Auswahl der wissenschaftlichen Literatur zum Thema „School psychology ; Social psychology“
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Zeitschriftenartikel zum Thema "School psychology ; Social psychology"
Modzelewska, Marlena. „Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools“. Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, Nr. 1 (13.06.2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.
Der volle Inhalt der QuelleNastasi, Bonnie K. „Social Justice and School Psychology“. School Psychology Review 37, Nr. 4 (01.12.2008): 487–92. http://dx.doi.org/10.1080/02796015.2008.12087862.
Der volle Inhalt der QuelleNuna, Ruth, Macharia S und Ngumi O. „THE PSYCHOLOGY“. International Journal for Innovation Education and Research 11, Nr. 5 (26.05.2023): 89–102. http://dx.doi.org/10.31686/ijier.vol11.iss5.4114.
Der volle Inhalt der QuelleGriggs, Richard A., Sherri L. Jackson und Merle E. Meyer. „High School and College Psychology: Two Different Worlds“. Teaching of Psychology 16, Nr. 3 (Oktober 1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.
Der volle Inhalt der QuelleBzymek, Agnieszka. „Towards Resilience in Social Sciences-from Psychology to Social Pedagogy“. Seminare. Poszukiwania naukowe 2021(42), Nr. 4 (Dezember 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.
Der volle Inhalt der QuelleRahmatullah, Azam Syukur. „Santri Delinquency From Social Psychology Perspective“. Tribakti: Jurnal Pemikiran Keislaman 33, Nr. 2 (31.07.2022): 189–208. http://dx.doi.org/10.33367/tribakti.v33i2.2761.
Der volle Inhalt der QuelleRagland, Rachel G. „Teachers and Teacher Education in High School Psychology: A National Survey“. Teaching of Psychology 19, Nr. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.
Der volle Inhalt der QuelleTheiler, Tobias. „Societal security and social psychology“. Review of International Studies 29, Nr. 2 (April 2003): 249–68. http://dx.doi.org/10.1017/s0260210503002493.
Der volle Inhalt der QuelleBartolo, Paul A. „Why school psychology for diversity?“ School Psychology International 31, Nr. 6 (Dezember 2010): 567–80. http://dx.doi.org/10.1177/0143034310386532.
Der volle Inhalt der QuelleWolfendale, Sheila, Colin Rogers und Peter Kutnick. „The Social Psychology of the Primary School“. British Journal of Educational Studies 39, Nr. 3 (August 1991): 361. http://dx.doi.org/10.2307/3121163.
Der volle Inhalt der QuelleDissertationen zum Thema "School psychology ; Social psychology"
Cooper, Jennifer M. „Correlates of Social Justice Self-efficacy and Commitment of School Psychology Trainees“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429306981.
Der volle Inhalt der QuelleKabour, Marianne Michelle. „School violence: Parent and school official perceptions and responses“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.
Der volle Inhalt der QuelleAndreassi, Cristina Lynne. „Social Cognition as a Mediator in the Relationship between Disability Status and Social Status“. NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-05282004-141603/.
Der volle Inhalt der QuelleDion, Lisa A. „The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior“. Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.
Der volle Inhalt der Quelle“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).
The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?
This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.
Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.
Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.
PORTER, CORNELIA PAULINE. „SOCIALIZATION, BLACK SCHOOL-AGE CHILDREN AND THE COLOR CASTE HIERARCHY (SOCIAL COGNITION, PSYCHOLOGY, NURSING)“. Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188010.
Der volle Inhalt der QuelleCavanaugh, Barbara Harlow. „Predictors of middle school girls' engagement in suspendable school offenses“. ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.
Der volle Inhalt der QuellePerdue, Neil Hunter. „The relation between social support and behavioral and affective school engagement“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.
Der volle Inhalt der QuelleTitle from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
Hackney, Candace Dorothy. „Social Emotional Learning as a Charge for School Psychologists“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.
Der volle Inhalt der QuelleWaite, Jennifer. „An exploration of educational psychology support for children at risk of school exclusion“. Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.
Der volle Inhalt der QuelleJuge, George Emory. „Left out: Exclusionary gender discourses in Swedish high school psychology textbooks“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
Der volle Inhalt der QuelleThe aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
Bücher zum Thema "School psychology ; Social psychology"
Young, Kimball. Handbook of social psychology. London: Routledge, 1998.
Den vollen Inhalt der Quelle findenJ, Medway Frederic, und Cafferty Thomas P, Hrsg. School psychology: A social psychological perspective. Hillsdale, N.J: Erlbaum Associates, 1992.
Den vollen Inhalt der Quelle findenPeter, Kutnick, und Rogers Colin 1936-, Hrsg. The social psychology of the primary school. London: Routledge, 1992.
Den vollen Inhalt der Quelle finden1950-, Rogers Colin, und Kutnick Peter, Hrsg. The Social psychology of the primary school. London: Routledge, 1990.
Den vollen Inhalt der Quelle findenPlas, Jeanne M. Systems psychology in the schools. New York: Pergamon Press, 1986.
Den vollen Inhalt der Quelle findenPhilip, Wexler. Becoming somebody: Toward a social psychology of school. London: Falmer Press, 1992.
Den vollen Inhalt der Quelle findenC, LaVoie Joseph, und Epps Susan, Hrsg. School psychology: A developmental and social systems appproach. Boston: Allyn and Bacon, 1992.
Den vollen Inhalt der Quelle findenClauss-Ehlers, Caroline S. Encyclopedia of Cross-Cultural School Psychology. Boston, MA: Springer-Verlag US, 2010.
Den vollen Inhalt der Quelle findenSimpósio, Brasileiro de Pesquisa e. Intercâmbio Científico (10th 2004 Aracruz Brazil). Psicologia escolar e compromisso social: Novos discursos, novas práticas. Campinas, SP: Alínea Editora, 2005.
Den vollen Inhalt der Quelle findenKnapp, Sarah Edison. The school counseling and school social work treatment planner. Herausgegeben von Jongsma Arthur E. 1943-. Hoboken, New Jersey: Wiley, 2012.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "School psychology ; Social psychology"
Williams, Stacy A. S., und Sarah R. Fritz. „Social Justice Advocacy“. In Supervision in School Psychology, 341–63. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-15.
Der volle Inhalt der QuelleHeaven, Patrick C. L. „School Life“. In The Social Psychology of Adolescence, 100–123. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-10743-5_5.
Der volle Inhalt der QuelleHaoran, Gong, und Zhang Kan. „Social-Cultural-Historical School“. In The ECPH Encyclopedia of Psychology, 1–3. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_846-1.
Der volle Inhalt der QuelleYu, Georgia. „Social Skills“. In Encyclopedia of Cross-Cultural School Psychology, 899–902. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_392.
Der volle Inhalt der QuelleLandon, Dorothy J. „Social Work“. In Encyclopedia of Cross-Cultural School Psychology, 902–4. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_393.
Der volle Inhalt der QuelleLadd, Gary W., und Becky Kochenderfer-Ladd. „Research in Educational Psychology: Social Exclusion in School“. In Social Exclusion, 109–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33033-4_6.
Der volle Inhalt der QuelleAdler, Susan. „Social Sciences, Teaching“. In Encyclopedia of Cross-Cultural School Psychology, 898–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.
Der volle Inhalt der QuelleOlweus, Dan. „Bullying at School“. In The Plenum Series in Social/Clinical Psychology, 97–130. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9116-7_5.
Der volle Inhalt der QuelleSiann, Gerda, und Denis C. E. Ugwuegbu. „The School and its Social Setting“. In Educational Psychology in a Changing World, 334–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-14.
Der volle Inhalt der QuelleSiann, Gerda, und Denis C. E. Ugwuegbu. „The School as a Social System“. In Educational Psychology in a Changing World, 307–33. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-13.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "School psychology ; Social psychology"
Henter, Ramona. „STRATEGIES FOR PROMOTING PSYCHOLOGY STUDENTS?? WELL-BEING“. In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.09.
Der volle Inhalt der QuelleAlonzo, Paola. „DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION“. In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.08.
Der volle Inhalt der QuelleUlanovskaya, Irina. „Social Skills Development In Modern Junior School“. In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.95.
Der volle Inhalt der QuelleJursova zacharova, Zlatica, Lenka Sokolova und Miroslava Lemesova. „INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.
Der volle Inhalt der QuelleTolstykh, Natalia N. „Social representations of school among modern teenagers, their parents and teachers“. In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-87.
Der volle Inhalt der QuelleTsitsikashvili, Kseniya P., und Sergei A. Kremen. „Instagram addiction in school students as a factor of social disadaptation“. In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-89.
Der volle Inhalt der QuelleGuzmán, Cristian. „Peer Violence In School, Differences Based On Gender“. In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.
Der volle Inhalt der QuelleMaksimova, Larisa Y. „Specifity Of Social Identity Of All-Girls Boarding School Adolescents“. In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.42.
Der volle Inhalt der QuelleMoskvitina, Olga A. „Senior school students’ attitude to social values and their cultural self-identification“. In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-48.
Der volle Inhalt der QuelleAia-Utsal, Minni, und Kristi Kõiv. „Comparison of Teachers’ and Social Pedagogues’ Ways of Handling School Bullying Incidents“. In 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.3.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "School psychology ; Social psychology"
Hernández-López, Luis Pablo, Miriam Romero-López und Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.
Der volle Inhalt der QuelleDinarte, Lelys, Pablo Egaña del Sol und Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, März 2024. http://dx.doi.org/10.18235/0012854.
Der volle Inhalt der QuellePritchard, Sue, und Emily Miles. Where are the women in major projects leadership? Association for Project Management, September 2018. http://dx.doi.org/10.61175/wkff6356.
Der volle Inhalt der QuelleTobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226128.
Der volle Inhalt der QuelleSidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina und Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0786.29012024.
Der volle Inhalt der QuelleCastro Caldas, José Maria, João Rodrigues und Luís Francisco Carvalho. Economics and Social Psychology on Public Goods: Experiments and Explorations. DINÂMIA'CET-IUL, 2003. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2003.30.
Der volle Inhalt der QuelleGillison, Fiona, Bas Verplanken, Julie Barnett, Tania Griffin und Liam Beasley. A rapid evidence review of the Psychology of Food Choice. Food Standards Agency, März 2022. http://dx.doi.org/10.46756/sci.fsa.blc589.
Der volle Inhalt der QuelleRudolph, Brian. The Story and Magic of Social Engineering: Cybersecurity at the Intersection of Narrative and Psychology. Ames (Iowa): Iowa State University, August 2023. http://dx.doi.org/10.31274/cc-20240624-1493.
Der volle Inhalt der QuelleDaniellou, François, Marcel Simard und Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, Januar 2011. http://dx.doi.org/10.57071/429dze.
Der volle Inhalt der QuelleRheinberger, Christoph, und Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, Juni 2016. http://dx.doi.org/10.57071/882rpq.
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