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Educational Psychology
No influence has more profoundly affected educational thought and practice during the late 19th and early 20th centuries than the science of psychology. This volume discusses the major differences between education prior to the influence of educational psychology and then examines the impact this had on the education of children and the experience of teachers.
Psychology of Secondary Education
"The heart of this book is an analysis of the mental processes which pupils exhibit in studying particular high-school subjects, but new general material has been incorporated which aims to extend the discussion to all phases of secondary education. The book is new with the exception of some forty pages, which have been reproduced with minor revisions. Much new experimental material has been incorporated, especially with reference to reading. Emphasis has also been laid on the importance of social psychology as a basis for educational psychology. It has become increasingly clear in recent years that any productive theory of education as well as any satisfactory science of human nature will have to be based on a recognition of the fact that social institutions, such as language, number, science, customs, and laws, are far more significant than are individual modes of thought and behavior"--Préface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
An Elusive Science
Since its beginnings at the turn of the 20th century, the science of education has been regarded as a poor relation, reluctantly tolerated at the margins of academe. In this history of education research, Condliffe explains how this came to be.
Psychology General Introduction
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
