Kevin Wheldall – författare

Review comment on the first edition

"Wheldall asks himself and his readers what has transpired within the field of educational psychology … and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers."

Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology

What is the relevance of educational psychology in the twenty first century?

In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including:

Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed.

Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.

Review comment on the first edition

"Wheldall asks himself and his readers what has transpired within the field of educational psychology … and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers."

Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology

What is the relevance of educational psychology in the twenty first century?

In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including:

Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed.

Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.

In the decade preceeding the original publication of this book the discipline of behaviour analysis was becoming increasingly influential in educational circles, but many of the practices we now take for granted were still being pioneered. This book considers the place of behaviour analysis in education and describes work on behavioural classroom management in British schools. Four further chapters consider the behavioural approach to teaching in both primary and secondary schools in terms of tutoring at home and for use with emotionally disturbed children. The book concludes with chapters on the role of theory in and an ethical appraisal of behavioural methods.

In the decade preceeding the original publication of this book the discipline of behaviour analysis was becoming increasingly influential in educational circles, but many of the practices we now take for granted were still being pioneered. This book considers the place of behaviour analysis in education and describes work on behavioural classroom management in British schools. Four further chapters consider the behavioural approach to teaching in both primary and secondary schools in terms of tutoring at home and for use with emotionally disturbed children. The book concludes with chapters on the role of theory in and an ethical appraisal of behavioural methods.

In the early 1980s there had been a marked increase in the application of behavioural methods in schools. However, much of this work was weak conceptually and limited in its remit. Behaviour analysis has more to offer education than ‘smarties’ and time-out.

Originally published in 1986, this collection of twenty papers, many of them experimental, serves to demonstrate the power of behaviour analysis in a wide variety of applications. The editors stress the importance of antecedent control, as well as consequence management strategies, and illustrate their relevance in solving problems in everyday situations at school and in the home. The Editors, whose own work is well represented in this collection, are acknowledged as leading researchers in this field.

In the early 1980s there had been a marked increase in the application of behavioural methods in schools. However, much of this work was weak conceptually and limited in its remit. Behaviour analysis has more to offer education than ‘smarties’ and time-out.

Originally published in 1986, this collection of twenty papers, many of them experimental, serves to demonstrate the power of behaviour analysis in a wide variety of applications. The editors stress the importance of antecedent control, as well as consequence management strategies, and illustrate their relevance in solving problems in everyday situations at school and in the home. The Editors, whose own work is well represented in this collection, are acknowledged as leading researchers in this field.

Educational psychology has much to offer teachers and trainee teachers which can be of help to them in their work. In this book, originally published in 1983, leading experts look at a number of important topics in educational psychology. The chapters present detailed overviews of these key issues, survey recent research findings and advances in the subject at the time, and discuss innovative techniques and approaches which are particularly relevant for classroom practice.

This book, much needed at the time, will still be extremely useful to mature teachers and to all students of educational psychology.

Educational psychology has much to offer teachers and trainee teachers which can be of help to them in their work. In this book, originally published in 1983, leading experts look at a number of important topics in educational psychology. The chapters present detailed overviews of these key issues, survey recent research findings and advances in the subject at the time, and discuss innovative techniques and approaches which are particularly relevant for classroom practice.

This book, much needed at the time, will still be extremely useful to mature teachers and to all students of educational psychology.

What can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact?

The Elton Committee was set up in 1989 to consider ‘what action can be taken to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place’. In this collection of papers, originally published in 1992, ten leading figures in the psychology of education reflect on some of the issues raised by the Elton Report and provide a series of psychological models for tackling problems of discipline, disorder and disruption in schools. Areas covered include whole-school approaches to discipline, the connection between learning difficulties and discipline problems, the effectiveness of positive behavioural methods of classroom management, the possible uses of techniques derived from family therapy in classroom discipline situations and the ‘good relationship’ between teacher and student as an agent of change. Though the perspectives of the contributors are very different, the emphasis throughout is on establishing a way forward for schools that will be valid and workable both in institutional terms and for the individual teacher in the classroom.

What can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact?

The Elton Committee was set up in 1989 to consider ‘what action can be taken to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place’. In this collection of papers, originally published in 1992, ten leading figures in the psychology of education reflect on some of the issues raised by the Elton Report and provide a series of psychological models for tackling problems of discipline, disorder and disruption in schools. Areas covered include whole-school approaches to discipline, the connection between learning difficulties and discipline problems, the effectiveness of positive behavioural methods of classroom management, the possible uses of techniques derived from family therapy in classroom discipline situations and the ‘good relationship’ between teacher and student as an agent of change. Though the perspectives of the contributors are very different, the emphasis throughout is on establishing a way forward for schools that will be valid and workable both in institutional terms and for the individual teacher in the classroom.

Problems of classroom management and control are a recurring concern for many teachers. Disruptive behaviour and inattention hinder effective learning and impose a constant drain upon the teachers’ emotional resources. Continual nagging at children only increases teacher stress: what is needed is an effective alternative set of strategies.

Originally published in 1984, Positive Teaching seeks to meets this need by presenting the behavioural approach to teaching in a clear, direct and lucid way. By adopting the behavioural approach, problem behaviour can be minimised, or rapidly nipped in the bud when it does arise. While punishment may be used in an attempt to stop almost any kind of behaviour, only the appropriate use of positive methods applied contingently, immediately and consistently can teach new, more adaptive behaviour. This is a crucial issue in real teaching and is rarely encountered or even discussed in most teacher education programmes. It is the central focus of Positive Teaching.

This book is for all teachers, from the beginning student to experienced head teachers; for those teaching in a first school, and for those teaching sixth-formers; for those experiencing difficulties and for those whose authority is already well established. The behavioural approach offers practical support to those who are struggling and a rationale for the effective, positive strategies of the successful. We can all improve our teaching.