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This is the first collection of key articles on the psychology behind educational attainment. It brings together in one volume for students a set of accessible but influential papers, representing the best classic and cutting edge work in the field. Under the themes of basic processes in learning, interactions between teachers and learners, and metacognitive approaches to learning, the thirteen readings cover a wide range of topics. To help students gain an overview of the subject, each article is introduced and contextualized by the editors, as is the volume as a whole. Each paper is also accompanied by suggestions for further reading so that students can investigate topics in more depth if they wish. This book of readings can be used alone or alongside a text on teaching and learning. In either context, it offers an ideal starting point for the exploration of key issues in educational attainment.
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Table of Contents

Part I Learning.1. Attaining Excellence Through Deliberate Practice: Insights from the Study of Expert Performance. (K. A. Ericsson)2. Rhyme, Language and Children's Readering. (P. Bryant, M. Maclean and L. Bradley)3. The Rebirth of Children's Learning. (R. Siegler)4. Candy Selling and Math Learning. (G. B. Saxe)5. Understanding Academic Performance at University. (N. J. Entwistle)Part II Teaching.6. On Becoming a Tutor: Toward an Ontogenetic Model. (D. Wood, H. Wood, S. Ainsworth and C. O'Malley)7. Teacher Expectation: Implications for School Improvement. (C. Rogers)8. An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum. (P. Adey and M. Shayer)9. Reconstructing Context: the Conventionalization of Classroom Knowledge. (D. Edwards and N. Mercer)10. The Role of Assessment in a Learning Culture. (L. A. Shepard)Index.

About the Author

Charles Desforges is Professor of Education at the University of Exeter. His previous books include An Introduction to Teaching (Blackwell, 1995). He has also been the Director of the ESRC Teaching and Learning Programme for the past three years, the largest education research programme ever funded in the UK. Richard Fox has recently retired after ten years as a lecturer and Senior Lecturer in Primary Education at The School of Education, University of Exeter


"a collection of interesting, albeit idiosyncratic, readings ... the book touches most of the important bases" Guy Claxton, University of Bristol Graduate School of Education, Cambridge Journal of Education, Vol. 33, No. 2, 2003

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