Bibliografías temáticas / Educational Psychology

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Literatura académica sobre el tema "Educational Psychology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Educational Psychology"

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Gullickson, Terri, and Pamela Ramser. "Educational psychology." Contemporary Psychology: A Journal of Reviews 39, no. 5 (May 1994): 551. http://dx.doi.org/10.1037/034375.

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van der Veer, René. "Educational psychology." Journal of the History of the Behavioral Sciences 34, no. 4 (1998): 430–31. http://dx.doi.org/10.1002/(sici)1520-6696(199823)34:4<430::aid-jhbs35>3.0.co;2-c.

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Saydamatova, Nigora Sheralievna. "EDUCATIONAL PSYCHOLOGY AND MAJOR PERSPECTIVES OF EDUCATIONAL PSYCHOLOGY." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 6 (June 15, 2023): 626–28. https://doi.org/10.5281/zenodo.8042246.

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This article covers &quot;the basic perspectives of educational psychology and educational psychology&quot; on understanding the basic perspectives of educational psychology implemented in our educational system.
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Bailey, Lucy E. "Critical Educational Psychology." Journal of Interdisciplinary Studies in Education 7, no. 2 (June 15, 2019): 61–65. http://dx.doi.org/10.32674/jise.v7i2.1209.

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I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work.&#x0D;
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Couceiro Figueira, Ana Paula. "[Reseña] Educational Psychology." Revista Iberoamericana de Educación 62, no. 1 (May 15, 2013): 1–3. http://dx.doi.org/10.35362/rie621907.

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Anita Woolfolk. Educational Psychology, 12th edition (2013), International Edition, from Always Learning, pearson. isbn: 978-0-13-291099-6.&#x0D; Como se pode ler no prefácio da presente obra, esta edição é uma edição melhorada e aumentada, atualizando temas-chave para hoje, como as ligações entre o cérebro, a neurociência, e ensino. Também aborda o impacto da tecnologia na vida dos alunos e professores de hoje. Crescente ênfase na diversidade nas salas de aula de hoje.
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Chamarette, Mike. "Critical Educational Psychology." Educational Psychology in Practice 34, no. 2 (January 31, 2018): 224. http://dx.doi.org/10.1080/02667363.2018.1429539.

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Bartram, Phillip, and Sheila Wolfendale. "Educational Psychology Services." Educational Psychology in Practice 15, no. 1 (April 1999): 51–56. http://dx.doi.org/10.1080/0266736990150109.

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Imich, André. "Delivering Educational Psychology." Educational Psychology in Practice 15, no. 1 (April 1999): 57–64. http://dx.doi.org/10.1080/0266736990150110.

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KAWAMURA, Shigeo. "EDUCATIONAL PSYCHOLOGY AND PRACTICE ACTIVITIES INVESTIGATION IN SCHOOLS AND EDUCATIONAL PSYCHOLOGY." Annual Report of Educational Psychology in Japan 38 (1999): 169–79. http://dx.doi.org/10.5926/arepj1962.38.0_169.

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Departamento, D. "Department of developmental Psychology and Educational Psychology." Quaderns de Psicologia, no. 11 (September 24, 2009): 197. http://dx.doi.org/10.5565/rev/qpsicologia.428.

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Tesis sobre el tema "Educational Psychology"

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Bisinoto, Cynthia, Claisy Marinho, and Leandro da Silva Almeida. "Educational psychology in higher education: Current scene in Portugal." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.

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Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.<br>Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
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Hargrave, Lauren D. "WHAT DO TEACHERS THINK ABOUT EDUCATIONAL PSYCHOLOGY? DEVELOPING AND VALIDATING THE EDUCATIONAL PSYCHOLOGY PRACTITIONER SCALE." UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/64.

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The purpose of this study was to develop and validate the Educational Psychology Practitioner Scale (EPPS), which was designed to (a) assess the practices, training, and skills of educational psychologists and (b) determine their utility among K-12 schools classroom teachers. Study participants included 161 K-12 teachers across 21 states within the United States. An exploratory factor analysis yielded a 25-item, unidimensional scale. Correlating the EPPS with the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Job Satisfaction Scale (Warner, 1973) provided discriminant validity for the scale. Study limitations and future research directions are discussed.
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Williams, Antony. "A contribution to the developememt of critical educational psychology practice an analytically influenced educational psychology." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527247.

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Curran, Paul. "Where's the 'psychology' in British educational and child psychology? : an exploratory investigation into educational psychologists' perspectives." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3764/.

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The study aims to undertake an exploratory investigation into British Educational Psychologists' (EPs) practitioner perspectives on the key psychological theories and models that underpin their professional practice. It also aims to ascertain what the implications might be of practitioner perspectives on this topic for future practice, future training and continuing professional development of EPs hi the British context as "applied" psychologists. Following a small scale national survey on the topic, five focus group discussions were arranged to investigate the topic in more detail with groups of EPs at various career stages. The focus group discussions were subjected to detailed Thematic Analysis using techniques recommended by Braun and Clarke (2006). Analyses were undertaken at both the explicit (semantic) and interpretative (latent) level in order to develop a series of thematic maps. The literature review found that although British EPs have consistently reviewed, evaluated and challenged their professional practice in changing working contexts, there is a paucity of research into their perceptions of the fundamental psychological theories and models that underpin what they actually do "on the job", which was recognised as multi-levelled and complex. Four overarching themes emerged from the extensive interpretative analysis of the data set as key to EP practitioner perspectives on what underpins and influences the use of psychological theory and models in their professional practice. These were: (1) Working context, location and the degree of role clarity within this; (2) Professional self reflection on practice; (3) Training, early supervision and continuing professional development; (4) Developed psychological skills, competencies and knowledge, particularly with a relevant research evidence base. Surprisingly, the analyses found no evidence of expected themes relating to the underpinning psychology for effective interpersonal skills or collaborative team work in the EP practitioner perspectives. A "matrix of evidence for EP practice" is proposed for future use based on the themes from the interpretative analyses undertaken. The methodology employed and the analysis of the findings are both critically appraised. The implications for further research into the topic together with implications for EP professional practice and continuing professional development are outlined.
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Stobie, Ingeborg. "'Change' and 'continuity' in educational psychology." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.

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Arnell, Ruth. "Conceptualising evidence-based practice in educational psychology." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34078.

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This exploratory study describes the variation in how evidence-based practice is understood in educational psychology. The study is comprised of two phases, which were both designed, analysed and interpreted using qualitative methodology. In phase one, twenty-two semi-structured interviews were conducted with educational psychologists from eight services in England. A phenomenographic approach to analysis was applied, resulting in a conceptual framework, representing the variation in understandings of evidence-based practice of a group of educational psychologists. In phase two, two focus groups were conducted with a subset of participants from phase one to elucidate the influence of evidence-based practice on decision-making in practice. A framework approach to thematic analysis showed that practice decisions of educational psychologists are influenced by evidence-based practice according to contextual factors, training and practice experiences and personal characteristics. This study gives insight as to how educational psychologists experience and account for the role of evidence and evidence-based practice in their practice and informs how evidence-based practice might be conceptualised in educational psychology. The findings suggest that evidence-based practice is grounded on personal, internalised beliefs while being contextualised by the demands of specific circumstances. The findings have implications for providers of educational psychology training in terms of the curriculum for evidence-based practice and associated learning outcomes.
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Burningham, Julie Ann. "A Simulation-based Approach to Educational Psychology." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2140.

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This paper summarizes a design project entitled "Choose Your Own Teaching Adventure" completed for the Instructional Psychology and Technology Department at Brigham Young University. The purpose of the design project was to prototype a learning tool that instructs beginning pre-service teachers in the classroom application of the principles of behaviorism. Originally, the project was designed to be a static learning object that would be combined with other similar learning modules for additional topics of an Educational Psychology course. At the conclusion of the first prototyping round, however, the project was generalized to become a testing ground for a simulation builder project that would allow other instructors to create their own learning simulation based on the findings of this prototype. The Rapid Prototyping methodology used in this project allowed for quick revisions, lower stakes testing, and more flexibility in the design. The various stages of the design and evaluation process, including revisions and prototypes, are shown and discussed in this paper.
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Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.

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Lyons, Jo. "Educational psychologists into the 21st century : evaluating an alternative model of educational psychology practice in Essex psychology and assessment service." Thesis, University of East London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532440.

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Ivanova, Olena. "Psychology role in teachers-to-be training." Thesis, Дніпровський національний університет залізничного транспорту імені академіка В. Лазаряна, 2019. https://er.knutd.edu.ua/handle/123456789/14702.

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The work deals with psychology as a multifacet discipline which includes many study areas such as human development, sports, health, social behaviour and cognitive processes. Special attention should be paid to social and educational psychology in preparing future specialists in education.<br>В даній роботі психологія розглядається як багатогранна дисципліна, яка включає багато напрямків дослідження, таких як розвиток людини, спорт, здоров'я, соціальна поведінка та когнітивні процеси. Особливу увагу слід приділяти соціальній та освітній психології при підготовці майбутніх фахівців з освіти.<br>В данной работе психология рассматривается как многогранная дисциплина, которая включает много направлений исследования, таких как развитие человека, спорт, здоровье, социальное поведение и когнитивные процессы. Особое внимание следует уделять социальной и образовательной психологии при подготовке будущих специалистов в сфере образования.
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Libros sobre el tema "Educational Psychology"

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Rothstein, Pamela R. Educational psychology. New York: McGraw-Hill, 1990.

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Hoy, Anita Woolfolk. Educational psychology. 3rd ed. Toronto: Pearson Allyn and Bacon, 2006.

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Hoy, Anita Woolfolk. Educational psychology. Boston: Pearson/Allyn and Bacon, 2007.

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1946-, Miller Andy, and Cline Tony, eds. Educational psychology. London: Hodder Education, 2008.

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C, Berlinger David, ed. Educational psychology. 4th ed. Boston: Houghton Mifflin Co., 1988.

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C, Berliner David, ed. Educational psychology. 6th ed. Boston: Houghton Mifflin, 1998.

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1915-, Klausmeier Herbert J., ed. Educational psychology. 5th ed. New York: Harper & Row, 1985.

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Kay, Margetts, ed. Educational psychology. 2nd ed. Frenchs Forest, N.S.W: Pearson, 2010.

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Gage, N. L. Educational psychology. 5th ed. Boston: Houghton Mifflin Co, 1991.

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Gage, N. L. Educational psychology. 5th ed. Boston, Ma: Houghton Mifflin, 1992.

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Capítulos de libros sobre el tema "Educational Psychology"

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Sugarman, Jeff. "Educational Psychology." In Encyclopedia of Critical Psychology, 524–29. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_325.

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Weller-Clarke, Alandra. "Educational Psychology." In Encyclopedia of Child Behavior and Development, 559–60. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_950.

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Wright, Katie, and Emma Buchanan. "Educational Psychology." In Springer International Handbooks of Education, 1–21. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_32-1.

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg, et al. "Educational Psychology." In Encyclopedia of Autism Spectrum Disorders, 1062–63. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1458.

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Watts, D. G. "Educational Psychology." In An Introduction to the Study of Education, 18–43. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003491385-3.

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Jiamei, Lu. "Educational Psychology." In The ECPH Encyclopedia of Psychology, 1–6. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1080-1.

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Taber, Keith S. "Educational Psychology." In Contemporary Issues in Science and Technology Education, 193–207. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-24259-5_14.

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Wright, Katie, and Emma Buchanan. "Educational Psychology." In Springer International Handbooks of Education, 495–515. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_32.

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Calfee, Robert C. "Educational psychology." In Encyclopedia of Psychology, Vol. 3., 137–40. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-049.

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Cassidy, Arlette. "Educational Psychology." In Encyclopedia of Autism Spectrum Disorders, 1612–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1458.

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Actas de conferencias sobre el tema "Educational Psychology"

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Minulescu, Mihaela. "Neglected Side Of Educational Psychology." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.132.

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Boltaboev, S. A. "Improving the effectiveness of education through the use of innovative educational technologies in the educational process." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-02-2020-02.

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Li, Ting. "The Practical Application of Educational Psychology in College Education." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.110.

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Kropotova, M. P. "Modern educational technology." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-14.

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Boldyreva, Marina. "INDIVIDUAL EDUCATIONAL TRAJECTORY IN BIOLOGICAL EDUCATION." In XX INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY, 65. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m3847.sudak.ns2024-20/65.

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Huayao, Xu. "The application of Educational Psychology in Higher Vocational Education work." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.107.

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Chotidjah, Sitti. "Students’ Motivation in Studying Psychology." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049808630866.

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Баянова, Л. Ф. "Cultural-Historical Psychology and Modern Educational Practices." In Социально-гуманитарные исследования: векторы развития науки и образования: материалы IX научно-практической конференции с международным участием, г. Москва, МПГУ, 25–26 апреля 2024 г. Crossref, 2024. https://doi.org/10.37492/isgo.2024.051.

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культурно-историческая концепция Л.С. Выготского оказывает существенное влияние на современные образовательные практики. Понятия «зона ближайшего развития», «социальная ситуации развития», «высшие психические функции» сформировали семантику педагогического мышления учителя XXI века. Для обучения и воспитания существенным является понимание культуры как системы норм. Поведение в системе нормативных ситуаций оценивается с точки зрения его культурной конгруэнтности. the cultural-historical concept by Lev Vygotsky had a sufficient impact on educational methods practiced today. A 21st century teacher’s mind operates such vocabulary as “zone of proximal development”, ‘social situation of development’, and “higher mental functions”. For upbringing and educational purposes, it is vital to view culture as a system of standards. In terms of normative situations, behavior is assessed by its cultural congruence.
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Renner, Ekaterina. "Psychology of color in the educational environment." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice", 165–69. Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f58acaf4.30430039.

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Since ancient times, people have known about the beneficial and destructive effects of color on our condition. Color surrounds us everywhere, it is our constant companion and inevitably affects emotions. That is why we are interested in finding out how different colors can affect our mood and which of them can help in the learning process.
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SHishova, N. V. "Organization of the educational process for multinational educational of groups studying in the direction of preparation 44.03.05 "Pedagogical education ", profile" Physics and Mathematics"." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-06-2020-08.

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Informes sobre el tema "Educational Psychology"

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Kulikova, T. I. Additional educational (professional) program "Management Psychology". Science and Innovation Center Publishing House, September 2016. http://dx.doi.org/10.12731/kulikova.01092016.22128.

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Tobias, 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.

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Sidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina, and Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0786.29012024.

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The electronic training course ""Psychiatry, Medical Psychology"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, specialty 31.05.01 General Medicine, approved by order of the Ministry of Education and Science of the Russian Federation dated February 9, 2016 No. 95, and taking into account the requirements of the professional standard 02.009 “Physician (precinct general practitioner)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated March 21, 2017 No. 293n, as well as in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 31.05.02 Pediatrics (specialty level), approved by order of the Ministry of Education and Science of the Russian Federation dated 08/17/2015 No. 853, and taking into account the requirements of professional standard 02.008 “Physician - district pediatrician”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated 03/27/2017 No. 306n. This course includes issues of private psychiatry and narcology. The purpose of the course is to gain knowledge about the basic patterns of formation and manifestations of mental disorders, their causes, and classification principles. Course objectives: study of classifications of mental disorders; familiarization with the clinical manifestations of mental disorders, their etiological and pathogenetic mechanisms; teaching students the skills to identify symptoms of mental disorders and the skills of describing them in medical documentation. The labor intensity of the course is 45 hours. The course consists of 5 didactic units.
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Vershinina, T. S. Electronic educational resource "Conflictology". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, December 2024. https://doi.org/10.12731/er0863.12122024.

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The electronic educational resource "Conflictology" is intended for 2nd year students of the specialty "Clinical Psychology". The e-Learning resources "Conflictology" consider issues related to the determination of the features of a conflict and the diagnosis of the presence of a conflict as such in the positions of the subjects of the conflict and the parties not involved in the conflict. Also, e-Learning resources acquaint students with such little-studied issues of the course of conflict as "power in conflict" and, in this regard, "power relations in conflict", "types and forms of speech behavior as one of the most important factors in the emergence and escalation of conflict". In addition, materials are presented for understanding such categories of conflictology as "cultural substrate" and "cultural contagion with conflict".
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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO, and NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.

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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech platforms also present promising opportunities for learning acceleration. These approaches mark a paradigm shift towards holistic, student-centered learning solutions that aim to enhance educational outcomes and bridge learning gaps.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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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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Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, June 2025. https://doi.org/10.54300/967.472.

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This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging in their classroom community and the broader mathematics community; (3) adopt a growth mindset, meaning the belief that their mathematical ability can be cultivated through effort; and (4) engage with high-quality instruction delivered by teachers who hold high expectations and offer strong supports for their success. Each section of the report reviews the research findings of greatest relevance for teachers and articulates research-supported practices that can foster positive math learning experiences.
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MGIEP, UNESCO. Inclusive Wealth Report (IWR) 2024: Special Issue on Social Emotional Capital Accounts (SECA). UNESCO MGIEP, October 2024. http://dx.doi.org/10.56383/qytb2222.

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The basic premise of the inclusive wealth index is that three essential capitals, namely human capital, natural capital and produced capital describe the inclusive wealth of a country. Past IWR reports have estimated human capital to be nearly 60% of most countries’ inclusive wealth. However, human capital, as it is now computed, cannot be limited to economic productivity, alone. It must also measure human well-being. Accumulating research shows human well-being can be cultivated through social emotional skills. The main objective of the special issue of the IWR 2024 is to account for Social and Emotional Capital as part of the human capital component of inclusive wealth and estimate its contribution to overall inclusive wealth. This is achieved by studying the impact of Social Emotional Learning (SEL) interventions, implemented under different scenarios, on human capital. This report draws from recent literature in educational psychology and neurosciences to demonstrate why SEL in education is critical to building the human capital of a country and its role in ensuring the sustainability of societies worldwide. This report provides an empirical basis for incorporating SEL within school curricula at the country level and strives to initiate a discussion on establishing and improving the quantitative measurement of the impact of SEL interventions on human capital.
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