Table Of ContentPsychology and Education
There are a number of psychological themes which are key to really understanding education:
for example, the internal processes of learners, the nature of learning in culture and the influ-
ences on teaching and learning. Written specifically for education studies students, Psychology
and Education is an accessible text that offers a clear introduction to educational psychology on
education studies programmes. It considers the key psychological ideas that will support stu-
dents’ understanding of how different individuals and groups of individuals learn and behave
in educational contexts and settings.
Looking at factors that influence learning and attainment, the book discusses themes such
as the relationship between cognition and emotion, emotional intelligence and motivation.
Throughout, the emphasis is on encouraging the reader to avoid stereotyping, attributions
and rigid views of learner ability.
Features include:
a focus on the most relevant psychological themes
case studies to exemplify key points
extended research tasks
reflection points.
Part of the Foundations of Education Studies series, this timely textbook is essential reading for
students coming to the study of educational psychology for the first time. It will ensure that
undergraduate students are confident and competent with core psychological ideas related
to education and help them to understand how different individuals learn and behave in
educational contexts and settings.
Diahann Gallard is a senior lecturer at Liverpool John Moores University, UK.
Katherine M. Cartmell is a senior lecturer at Liverpool John Moores University, UK.
Foundations of Education Studies Series
This is a series of books written specifically to support undergraduate education studies stu-
dents. Each book provides a broad overview to a fundamental area of study exploring the
key themes and ideas to show how these relate to education. Accessibly written with chapter
objectives, individual and group tasks, case studies and suggestions for further reading, the
books will give students an essential understanding of the key disciplines in education studies,
forming the foundations for future study.
Philosophy and Education: An introduction to key questions and themes
Joanna Haynes, Ken Gale and Mel Parker
Research and Education
Will Curtis, Mark Murphy and Sam Shields
Policy and Education
Paul Adams
Psychology and Education
Diahann Gallard and Katherine M. Cartmell
Forthcoming titles
Sociology and Education
Richard Waller and Chrissie Rogers
Psychology and Education
Diahann Gallard and
Katherine M. Cartmell
First published 2015
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an Informa business
© 2015 Diahann Gallard and Katherine M. Cartmell
The right of Diahann Gallard and Katherine M. Cartmell to be identified as authors
of this work has been asserted by them in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Gallard, Diahann.
Psychology and education/Diahann Gallard, Katherine M. Cartmell.
pages cm
(Foundations of education studies)
1. Educational psychology. I. Cartmell, Katherine M. II. Title.
LB1051.G2176 2014
370.15—dc23
2014024747
ISBN: 978-1-138-78348-5 (hbk)
ISBN: 978-1-138-78349-2 (pbk)
ISBN: 978-1-315-76866-3 (ebk)
Typeset in Bembo
by Swales & Willis Ltd, Exeter, Devon, UK
Contents
About the authors vii
Acknow ledgements xi
Preface ix
1 About being ‘normal’ 1
2 Brain-based studies and individual differences in learners 15
3 Cognition and metacognition in education settings 29
4 The complex interplay between cognition and emotion 45
5 Motivation – is it a key to learning? 59
6 A sense of me 73
7 Social or solitary learning 85
8 Researching psychological themes in education 97
References 111
Index 119
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About the authors
Diahann Gallard is a senior lecturer at Liverpool John Moores University. She currently
teaches students on the education studies and early childhood studies programmes. She leads
modules on contemporary issues in the primary school and learning and teaching in the pri-
mary school for education studies students, and she has developed and taught a psychology
based module for early childhood studies students, called Differential Development. Dia-
hann’s particular area of interest is how psychology can be applied to education and early
childhood, both theoretically and practically. Diahann is a chartered psychologist registered
with the British Psychological Society (BPS) and a qualified and experienced primary/early
registered years teacher.
Katherine M. Cartmell is also a senior lecturer at Liverpool John Moores University. She
currently teaches students on the education studies and early childhood studies programmes,
where she leads the child development modules across both programmes. Katherine’s aca-
demic background firmly positions her within the discipline of psychology and this has
allowed her to teach across both psychology and education degree courses previously. Her
particular area of interest (and passion) is child psychology and how this growing area can
be used within education to help children and young people lead happy and successful lives.
Katherine holds Graduate Basis for Chartership and is an active committee member of the
BPS Psychology of Education section.
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Acknowledgements
We would like to express our appreciation to Dr Mark Barrettand Dr Elizabeth Sheldrake for
substantially writing Chapter 2. As they are both practising educational psychologists, we see
their input to this book as invaluable.
Diahann Gallard would particularly like to thank her family for their support during the
book writing process. Diahann’s children (Robyn, Evie and Pippa) are a continued inspiration
for her work, even though it means that they end up seeing less of her! Diahann would also
like to thank her PhD supervisors for their patience over the delay in producing her PhD draft
thesis whilst this book was being finalised.
Katherine M. Cartmell would like to thank the students who have spurred her on to write
this book (special thanks to Chloe!), as without the very lengthy chats, discussions and emails
none of this would have been possible! She would also like to thank her children (Daniel,
Kyle, Isabel and Xander) for being such a special part of her life and allowing her to watch in
awe, each and every day, how they grow and change in the most amazing ways. Finally, she
would like to thank her husband Jay, for being the most humble and inspiring individual she
has ever met.
