Greeting from Red Desert

STOU needs change.

The Leading theories/ school of thought which focus on human learning and development.

It is important that we do at least some reading of the primary, original theorists upon the field of educational psychology is based.The followings are the interesting books and information that I would like to share.

 Ausubel , D. P., Novak, J. D., & Hanesian, H..(1978). Educational psychology: A cognitive view. New York: Holt, Rinehart, & Winston.
 Bandura, A. (1973). Aggression: A Social Learning Process. Englewood Cliffs: Prentice-Hall, Inc.
 Bandura, A., & Walters, R, H. (1963). Social learning and Personality Development. Holt, Rinehart and Winston, Inc., USA.
 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall.
 Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
 Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.
 Bruner, J. T. (1993). School for thought. Cambridge: MIT Press.
 Bruner, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4-16.
 Bruner, J. (1973). The relevance of education. New York: Norton.
 Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31 , 21-32.
 Bruner, J. S. (1983). Vigotsky’s zone of proximal development: The hidden agenda. New Directions for Child Development, 23, 93-97.
 Chomsky, N. (1972). Language and mind. NY, NY: Harcourt-Brace.
 Deci, E. (1975). Intrinsic motivation. NY: Plenum.
 Dewey, J. (1956). The Child and the Curriculum/The school and Society. Chicago: The University of Chicago Press.
 Elkin, F. (1960). The Child and Society. Random House: New York.
 Elkind, D. (1994). A sympathetic understanding of the child. Boston: Allyn and Bacon.
 Elkind, D. (1970). Children and Adolescents. New York: Oxford University Press.
 Elkind, D. (1981) The hurried Child. Reading, Mass: Addison-Wesley Publication Company.
 Erikson, E. H. (1968). Childhood and society. New York: W. W. Norton and Company Inc.
 Erikson, E. H. (1968). Identity Youth and crisis. New York: W. W. Norton and Company Inc.
 Flavell, J. H. (1996). Piaget’s legacy. Psychological Science, 7, 200-2003.
 Gagne, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction (2nd ed.). New York: Allyn &Bacon.
 Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York: Basic Books.
 Gardner, H., & Hatch, T. (1990). Multiple intelligence go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10.
 Gilligan, C. (1982). In a different voice. Cambridge MA: Harvard University Press.
 Goleman, D. (1995) Emotional Intelligence. New York: Bantam Books.
 Holt, J. (1967). How children learn. New York: Pitman Pub. Corp.
 Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books, Inc.
 Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row.
 Kohlberg, L. (1986). A current statement on some theoretical issues. In S Modgil & C. Modgil ( Eds.), Lawrence Kohlberg: Consensus and controversy. Philadelphia: Falmer Press.
 Kozol, J. (1991). Death at an early age. New York: Crown Publishers, Inc.
 Kozol, J. (1991). Savage inequalities. New York: Crown Publishers, Inc.
 Maslow, A. H. (1968). Toward a Psychology of being. New York: D. Van Nostrand Company.
 Meichenbaum, D. (1985). Teaching thinking: A cognitive-behavioral perspective. In S. F. Chipman, J. W. Segal, & R. Glaser (eds.), Thinking and learning skills: Vol. 2. Research and open questions. Hillsdale, NJ: Erlbaum.
 Montessori, M. (1967). The absorbent mind. New York: Penguin Books.
 Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books, Inc.
 Piaget, J. (1976). The Child and Reality. New York: Penguin Books.
 Seligman, M. E. P. (1975). Helplessness. San Francisco: W.H. Freeman and Company.
 Skinner, B. F. (1971). Beyond Freedom and Dignity. New York: Bantam/Vintage Books.
 Slavin, R. (1990). Cooperative Learning: Theory, research and practice. Upper Saddle River, NJ: Prentice Hall.
 Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University Press.
 Sternberg, R. J. (1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7, 269-287.
 Sternberg, R. J. (1996b). Myths, countermyths, and truths about intelligence. Educational Researcher, 25(2), 11-16.
 Vygotsky, L. S. (1962). Thoughts and language. (E. Haufmann& G. Baker, Eds. And Trans.). Cambridge, MA: MIT Press.
 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
 Vygotsky, L. S. (1997). Educational psychology. Boca Raton, FL: St. Lucie Press.

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Regarding my chopinfatasie blogger, I would like to provide it for sharing my academic involved in the area of educational activities:

My favorite educational films:

Mulan
Amidstad
Gone with the wind
Dead poets society

The quality I find necessary in an effective teacher:

Learning relation theory is an element the teacher should provide/consider in order to open a new dimension in learning strategy. The relationship between teacher and learner is the important factor that has influenced today’s education in order to develop the new dimension in learning strategy. Learning relations will be able to seamlessly integrate the learning process to support and to structure today’s educational systems. The educational gap between learners and teacher influenced from the dramatic change of technological tools must be supplemented by the sense of mutual understanding. Incorporating the rapport, while students research or examine the new knowledge on their own without paying attention to the school system, will change its course. New technology is conducive to acquiring new knowledge. However, it lacks social activities that students can share with each other. Teachers have to develop the methodologies to attract student to the school system. The power of relationships is a must each teacher should incorporate. Most educators have widely accepted that most children and adolescents posses an innate social instinct, a drive to relate and a desire to belong. In my opinion, learning relations theory is the strategy that helps support learners and uses the good relationships as a tool to incite students. The teacher, who genuinely cares about their students, will be able to encourage students to meet the goal of learning and studying.