Zeitschriftenartikel zum Thema „School psychology ; Social psychology“
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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 QuelleKennedy, Mary Lynne, David Faust, W. Grant Willis und Chris Piotrowski. „Social-Emotional Assessment Practices in School Psychology“. Journal of Psychoeducational Assessment 12, Nr. 3 (September 1994): 228–40. http://dx.doi.org/10.1177/073428299401200302.
Der volle Inhalt der QuelleHarvey, Annelie. „European Association of Social Psychology Summer School“. PsyPag Quarterly 1, Nr. 93 (Dezember 2014): 78–79. http://dx.doi.org/10.53841/bpspag.2014.1.93.78.
Der volle Inhalt der QuelleFurman, Anton. „School psychologists and school reform: challenges and opportunities“. Psicologia Escolar e Educacional 3, Nr. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.
Der volle Inhalt der QuelleGayer, Harvey L., Michael B. Brown, Betty E. Gridley und James H. Treloar. „PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?“ Social Behavior and Personality: an international journal 31, Nr. 3 (01.01.2003): 313–21. http://dx.doi.org/10.2224/sbp.2003.31.3.313.
Der volle Inhalt der QuelleKihlstrom, John F. „Is there a “People are Stupid” school in social psychology?“ Behavioral and Brain Sciences 27, Nr. 3 (Juni 2004): 348. http://dx.doi.org/10.1017/s0140525x04420081.
Der volle Inhalt der QuelleSadovnik, Alan R., Philip Wexler, Warren Crichlow, June Kern und Rebecca Martusewicz. „Becoming Somebody: Toward a Social Psychology of School.“ Contemporary Sociology 23, Nr. 2 (März 1994): 287. http://dx.doi.org/10.2307/2075255.
Der volle Inhalt der QuelleSpeight, Suzette L., und Elizabeth M. Vera. „The Challenge of Social Justice for School Psychology“. Journal of Educational and Psychological Consultation 19, Nr. 1 (04.02.2009): 82–92. http://dx.doi.org/10.1080/10474410802463338.
Der volle Inhalt der QuelleGreen, Susan K., und Gary Stoner. „A social psychologist's perspective on school psychology reform.“ School Psychology Quarterly 5, Nr. 4 (1990): 294–309. http://dx.doi.org/10.1037/h0090617.
Der volle Inhalt der QuelleEhly, Stewart W. „Review of School Psychology: A Social Psychological Perspective.“ Contemporary Psychology: A Journal of Reviews 39, Nr. 1 (Januar 1994): 97. http://dx.doi.org/10.1037/033850.
Der volle Inhalt der QuelleGehlbach, Hunter. „The Social Side of School: Why Teachers Need Social Psychology“. Educational Psychology Review 22, Nr. 3 (06.07.2010): 349–62. http://dx.doi.org/10.1007/s10648-010-9138-3.
Der volle Inhalt der QuelleFaulconbridge, Julia. „Schools, wellbeing and clinical psychology“. Clinical Psychology Forum 1, Nr. 297 (September 2017): 37–40. http://dx.doi.org/10.53841/bpscpf.2017.1.297.37.
Der volle Inhalt der QuelleSaidnegmatovna, Aliyeva Kamola. „PSYCHOLOGY OF PERSONALITY OF THE HEAD OF MODERN COMPREHENSIVE SCHOOLS“. Frontline Social Sciences and History Journal 02, Nr. 12 (01.12.2022): 101–6. http://dx.doi.org/10.37547/social-fsshj-02-12-12.
Der volle Inhalt der QuelleGrapin, Sally L., und David Shriberg. „International perspectives on social justice: Introduction to the special issue“. School Psychology International 41, Nr. 1 (09.01.2020): 3–12. http://dx.doi.org/10.1177/0143034319897359.
Der volle Inhalt der QuelleGraybill, Emily, Courtney N. Baker, Allison H. Cloth, Sycarah Fisher und Bonnie K. Nastasi. „An analysis of social justice research in school psychology“. International Journal of School & Educational Psychology 6, Nr. 2 (12.09.2017): 77–89. http://dx.doi.org/10.1080/21683603.2017.1302850.
Der volle Inhalt der QuelleWebb, Eugene. „The new social psychology of France: The Girardian School“. Religion 23, Nr. 3 (Juli 1993): 255–63. http://dx.doi.org/10.1006/reli.1993.1023.
Der volle Inhalt der QuelleHatzichristou, Chryse, Aikaterini Lampropoulou, Niki Georgakakou-Koutsonikou und Theodora Yfanti. „A Multilevel Approach for Assessing Needs and Supporting School Communities During the COVID-19 Pandemic“. International Perspectives in Psychology 11, Nr. 2 (April 2022): 89–97. http://dx.doi.org/10.1027/2157-3891/a000036.
Der volle Inhalt der QuelleDias, Rosimar José de Lima. „Confronting school violence in Brazil: insights from social psychology for safer educational environments“. CONTRIBUCIONES A LAS CIENCIAS SOCIALES 16, Nr. 10 (23.10.2023): 22508–23. http://dx.doi.org/10.55905/revconv.16n.10-225.
Der volle Inhalt der QuelleELIAS, Gizele G. Parreira, und Mariana Oliveira VERAS. „Psicologia escolar: abrindo espaço para a fala, a escuta e o desenvolvimento interpessoal“. PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 14, Nr. 2 (2008): 182–89. http://dx.doi.org/10.18065/rag.2008v14n2.4.
Der volle Inhalt der QuelleMartsinkovskaya, Tatiana D., und Dmitry A. Khoroshilov. „SCIENTIFIC SCHOOL OF SOCIAL PSYCHOLOGY CREATED BY GALINA ANDREEVA: TRADITIONS AND MODERNITY“. Moscow University Psychology Bulletin, Nr. 3 (2022): 8–21. http://dx.doi.org/10.11621/vsp.2022.03.02.
Der volle Inhalt der QuelleHong, Da-Eun, Hye-Ran Kwack und Eun-Ae Im. „Development and Application of a Horticulture Education Program for Covitality and Positive Emotions in the Case of Elementary School Children“. Korean Association of Practical Arts Education 36, Nr. 2 (30.06.2023): 49–74. http://dx.doi.org/10.24062/kpae.2023.36.2.49.
Der volle Inhalt der QuelleRogers, Margaret R. „Exemplary multicultural training in school psychology programs.“ Cultural Diversity and Ethnic Minority Psychology 12, Nr. 1 (2006): 115–33. http://dx.doi.org/10.1037/1099-9809.12.1.115.
Der volle Inhalt der QuelleSchulze, Joanne, Laura Anne Winter, Kevin Woods und Kath Tyldesley. „Investigating the significance of social justice in educational psychology practice – A systematic literature review“. Educational and Child Psychology 34, Nr. 3 (September 2017): 57–73. http://dx.doi.org/10.53841/bpsecp.2017.34.3.57.
Der volle Inhalt der QuelleAlvandi, Homira, Roya kochak Entezar, Parvaneh Ghodsi, Khadijeh Abolmaali und Mansoureh Shahriyar Ahmadi. „Effect of Storytelling on the Social-emotional Skills of the Primary School Male Students“. Scientific Journal of Rehabilitation Medicine 12, Nr. 06 (01.01.2024): 1126–35. http://dx.doi.org/10.32598/sjrm.12.6.8.
Der volle Inhalt der QuelleKing, Elizabeth N., und Mark Wilson. „Educational psychology in Scotland: More community than school based?“ Educational and Child Psychology 23, Nr. 1 (2006): 68–79. http://dx.doi.org/10.53841/bpsecp.2006.23.1.68.
Der volle Inhalt der QuelleAsh, Mitchell G. „Historicizing Mind Science: Discourse, Practice, Subjectivity“. Science in Context 5, Nr. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.
Der volle Inhalt der QuelleHildebrand, Denise. „Book Review: School Psychology: A Developmental and Social Systems Approach“. Canadian Journal of School Psychology 11, Nr. 1 (Dezember 1995): 79–80. http://dx.doi.org/10.1177/082957359501100109.
Der volle Inhalt der QuelleShriberg, David, Mike Bonner, Brianna J. Sarr, Ashley Marks Walker, Megan Hyland und Christie Chester. „Social Justice Through a School Psychology Lens: Definition and Applications“. School Psychology Review 37, Nr. 4 (01.12.2008): 453–68. http://dx.doi.org/10.1080/02796015.2008.12087860.
Der volle Inhalt der QuelleTemme, J. E. V. „Fechner's primary school revisited: Towards a social psychology of taste“. Poetics 21, Nr. 6 (August 1993): 463–79. http://dx.doi.org/10.1016/0304-422x(93)90009-6.
Der volle Inhalt der QuelleRamos, Vincent. „Pediatric School Psychology: An Emerging Behavioral Health Subspecialty“. Child & Family Behavior Therapy 21, Nr. 2 (24.08.1999): 77–80. http://dx.doi.org/10.1300/j019v21n02_05.
Der volle Inhalt der QuelleLarsson, Anna. „Physical, emotional, and social illness“. History of Education Review 46, Nr. 2 (02.10.2017): 194–207. http://dx.doi.org/10.1108/her-01-2016-0006.
Der volle Inhalt der QuelleHatzichristou, Chryse, Aikaterini Lampropoulou und Panayiotis Lianos. „Social justice principles as core concepts in school psychology training, research and practice at a transnational level“. School Psychology International 41, Nr. 1 (19.12.2019): 67–86. http://dx.doi.org/10.1177/0143034319892031.
Der volle Inhalt der QuelleCohen, Lynne, Paul Chang, Julie Ann Pooley und Lisbeth Pike. „A Holistic Approach to Establishing an Effective Learning Environment for Psychology“. Psychology Learning & Teaching 7, Nr. 1 (01.01.2008): 12–18. http://dx.doi.org/10.2304/plat.2008.7.1.12.
Der volle Inhalt der QuelleKiptiony, Gladys Jerobon. „Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review“. Journal of Education Management & Leadership (JEML) 3, Nr. 1 (06.05.2024): xx. http://dx.doi.org/10.51317/jeml.v3i1.499.
Der volle Inhalt der QuelleWadham, Ben, und Firman Mansir. „THE DYNAMICS OF CHILD DEVELOPMENT IN THE PERSPECTIVE OF ISLAMIC EDUCATIONAL PSYCHOLOGY“. Psikis : Jurnal Psikologi Islami 8, Nr. 1 (01.01.2022): 8–18. http://dx.doi.org/10.19109/psikis.v8i1.11700.
Der volle Inhalt der QuelleLivingstone, Sonia. „Distinguished Career Award 2020“. Social Psychological Review 22, Nr. 2 (2020): 10. http://dx.doi.org/10.53841/bpsspr.2020.22.2.10.
Der volle Inhalt der QuelleMeireles, J., und R. S. L. Guzzo. „From Interpsychological to Intrapsychological: Developing Students’ Agency“. Cultural-Historical Psychology 17, Nr. 3 (2021): 69–76. http://dx.doi.org/10.17759/chp.2021170310.
Der volle Inhalt der QuelleCurrie, Roz, und Louise Goodall. „Using collaborative action research to identify and support young people at risk of becoming NEET“. Educational and Child Psychology 26, Nr. 1 (2009): 67–75. http://dx.doi.org/10.53841/bpsecp.2009.26.1.67.
Der volle Inhalt der QuellePongiglione, Francesca, und Mikko Tolonen. „Mandeville on charity schools: happiness, social order and the psychology of poverty“. Erasmus Journal for Philosophy and Economics 9, Nr. 1 (11.03.2016): 82. http://dx.doi.org/10.23941/ejpe.v9i1.215.
Der volle Inhalt der QuelleEddy, Bruce, Paul J. Lloyd und Bernard Lubin. „Enhancing the Application to Doctoral Professional Programs: Suggestions from a National Survey“. Teaching of Psychology 14, Nr. 3 (Oktober 1987): 160–63. http://dx.doi.org/10.1207/s15328023top1403_7.
Der volle Inhalt der QuelleJohnson, Jill L., Michael W. Bahr und Virginia L. Navarro. „School Psychology and Cultural Competence: Room to Grow?“ Educational Policy 33, Nr. 7 (16.11.2017): 951–76. http://dx.doi.org/10.1177/0895904817741542.
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