| Judul | Psychology in the Classroom : Reconstructing Teachers and Learners / Phillida Salmon |
| Pengarang | Salmon, Phillida |
| EDISI | Cetakan ke 1 |
| Penerbitan | London : Cassell, 1995 |
| Deskripsi Fisik | xi, 98 halaman :ilus ;21,5 cm |
| ISBN | 0 304 33256 9 |
| Subjek | Psikologi Pendidikan |
| Abstrak | This text offers an alternative vision to the consumerist images of education which are encouraged by prevailing political thinking. For "personal construct psychology", meaning is centrally important and this has profound implications for how people learn and why they often fail to do so. In tracing the logic of this approach in education, this book considers the position of teachers: the possibilities and constraints of their own learning. For pupils, school learning is often unofficial and unintended. In this, the culture of school institutions play a major part. Differential pupil destinies are carried by "special" categorization; the meaning of such labels is examined in this study. |
| Bahasa | Inggris |
| Bentuk Karya | Bukan fiksi atau tidak didefinisikan |
| Target Pembaca | Umum |
| No Barcode | No. Panggil | Akses | Lokasi | Ketersediaan |
|---|---|---|---|---|
| B1521148 | 370.15 Sal p | Dapat dipinjam | Perpustakaan LAN Pusat - Perpustakaan LAN Jakarta | Tersedia |
| Tag | Ind1 | Ind2 | Isi |
| 001 | INLIS000000000001549 | ||
| 005 | 20250707100547 | ||
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| 100 | 0 | # | $a Salmon, Phillida |
| 245 | 1 | # | $a Psychology in the Classroom : $b Reconstructing Teachers and Learners /$c Phillida Salmon |
| 250 | # | # | $a Cetakan ke 1 |
| 260 | # | # | $a London :$b Cassell,$c 1995 |
| 300 | # | # | $a xi, 98 halaman : $b ilus ; $c 21,5 cm |
| 520 | # | # | $a This text offers an alternative vision to the consumerist images of education which are encouraged by prevailing political thinking. For "personal construct psychology", meaning is centrally important and this has profound implications for how people learn and why they often fail to do so. In tracing the logic of this approach in education, this book considers the position of teachers: the possibilities and constraints of their own learning. For pupils, school learning is often unofficial and unintended. In this, the culture of school institutions play a major part. Differential pupil destinies are carried by "special" categorization; the meaning of such labels is examined in this study. |
| 650 | 4 | $a Psikologi Pendidikan | |
| 990 | # | # | $a 150617695 |
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