Leeds University Library

Educ 2104 Module Reading List

Psychological Approaches to Understanding and Supporting Children's Learning, 2017/18, Semester 2
Dr Yvonne Griffiths
Tutor information is taken from the Module Catalogue

EDUC 2104 READING LIST (2017-8)

Core texts:

Cohen. L., Manion, L., and Morrison, K. (2007) (6th Edition) Research methods in education. London; New York: Routledge. [available as an e book in library]  

Long, M., Wood, C.,  Littleton, K., Passenger, T., and  Sheehy, K. (2010).  The Psychology of Education: The Evidence Base for Teaching and Learning (2nd Ed.).  London: Routledge. [available as an e-book in library]   

Woolfolk, A., Hughes, M. & Walkup, V. (2013). Psychology in Education. (2nd Ed). Pearson.  

(Details of essential reading for each session will be posted on the VLE one week in advance - see Resources>Lectures)

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Other useful sources:

Bishop, D., 2014.  Uncommon Understanding (Classic Edition): Development and disorders of language comprehension in children. Psychology Press.


Bruner, J., 1985. Child's talk: Learning to use language.  Child language teaching and therapy.1 (1), pp.111-114.


Carroll, J.M., Bowyer-Crane, C., Duff, F., Hulme, C. & Snowling, M.J. (2011). Developing language and literacy : effective intervention in the early years. Wiley-Blackwell.


Cowan, N., 1998.  The development of memory in childhood. Psychology Press.


Flavell, J.H., 1979. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.  The American psychologist.34 (10), p.906.


Fricke, S., Bowyer‐Crane, C., Haley, A.J., Hulme, C. and Snowling, M.J., 2013. Efficacy of language intervention in the early years.  Journal of child psychology and psychiatry and allied disciplines.54 (3), pp.280-290.


Gascoine, L., Higgins, S. and Wall, K. (2016), The assessment of metacognition in children aged 4–16 years: a systematic review. Review of Educational Research.. doi:10.1002/rev3.3077


Gathercole, S.E, & Alloway, T.P. (2008). Working memory and learning : a practical guide for teachers. Sage.


Harris, M. (2008). Exploring developmental psychology [electronic resource] : understanding theory and methods. Sage.


Henry, L., 2011.  The development of working memory in children. Sage.  


Hoff, E., 2006. How social contexts support and shape language development.  Developmental review.26 (1), pp.55-88.


Holmes, J., Gathercole, S. E. and Dunning, D. L. (2009), Adaptive training leads to sustained enhancement of poor working memory in children. Developmental science., 12: F9–F15.


Palincsar, A.S., 1986. Metacognitive strategy instruction.  Exceptional children53 (2), pp.118-124.


Stuart, M. and Stainthorp, R., 2015.  Reading development & teaching. Sage.


Sternberg, R.J. ed., 2000.  Handbook of intelligence. Cambridge University Press.  


Suggate, S. & Reese, E. Edns. (2012) Contemporary debates in childhood education and development. London: Routledge. [various useful chapters - available as e book in library]


Thomas, G., (2013) How to do your research project: A guide for students in education and applied social sciences. London: Sage.  


Webster, R., Russell, A. and Blatchford, P., 2015.  Maximising the impact of teaching assistants : guidance for school leaders and teachers. Routledge.


Whitebread, D., Coltman, P., Jameson, H. and Lander, R., 2009. Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational and Child Psychology26 (2), p.40. Available as an Online Course Reading in Minerva


Whitebread, D., Coltman, P., Pasternak, D.P. et al. (2009) The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 1, 63-85.


Wood, D. (1998). How children think and learn: the social contexts of cognitive development. (2nd Ed). Wiley



This list was last updated on 16/01/2018