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Artículos de revistas sobre el tema "Educational Psychology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de diciembre de 2024

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1

Gullickson, Terri y Pamela Ramser. "Educational psychology." Contemporary Psychology: A Journal of Reviews 39, n.º 5 (mayo de 1994): 551. http://dx.doi.org/10.1037/034375.

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2

van der Veer, René. "Educational psychology". Journal of the History of the Behavioral Sciences 34, n.º 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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3

Bailey, Lucy E. "Critical Educational Psychology". Journal of Interdisciplinary Studies in Education 7, n.º 2 (15 de junio de 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.
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4

Couceiro Figueira, Ana Paula. "[Reseña] Educational Psychology". Revista Iberoamericana de Educación 62, n.º 1 (15 de mayo de 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. 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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5

Chamarette, Mike. "Critical Educational Psychology". Educational Psychology in Practice 34, n.º 2 (31 de enero de 2018): 224. http://dx.doi.org/10.1080/02667363.2018.1429539.

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6

Bartram, Phillip y Sheila Wolfendale. "Educational Psychology Services". Educational Psychology in Practice 15, n.º 1 (abril de 1999): 51–56. http://dx.doi.org/10.1080/0266736990150109.

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7

Imich, André. "Delivering Educational Psychology". Educational Psychology in Practice 15, n.º 1 (abril de 1999): 57–64. http://dx.doi.org/10.1080/0266736990150110.

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8

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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9

Departamento, D. "Department of developmental Psychology and Educational Psychology". Quaderns de Psicologia, n.º 11 (24 de septiembre de 2009): 197. http://dx.doi.org/10.5565/rev/qpsicologia.428.

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10

Bachor, Dan G., Robert H. Short, Leonard L. Stewin y Stewart J. H. McCann. "Educational Psychology: Canadian Perspectives". Canadian Journal of Education / Revue canadienne de l'éducation 17, n.º 1 (1992): 125. http://dx.doi.org/10.2307/1495410.

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11

KASHIHARA, JUN, SHINJI SAKAMOTO, IKUTARO MASAKI y MASUO KOYASU. "Applicability of Educational Psychology:". Annual Report of Educational Psychology in Japan 59 (30 de marzo de 2020): 274–83. http://dx.doi.org/10.5926/arepj.59.274.

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12

Bradford, Charlene T. y Sharon D. L. Kroeker. "Educational Psychology in Yukon". Canadian Journal of School Psychology 31, n.º 3 (24 de julio de 2016): 271–74. http://dx.doi.org/10.1177/0829573516655230.

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13

Scott, Dave. "Educational psychology, second edition". Educational Psychology in Practice 31, n.º 4 (2 de octubre de 2015): 442–43. http://dx.doi.org/10.1080/02667363.2015.1094197.

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14

Stratford, R. J. "Managing Educational Psychology Services". Educational Psychology in Practice 11, sup1 (abril de 1995): 2–5. http://dx.doi.org/10.1080/02667369511s1002.

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15

Schad, Elinor y Christopher Arnold. "Educational Psychology in Europe". Psychology in Russia: State of the Art 12, n.º 4 (2020): 3–7. http://dx.doi.org/10.11621/pir.2019.0400.

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16

GEARY, DAVID C. "Whither Evolutionary Educational Psychology?" Educational Psychologist 43, n.º 4 (23 de octubre de 2008): 217–26. http://dx.doi.org/10.1080/00461520802392240.

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17

Lown, Jackie, Glenys Fox, Irvine Gersch, Sue Morris y Rob Stoker. "Reconstructing educational psychology practice". Support for Learning 16, n.º 3 (agosto de 2001): 135–39. http://dx.doi.org/10.1111/1467-9604.00205.

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18

Walberg, Herbert J. "Review of Educational Psychology." Contemporary Psychology: A Journal of Reviews 36, n.º 7 (julio de 1991): 637. http://dx.doi.org/10.1037/029977.

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19

Walberg, Herbert J. "Review of Educational Psychology." Contemporary Psychology: A Journal of Reviews 36, n.º 11 (noviembre de 1991): 1007. http://dx.doi.org/10.1037/030407.

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20

Frase, Lawrence T. "What is Educational Psychology?" Contemporary Psychology: A Journal of Reviews 34, n.º 7 (julio de 1989): 664–65. http://dx.doi.org/10.1037/030908.

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21

Martinez-Reyes, Victor. "Educational Psychology in Poland". Zeitschrift für Pädagogische Psychologie 13, n.º 3 (septiembre de 1999): 122–27. http://dx.doi.org/10.1024//1010-0652.13.3.122.

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Zusammenfassung: Die vorliegende Arbeit befaßt sich mit dem historischen Hintergrund und vor allem der gegenwärtigen Lage der Pädagogischen Psychologie und Schulpsychologie in Polen. Es wird ein Überblick über die aktuellen Schwerpunkte in Forschung und Lehre gegeben, wobei besonders auf die Probleme, die sich aus der gegenwärtigen gesellschaftlichen Situation ergeben, eingegangen wird.
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22

Plomin, Robert y Sheila O. Walker. "Genetics and educational psychology". British Journal of Educational Psychology 73, n.º 1 (marzo de 2003): 3–14. http://dx.doi.org/10.1348/000709903762869888.

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23

Coll, César. "School and Educational Psychology". Applied Psychology 43, n.º 2 (abril de 1994): 175–91. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00818.x.

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24

Dessent, Tony. "Educational psychology: What future?" Educational and Child Psychology 25, n.º 4 (2008): 51–54. http://dx.doi.org/10.53841/bpsecp.2008.25.4.51.

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25

Gibbs, Simon. "Educational and Child Psychology". DECP Debate 1, n.º 98 (junio de 2001): 32–33. http://dx.doi.org/10.53841/bpsdeb.2001.1.98.32.

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26

Hilgard, Ernest R. "Perspectives on educational psychology". Educational Psychology Review 8, n.º 4 (diciembre de 1996): 419–31. http://dx.doi.org/10.1007/bf01463942.

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27

S.Hemalatha, S. Hemalatha. "Educational Psychology for Enhancing Communication Skills". International Journal of Scientific Research 3, n.º 5 (1 de junio de 2012): 324–25. http://dx.doi.org/10.15373/22778179/may2014/100.

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28

Burbules, Nicholas C. "What Educational Psychology Can Contribute to Educational Philosophy". Educational Psychologist 38, n.º 3 (septiembre de 2003): 183–85. http://dx.doi.org/10.1207/s15326985ep3803_8.

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29

Cunningham, Donald J. "Beyond educational psychology: Steps toward an educational semiotic". Educational Psychology Review 4, n.º 2 (junio de 1992): 165–94. http://dx.doi.org/10.1007/bf01322343.

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30

Ziemes, Johanna Fee y Eveline Gutzwiller-Helfenfinger. "Children’s Rights and Educational Psychology". European Psychologist 24, n.º 2 (abril de 2019): 169–79. http://dx.doi.org/10.1027/1016-9040/a000373.

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Abstract. Psychology aims to be descriptive but depends on norms and values to guide both research and practice. Educational psychology, as a sub-discipline and applied branch of psychology, focuses on describing processes of teaching, learning, and development. This article aims to connect notions of human and children’s rights with concepts of educational psychology to illustrate the interdependence of normative and descriptive frameworks. We use Martha Nussbaum’s capability approach as an operationalization to move from a normative legal framework toward concrete research topics and practices within educational and school psychology. According to the Convention on the Rights of the Child, children have the right to feel safe, learn, participate, and form an identity. We argue that educational psychology can help to specify these normative postulations of the CRC and aid the implementation of positive rights. The phenomenon of school bullying is introduced as a specific area where children’s rights are affected. After a brief characterization of its major features from an ecological-systemic perspective, we draw on research on bullying prevention and the creation of positive learning environments to illustrate the aptness of educational psychology for realizing children’s positive rights. We conclude that educational psychology is not only able to prevent human rights infringements but also to promote children’s rights and capabilities, especially in reference to competencies, participation, and identity.
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31

Goetz, Ernest T. y Steven P. Chatman. "Coverage of Cognitive Psychology in Educational Psychology Textbooks". Educational Psychologist 20, n.º 1 (enero de 1985): 41–46. http://dx.doi.org/10.1207/s15326985ep2001_6.

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32

Toland, John. "Positive psychology: A new paradigm for educational psychology?" Educational Psychology in Scotland 7, n.º 1 (septiembre de 2005): 16–17. http://dx.doi.org/10.53841/bpsepis.2005.7.1.16.

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33

MacKay, Tommy. "Educational psychology and the future of special educational needs legislation". Educational and Child Psychology 17, n.º 2 (2000): 27–35. http://dx.doi.org/10.53841/bpsecp.2000.17.2.27.

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The future of educational psychology cannot be seen in isolation from the future of legislation for special educational needs. This paper argues that legislation has had a major but adverse impact on educational psychology services, and that the time has come for the profession in turn to exert a pivotal influence on future legislation. The legislation which led to the statement of needs was itself part of a necessary historical and philosophical process. However, this process must give way to a new legislative agenda based on universal rights and social justice. Educational psychology services have the opportunity to participate in promoting a programme of fundamental legislative change, but to do so the direction and priorities of the profession must be subject to significant review.
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34

Chakraborty, Arpita. "Survey Method in Educational Psychology". International Journal for Research in Applied Science and Engineering Technology 9, n.º 1 (31 de enero de 2021): 453–57. http://dx.doi.org/10.22214/ijraset.2021.32838.

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35

Forster, Jürg. "International Perspectives on Educational Psychology". Revista de Psicología Educativa 18, n.º 1 (2012): 79–81. http://dx.doi.org/10.5093/ed2012a6.

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36

Lear, Bernadette A. "Sources: Encyclopedia of Educational Psychology". Reference & User Services Quarterly 48, n.º 2 (1 de diciembre de 2008): 195. http://dx.doi.org/10.5860/rusq.48n2.195.2.

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37

Thomas, Elwyn, K. Wheldall, F. Merrett y T. Glyn. "Behaviour Analysis in Educational Psychology". European Journal of Education 23, n.º 4 (1988): 362. http://dx.doi.org/10.2307/1503123.

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38

Muirhead, Brent. "Cognitive Psychology - An Educational Insight". i-manager’s Journal on Educational Psychology 1, n.º 1 (15 de julio de 2007): 1–14. http://dx.doi.org/10.26634/jpsy.1.1.452.

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39

OKUBO, TOMOO, RYO OKADA, TATSUMA NAKAO, TOSHIYUKI KISHI, REINO HANZAWA y TATSUO UJIIE. "Educational Psychology for Regional Challenges". Annual Report of Educational Psychology in Japan 56 (2017): 225–34. http://dx.doi.org/10.5926/arepj.56.225.

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40

Genovard, Cándido y Concepción Gotzens. "Historical Approach to Educational Psychology". Quaderns de Psicologia, n.º 11 (24 de septiembre de 2009): 39. http://dx.doi.org/10.5565/rev/qpsicologia.418.

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41

Calfee, Robert C. "Educational Psychology: Past, Present, Future?" Contemporary Psychology: A Journal of Reviews 36, n.º 1 (enero de 1991): 5–6. http://dx.doi.org/10.1037/029282.

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42

Timm, Joan S. "Teaching Educational Psychology: A Reflection". Teaching Education 1, n.º 1 (febrero de 1987): 41–45. http://dx.doi.org/10.1080/1047621870010111.

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43

Riding, R. J. y C. F. Buckle. "Computer Developments and Educational Psychology". Educational Psychology 7, n.º 1 (enero de 1987): 5–11. http://dx.doi.org/10.1080/0144341870070102.

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44

Maras, Pam y Louise Archer. "VII. Developmental/Educational Psychology: Theory". Feminism & Psychology 7, n.º 2 (mayo de 1997): 264–74. http://dx.doi.org/10.1177/0959353597072011.

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45

No authorship indicated. "Journal of Educational Psychology: Editor." Journal of Educational Psychology 95, n.º 1 (2003): C2. http://dx.doi.org/10.1037/0022-0663.95.1.c2.

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46

No authorship indicated. "Journal of Educational Psychology: Editors." Journal of Educational Psychology 95, n.º 2 (2003): C2. http://dx.doi.org/10.1037/0022-0663.95.2.c2.

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47

Steuck, Kurt. "Educational Psychology: A Distinct Discipline?" Contemporary Psychology: A Journal of Reviews 30, n.º 10 (octubre de 1985): 816–17. http://dx.doi.org/10.1037/023275.

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48

Lunt, Ingrid y Karen Majors. "The Professionalisation of Educational Psychology". Educational Psychology in Practice 15, n.º 4 (enero de 2000): 237–45. http://dx.doi.org/10.1080/0266736000150404.

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49

MacKay, Tommy. "The Future of Educational Psychology". Educational Psychology in Practice 18, n.º 3 (septiembre de 2002): 245–53. http://dx.doi.org/10.1080/0266736022000010276.

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50

Cameron, R. J. "Educational Psychology: The distinctive contribution". Educational Psychology in Practice 22, n.º 4 (diciembre de 2006): 289–304. http://dx.doi.org/10.1080/02667360600999393.

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