Relevant bibliographies by topics / Education, Secondary Psychology

Academic literature on the topic 'Education, Secondary Psychology'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Education, Secondary Psychology"

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Read, Martyn, David Galloway, and Anne Edwards. "Secondary School Teaching and Educational Psychology." British Journal of Educational Studies 41, no. 3 (September 1993): 321. http://dx.doi.org/10.2307/3122302.

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Mitterer, John O. "Ask not what post-secondary education can do for psychology; ask what psychology can do for post-secondary education." Canadian Psychology/Psychologie canadienne 47, no. 1 (2006): 57–62. http://dx.doi.org/10.1037/h0087045.

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Urhahne, Detlef. "Primary education and secondary education." Educational Psychology 38, no. 7 (July 19, 2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Wijnia, Lisette. "Students’ motivation in secondary and post-secondary education." Educational Psychology 40, no. 8 (September 13, 2020): 913–16. http://dx.doi.org/10.1080/01443410.2020.1813404.

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Carrera-Fernández, María-Victoria, María Lameiras-Fernández, Yolanda Rodríguez-Castro, and Pablo Vallejo-Medina. "Bullying Among Spanish Secondary Education Students." Journal of Interpersonal Violence 28, no. 14 (May 29, 2013): 2915–40. http://dx.doi.org/10.1177/0886260513488695.

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Liu, Lin. "Analysis of the Practice of Positive Psychology in China's Middle School Education." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 53–58. http://dx.doi.org/10.54691/fhss.v2i11.2775.

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Mental health education plays a very important role in the future development of secondary school students. Integrating the concept of positive psychology in secondary school students' mental health education helps secondary school students learn to use their own positive psychological factors to stimulate and cultivate their own potential, mobilize the initiative of learning, and promote the progress of learning and the improvement of comprehensive literacy. Starting from the current situation of secondary school mental health education, we analyze the guiding significance of the positive psychology concept to secondary school mental health education and propose the integration path in light of the current practical problems.
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Smith, Garnett J., and Patricia Edolon-Smith. "Restructuring Secondary Special Education Hawaiian Style." Intervention in School and Clinic 28, no. 4 (March 1993): 248–52. http://dx.doi.org/10.1177/105345129302800409.

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Dieker, Lisa A., and Mary Little. "Secondary Reading." Intervention in School and Clinic 40, no. 5 (May 2005): 276–83. http://dx.doi.org/10.1177/10534512050400050401.

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Kwon, Sung-Ho, Min-Kwon Moon, and Joo-Young Park. "Research Trends and Directions for Sport Psychology in Secondary Physical Education." Korean Journal of Sports Science 29, no. 2 (April 30, 2020): 383–97. http://dx.doi.org/10.35159/kjss.2020.04.29.2.383.

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Dissertations / Theses on the topic "Education, Secondary Psychology"

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Stevens, Jessica Ann. "The relationship between job satisfaction and educational leadership among teachers in secondary education." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570213.

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The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who have left is a costly challenge. In California, 13% of new high school teachers leave the profession within the first two years of teaching and 22% leave within the first four years, even after successful completion of a teacher support program funded by the state (Reed, Reuben, & Barbour, 2006). Teacher attrition is a growing concern to both the state and the nation.

In this quantitative correlational study, one public high school within San Diego Unified School District served as a sample reviewed for data relating to teacher job satisfaction and elements of educational leadership that work to promote teacher retention. Data were analyzed to formulate a conclusion regarding job satisfaction and the set of predictor variables including the general quality of administrative leadership within a teacher’s educational environment, problem-solving conducted by the leadership in place, professional respect demonstrated for the educator by school leadership, professional development opportunities for teachers, and projected length of employment of the teacher.

A Bonferroni adjustment was performed on the original alpha level (α = .05) to reduce the likelihood of a type I error (false positive interpretation). Due to the application of the Bonferroni correction, the research study presented the finding that job satisfaction was not related teacher job satisfaction. Recommendations include the integration of relevant, focused professional development opportunities for teachers, with the ultimate goal in mind to retain dedicated, quality educators who seek to improve the lives of their students daily.

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Ouellette-Tremblay, Zachary. "Éffet du milieu sur le comportement scolaire des jeunes au secondaire: le cas de l'Outaouais québécois." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/22621.

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Jones, Martin Heywood. "Striving towards success peer group relationships and ninth graders' self-regulated learning /." [Bloomington, Ind.] : Indiana University, 2007. 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:3274265.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2810. Adviser: Joyce M. Alexander. Title from dissertation home page (viewed April 8, 2008).
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Williams, Frederick Douglas. "Perceptions of ability grouping and its possible contribution to the achievement gap." Thesis, College of Saint Elizabeth, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559743.

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The purpose of this mixed methodology study was to explore the perceptions of ability grouping and its possible contribution to the achievement gap within the high school. The researcher asserted that course placement criterion, associated with the College Prep, Honors and Advanced placement ability groups, serve as contributing factors towards maintaining an achievement gap between White, Asian, Black and Hispanic students. The study revealed stakeholder perceptions and concerns regarding the methods involved to place students in College Prep, Honors and Advanced Placement courses as a contributing factor towards maintaining the achievement gap that exists within the district. This study focused on the following research questions: (1) What are the specific beliefs, roles, and influences of teachers, administrators, counselors, students, and parents when determining ability level placement in school? (2) What key factors shape teacher's perceptions of students relative to academic achievement and placement? (3) Does a course placement criterion contribute to the achievement gap? The findings were based upon four data sources: focus groups conducted with parents, teachers/counselors, and students; interviews conducted with three district administrators; an on-line survey completed by parents, students, teachers/counselors and administrators; and a review of archival data regarding course enrollment and High School Proficiency Assessment scores over a period of three academic years.

This action research dissertation revealed fifteen findings of which four themes emerged. The themes are: (1) Beliefs, values, and influences of teachers, parents, and students affect ability grouping decisions; (2) A student's perceived work ethic and grades earned in previous classes influence teacher's decisions regarding ability placement; (3) The parent's right to overrule teacher course recommendations and course placement criterion contribute towards the achievement gap; and (4) Course enrollment and standardized test scores demonstrate the existence of an achievement gap in Central Jersey High School.

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Foster, Tamara Andrews. "An Exploration of Academic Resilience Among Rural Students Living in Poverty." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560885.

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This qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure.

Resilience research has revealed both external and internal protective factors that serve to buffer against the effects of risk factors. Specific to academic resilience, individual attributes have been determined to provide significant internal support to students. External protective factors for students related to the family, school, and community have also been identified. By understanding these external protective factors as they are perceived by students, educators may develop policy and practice to support academic resilience.

The study employed multicase methodology using phenomenological interviews. Participants included six students who demonstrated academic resilience. Triangulation of data sources included in-depth, semistructured interviews with six students and a former teacher of each student, verbatim transcription of all interviews, a document review, and personal observations.

Findings revealed protective factors of connections, expectations, experiences, and instruction supported school success in rural students living in poverty.

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Burross, Heidi Legg. "Student perceptions of the transition to junior high." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289738.

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The purpose of this research was to explore variables related to the transition from elementary to middle level school. Student perceptions of the transition, attributions in motivation, and anxiety were all measured, which are similar to variables reported by other transition researchers in the literature. Instruments administered to the students included the Locus of Control and Attribution Style Inventory (Jerabek, 2000; Appendix D), "What I Think and Feel" Manifest Anxiety Scale for Children-Revised (Reynolds and Richmond, 1978; Appendix E), and a Junior High Transition Questionnaire (Appendix F). Fifty-two sixth grade students in five classes at two schools made up the sample. The demographic variables these students possessed include both genders, ages 11 and 12, several ethnicities, and prior school transition experience. Measurements occurred at baseline (early spring) and just before and just after a school-sponsored intervention program The intervention program was a half-day visit by the sixth graders to the junior high school. Literature before 1997 (since the string of school-related violence deaths) was compared to research since 1997 and the findings of this research in terms of differences in school-related safety issues. Pre-1997 literature did not use safety language as strong as was used post-1997. Some of the students in this research had concerns about their safety, mentioning weapons, drugs, and gangs as some of the specific worries. Analyses of mean differences using ANOVA and t-tests found few differences among the demographic groups on the measures. Anxiety did fluctuate over time for the sample, with greatest anxiety reported just before the intervention. Student attributions were related to anxiety levels in the sample. Degree of anxiety changed over time in different ways for students with internal attributions versus students with external attributions. Students with higher anxiety levels asked more questions about the school transition and junior high experiences on the questionnaire than did the lower anxiety students, but the low-anxiety group had questions that were more specific. Students with prior school transition experiences tended to have greater anxieties than students without school transition experience.
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Nichols, Sharon Louise. "The role of belongingness in middle school students' motivational adaptation to a new school setting: Do fresh starts make a difference." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289904.

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This was a study of 45 sixth-, seventh-, and eighth-grade students who attended a newly formed charter school in a large metropolitan city in the Southwest. The purpose was to explore students' conceptions of belongingness in two school contexts and to analyze how conceptions may (or may not) have changed over time and from one school context to another. Interview methods were employed to obtain both closed- and open-ended student responses. Results suggested that the role of student choice in changing schools is significantly related to whether students felt they belong. Further, students varied in their belongingness conceptions with some students emphasizing the importance of interpersonal relationships and others emphasizing academic achievement or opportunity. Results were used to generate a preliminary model of Fresh Starts Motivation (FSM) that describes the role of students' conceptions of belongingness as it exists and evolves through a major transition. Implications for future research on student belongingness are described.
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Silva, Ana Carolina. "The Role Of Parental Involvement In Minority Students' Access To College Preparatory Programs - An Investigation In The Trio Upward Bound Program." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751827.

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The purpose of this study was to better understand the impact of parental involvement as minority students access information while preparing for college. Two qualitative questions formed the foundation of this study: 1. How does parental involvement contribute to minority students’ access to TRIO? 2. What roles do minority parents play in their children’s education while they are enrolled in TRIO? Participants of this study were minority parents whose children were enrolled in TRIO. In total, 9 minority parents participated in this study – 67% Hispanic, 22% Pacific-Islanders, and 11% Native-American. To collect data a semi-structured interview was used; interviews were face-to-face and lasting approximately one hour. Three themes emerged from participants’ interview: 1) passive parental involvement; 2) the impact of TRIO, and 3) active parental involvement. Examples and a further explanation of each theme are described in the results chapter of this thesis.

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Washington, Linda. "The effects of parent involvement on student outcomes in a minority-serving charter high school." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142875.

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Researchers have associated parent involvement in primary schools with the improvement of grades, attendance, and the decrease of negative social behaviors. Consequently, parent involvement has improved in many primary schools. However, in secondary schools, parent participation continues to be deficient, particularly among Latino and African American communities due to language barriers, low incomes, and lack of social networks. Research is needed on how parent participation affects student achievement in secondary schools with underserved populations. Social capital theory provided the conceptual framework to help determine if parent involvement could create parent-school relationships that would lead to improved student academic and behavioral outcomes in a predominantly minority urban charter high school. The quasi-experimental observational study used program data and pre and post archived student records provided over a 2-year period from a convenience sample of 83 continuously enrolled students. Epstein’s framework was used to categorize types of parent involvement, which constituted the independent variables. T tests and chi-squared analyses were used to test the association between the independent variables and dependent variables. The study found a limited association between GPA and ELA grades and certain types of parent participation activities for students overall, but not for English Language Learners. Attendance was not found to be affected significantly and data were lacking on suspensions and expulsions. The results of this study informs administrators who seek to increase parent involvement in order to improve student achievement and decrease the drop-out rate in high schools serving at risk students.

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Griffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.

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The learning of second language vocabulary in lists of word-pairs is a widespread practice despite the disapproval of many in the second language learning domain. There is an acknowledged mismatch between psychological theories on the one hand and techniques of vocabulary learning on the other. Psychology does not address the relevant issues directly and second language learning practice is often atheoretical and unprincipled. This thesis reviews aspects of psychology which appear to be relevant to second language vocabulary learning and their applicability. A series of experiments is conducted with comprehensive school students learning French, aged 11-13. The first part of the study deals with the presentation of vocabulary items to be learned. Presenting items in the order First Language - Second Language is the more versatile form of presentation if both generation and comprehension are required on the part of the learner. The transferability of list learning to testing in a sentential context depends on the ability of the learner and the task involved. Higher-ability list learners are inhibited in a generation task but not in a comprehension task; the opposite is true for lower-ability learners. Learning in a context improves the performance of higher-ability learners in generation but makes little difference to lower-ability learners. An explanation is suggested in terms of transfer-appropriate processing. The position of items in the list is not a reliable indicator of learnability. Primacy, recency, and serial effects may be obtained but none of them is consistent. The same conclusion applies to different ways of presenting wordpairs. The second part of the study examines aspects of word learnability. Objective word frequency is not a reliable indicator of learnability in this context. Word category and the presence of an English word embedded in a French word are promising indicators of leamability.
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Books on the topic "Education, Secondary Psychology"

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David, Galloway. Secondary school teaching and educational psychology. London: Longman, 1992.

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Jiao yu xin li xue. Guangzhou Shi: Zhongshan da xue chu ban she, 2012.

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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.

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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational organizations, as well as parents and anyone interested in mental development in preschool childhood.
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Toward excellence in secondary vocational education: Using cognitive psychology in curriculum planning. Columbus, Ohio (1960 Kenny Rd., Columbus 43210-1090): National Center for Research in Vocational Education, Ohio State University, 1985.

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Younger, Mike. Raising boys' achievement in secondary schools. Maidenhead: Open University Press, 2005.

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Paul, Caldarella, and Richardson Michael J, eds. Positive behavior support in secondary schools: A practical guide. New York: The Guilford Press, 2011.

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Dang dai Zhongguo qing shao nian xin li wen ti ji jiao yu dui ce: Dangdai Zhongguo qingshaonian xinli wenti ji jiaoyu duice. Chengdou Shi: Sichuan jiao yu chu ban she, 2010.

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Québec(Province) . Conseil supérieur de l'éducation. Pour des apprentissages pertinents au secondaire: Avis au Ministre de l'éducation. Sainte-Foy, Québec: Direction des communications du Conseil supérieur de l'éducation, 1994.

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Kryza, Kathleen. Inspiring middle and secondary learners: Honoring differences and creating community through differentiating instructional practices. Thousand Oaks, CA: Corwin Press, 2007.

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Molander, Bengt-Olov. Joint discourses or disjointed courses: A study on learning in upper secondary school. Stockholm: HLS, 1997.

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Book chapters on the topic "Education, Secondary Psychology"

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Pollard, Diane S. "Secondary education." In Encyclopedia of psychology, Vol. 7., 202–6. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-089.

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McEntarffer, Rob, and Kristin Whitlock. "Teaching Psychology in Secondary Education." In International Handbook of Psychology Learning and Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_39-1.

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McEntarffer, Rob, and Kristin Whitlock. "Teaching Psychology in Secondary Education." In International Handbook of Psychology Learning and Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_39-2.

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McEntarffer, Rob, and Kristin Whitlock. "Teaching Psychology in Secondary Education." In International Handbook of Psychology Learning and Teaching, 847–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_39.

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Taylor, Erika L., and Theodore J. Christ. "Elementary and Secondary Education Act (ESEA)." In Encyclopedia of Cross-Cultural School Psychology, 420–21. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_157.

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Fryer, Luke K., Alex Shum, and Kaori Nakao. "Motivation to Learn in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_52-1.

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AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
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Fryer, Luke K., Alex Shum, and Kaori Nakao. "Motivation to Learn in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 931–47. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_52.

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AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Brahier, Daniel J. "Learning Theories and Psychology in Mathematics Education." In Teaching Secondary and Middle School Mathematics, 53–90. Routledge, 2020. http://dx.doi.org/10.4324/9780429052934-3.

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Wang, Qing. "Coaching psychology for enquiry-based learning (EBL) in secondary education." In Coaching Psychology for Learning, 91–112. Routledge, 2018. http://dx.doi.org/10.4324/9781315170510-5.

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Conference papers on the topic "Education, Secondary Psychology"

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Rickels, Austin, and Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.

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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Zachova, Alena. "The Interpretation Of Literary Texts At Secondary Schools." In 12th International Conference on Education and Educational Psychology. European Publisher, 2021. http://dx.doi.org/10.15405/epiceepsy.21101.16.

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Mikolasikova, Michala. "Literary Lessons At Czech Higher Secondary Schools In Gender Perspective." In 12th International Conference on Education and Educational Psychology. European Publisher, 2021. http://dx.doi.org/10.15405/epiceepsy.21101.17.

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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Opletalová, Alena. "Financing Of Regional Education From The Perspective Of Secondary Schools." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.63.

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Chudy, Stefan. "Psychological Aspects Of Formation Of Attitudes Among Students At The Secondary Schools To Study." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.6.

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Zachova, Alena. "Ego Documents In Literature Lessons At Primary And Secondary Schools." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.45.

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Loudova, Irena. "Integrating Ict As Pedagogical And Innovative Tool In Secondary School Classes." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.22.

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Lisovskaya, Natalia B. "Psychological features of professional self-determination in secondary school age." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-52.

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Triff, Dorin-Gheorghe. "Subjective Wellbeing And Self Effectiveness In Secondary School Through Three Stressors Dimensions." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.64.

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Reports on the topic "Education, Secondary Psychology"

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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