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•. 4 Chapter 1 The Learner and the Teacher 1 Defining learning and teaching Visions of the learner Visions of the teacher A model of reflectivity for this book Reflectivity and craft-knowledge Conclusions and personal reflections •.. , Chapter 2 Cognitive Development and Learning 17 Piagetian theory Vygotskian theory The modular challenge to constructivist theories Conclusions and personal reflections ..0 * : Chapter 3 Intelligence and Academic Ability 41 Intelligence and academic ability Intelligence as a social construct The importance of beliefs about intelligence IQ testing General intelligence and multiple intelligences Sternberg's triarchic theory of intelligence Developing intelligence and educational ability Conclusions and personal reflections *** . Chapter 4 Styles of Thinking, Learning and Studying 71 Defining terms: cognitive style, learning strategy and learning style What makes a good system for classifying learning styles? Cognitive styles Field dependence Multidimensional systems of learning styles Comparing the systems Learning strategies Conclusions and personal reflections * Chapter 5 Thinking Skills 95 What are thinking skills? The rationale underlying current work on developing thinking Programmes for the development of thinking skills Thinking skills in higher education Conclusions and personal reflections S* ** Chapter 6 Motivation 117 The significance of motivation Maslow's hierarchy of needs Self-determination theory Attribution theory Self-efficacy Goal orientation theory The effect of expectations on motivation Conclusions and personal reflections .**** Chapter 7 Emotional Factors in Learning 137 Learning and relationships Research into relationships and education Peer relationships Emotional intelligence Conclusions and personal reflections - ., 0 Chapter 8 ICT and Learning 163 Explanations of some basic terms Evidence for the effectiveness of ILT in enhancing learning Factors affecting the uptake of ICT and ILT Benefits of ILT: the constructivist understanding Benefits of ILT: the social constructivist understanding Individual differences in ILT use Conclusions and personal reflections .** < Chapter 9 Teacher Stress 179 The legal context Defining teacher stress: where psychology meets politics The experience of teacher stress Causal factors in teacher stress A transactional picture Managing teacher stress Conclusions and personal reflections . * * Chapter 10 Education Research 203 The historical context The aims and purpose of education research Epistemological foundations Qualitative and quantitative methods Major research methods Multiple studies: review and meta-analysis Criticisms and limitations of education research Conclusions and personal reflections