rubie Davies - maori students
        • Types of questions and demands made by teachers
          • Galton - science teching in key stage 2 and 3
    • Enabling learning: dealing with diversity
      • Dealing with additional needs
        • Individual support
          • Bloom - Private tutouring
        • Gifted and taented students
          • Freeman - persecution and negative connotation
        • Remedial support
          • Rose - Synthetic phonics report
      • Enabling ethnic minorities
        • Engagement of ethnic groups
          • Strand and Demie - Language aquisition
        • Culture and grouping
          • Ladson- Billings - characteristics of excellent teachers
        • Role models and positive support
          • DfES report - Aiming high black achievement project
      • Enabling genders
        • Gender differences in educational achievement
          • Strad - Differing IQ scores
        • Differenes in brain structure
          • Solms and Turnbull - Brain structure
        • Strategies for enabling boys learning
          • Younger and Warrington - Raising boys achievement

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