Bibliografías temáticas / Theories of development

Literatura académica sobre el tema "Theories of development"

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Publicado: 18 de mayo de 2024

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Artículos de revistas sobre el tema "Theories of development"

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Ahmad Mawlood, Imad. "Diversity Problematics in Political Development Theories". Journal of Legal and Political Studies 8, n.º 2 (1 de diciembre de 2020): 536–72. http://dx.doi.org/10.17656/jlps.10192.

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Ahmad Mawlood, Imad. "Diversity Problematics in Political Development Theories". Journal of Legal and Political Studies 8, n.º 2 (1 de diciembre de 2020): 536–72. http://dx.doi.org/10.17656/jlps.10191.

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Eschen, Donald Von, Richard Peet y Elaine Hartwick. "Theories of Development". Canadian Journal of Sociology / Cahiers canadiens de sociologie 26, n.º 2 (2001): 243. http://dx.doi.org/10.2307/3341685.

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Forsyth, Ann. "Theories and Planning Theories". Journal of the American Planning Association 87, n.º 2 (3 de abril de 2021): 155–58. http://dx.doi.org/10.1080/01944363.2021.1885267.

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Case, Robbie. "Theories of learning and theories of development". Educational Psychologist 28, n.º 3 (junio de 1993): 219–33. http://dx.doi.org/10.1207/s15326985ep2803_3.

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No authorship indicated. "Review of Entwicklungstheorien: Psychologische Theorien der Menschlichen Entwicklung (Developmental Theories: Psychological Theories of Human Development)." Contemporary Psychology: A Journal of Reviews 36, n.º 2 (febrero de 1991): 169–70. http://dx.doi.org/10.1037/029467.

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Westby, Carol. "Theories of Prejudice Development". Word of Mouth 32, n.º 5 (mayo de 2021): 1–5. http://dx.doi.org/10.1177/10483950211008345.

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Topoleva, T. N. "REGIONAL DEVELOPMENT: NEW THEORIES". Juvenis Scientia, n.º 6 (2019): 14–17. http://dx.doi.org/10.32415/jscientia.2019.06.03.

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The increasing importance of the Russian regions in increasing the efficiency of socio-economic development of the country actualizes scientific research on the balanced development of the regional economy and spatial coherence of economic processes. Within the framework of regional studies, both traditional and classical theories and new theoretical approaches to the problems of regional development are systematized and typologized. The article presents a fragmentary review of new theories and concepts of regional growth, including: the concept of sustainable development, cluster concept, the concept of "smart specialization", regional foresight, paradigms of studying the region as a quasi-state, quasi-Corporation, market area and region-society. The attention is focused on the theories of regional development cyclicity and studies related to the analysis of economic dynamics. The conclusion is made about the need for further research on the problems of interregional cooperation and the formation of regions as subjects of the common economic space.
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Rodgers, Robert F. "Theories of Moral Development". Journal of Higher Education 57, n.º 5 (septiembre de 1986): 554–56. http://dx.doi.org/10.1080/00221546.1986.11778803.

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Lewis, Jerry M. "Psychoanalytic Theories of Development". American Journal of Psychotherapy 45, n.º 3 (julio de 1991): 450–51. http://dx.doi.org/10.1176/appi.psychotherapy.1991.45.3.450.

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Tesis sobre el tema "Theories of development"

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Cinyabuguma, Matthias M. "Theories and empirics of economic growth /". View online version; access limited to Brown University users, 2005. http://wwwlib.umi.com/dissertations/fullcit/3174591.

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Cicek, Huseyin. "Critical Evaluation Of Endogenous Regional Development Theories". Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615764/index.pdf.

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Regional development discourses and theories have significantly changed since the born of regional science. Focus of regional development theories has shifted from industrialization efforts via large-scale enterprises and transfer of central government funds to disadvantaged regions to endogenous capabilities and potentials of innovation and knowledge creation. Endogenous factors and self-development capabilities are highly emphasized by recent development literature. Changes in the regional development discourses also affected regional policies, policy tools and actors
endogenous factors and self-development discourses became dominant in regional development policies and implementations. However, source of regional development for less developed regions that do not have endogenous potentials and self-development capability have not clearly defined and have not empirically tested. The thesis attempted to empirically define regional growth factors and the usefulness of theoretical frameworks. In the thesis, econometric model of Turkey is used for the empirical study. The theoretical framework discussed in the thesis is both economic theories and regional development models. The study shows that all theoretical models offer only partial explanations of regional growth. While study shows that factors emphasized by traditional theories support regional growth, the study has no evidence supporting that soft factors emphasized by recent theories support regional growth. The main findings of this study contribute to theoretical and empirical field by reintroducing role of government and interventions. Factors highlighted by recent regional development theories are not sufficient for explaining growth, since the regional policies at the national level continue to be important therefore factors emphasized by traditional theories still have significant contributions to growth.
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Giouli, Virginia M. "A Christian critique of theories of historical development". Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358605.

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Kerr, Sharyn. "Early behavioural markers in autism spectrum disorders : implications for theories of autism". University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0057.

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[Truncated abstract] There are few existing screening instruments designed to identify Autism Spectrum Disorders (ASD) at an early age, such as the Checklist for Autism in Toddlers (CHAT) and the Modified Checklist for Autism in Toddlers (M-CHAT). Unfortunately, many are limited in their ability to identify children at risk in the first two years of life while displaying an acceptable level of reliability. Given this limitation, the present study aimed to identify any additional early markers of ASD from either the retrospective analysis of early autistic symptomatology (parental report and video analysis of footage made before the diagnosis) or performance-based measures linked to different theoretical accounts of ASD. Specifically, measures addressing theory of mind, executive dysfunction and weak central coherence were developed. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. Several behaviours discriminated children with ASD from children with typical development and children with delayed development. ... A discriminant function analysis using the two factor scores indicated that Factor 1 discriminated the ADI-R groups, while Factor 2 scores did not add to the ability of Factor 1 scores to discriminate the ADI-R groups. Furthermore, while the finding that joint attention behaviours differentiated children with ASD from children with typical development and children with delayed development, more research is needed to determine if this impairment is a precursor of a theory of mind deficit or if this impairment and later appearing impairments in theory of mind are the result of a more global impairment in social-emotional approach behaviours. Additional research is also needed to determine the relationship between the early appearing deficits in joint attention and the impairments in social relating behaviours that appear to develop later in the chronology of ASD development and how both of these relate to the theory of mind hypothesis of ASD.
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Broadbent, Stefana. "The development of children's theories : the case of horizontality". Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/23749.

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The thesis sets out a domain-specific framework to deal with the problems of early competence and heterogeneity in conceptual development. According to this theoretical framework, cognitive development does not involve general change in the child's representational capacities, but change in local structures of knowledge, or theories. Within domains, knowledge acquisition proceeds in a stage-like fashion and can be characterised as the process of extending and restructuring theories. This process is described in terms of a logical model which represents stage-theories as propositional networks and the transition between stage-theories as the addition of new relevant propositions to the initial network. The theoretical framework is applied to the development of the concept of horizontality. Three empirical studies investigate children's ability to orient and to reproduce the horizontal orientation of different planes in equilibrium: a table-top, a cross-bar and the water-level. For each context, a de*calage between the correct orientation of the plane when it is perpendicular to its support and the correct orientation when it is at some angle, is observed. This finding is interpreted as evidence of the existence of two systems of spatial reference: object centered and framework centered. It is suggested that children's difficulty in reproducing the correct orientation of horizontal planes such as the water-level, arises from the conflict between the two systems of reference. The transformation of children's understanding of horizontality is thus explained, not as the acquisition of a new system of reference, but as the increasing ability to make the correct choice of reference axes and to resolve the conflict between the different axes assigned to the display. Knowledge of the dynamic and physical properties of objects is shown to play a major role in the development of this competence.
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King, Dennis J. 1945. "A Structural Approach to Four Theories of Group Development". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279224/.

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The goal of this study was to attempt to develop a classification scheme that systematically related individual behavior, interpersonal behavior, and group interactions for the purpose of using the resulting classification scheme to evaluate theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. It was assumed that theorists' presuppositions about the structure of groups might influence their theories. Using a qualitative process of analysis, a structural classification scheme (SCS) was developed based upon transformative and generative rules, utilizing the General System Theory subsystem process of self-regulated boundary operations. The SCS protocol was employed to categorize and compare the theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. The resulting categorization of theories indicated that relationships existed among and between a group's structural properties, the complexity and type of communication connections among and between group members, and the size of the group. In addition, a common structural relationship was demonstrated to exist among and between individual, dyadic, and triadic group forms. A similar structural relationship was also speculated to exist between groups of any size. It was concluded that a structural approach to groups may offer insight to group leaders and members in recognizing and creating alternative frameworks that best fit a group's structure to its task. This approach may have broad implications in that it suggests that group goals might best be considered before the structure of the group is determined. In addition, a structural approach was also speculated to be an emotionally neutral alternative method of discussing individual and group behavior.
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Kowald, Axel. "Interactions of different ageing theories : development of a unifying model". Thesis, University College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303200.

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Mahoney, John William. "The development of mental toughness in adolescents : utilising established theories". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5788/.

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This thesis explored and evaluated the appropriateness of established psychological theories for understanding mental toughness development in adolescents. Initially, adolescent performers’ perspectives about mental toughness development were grounding in Bronfenbrenner’s (2001) bioecological model. Subsequently, self-determination theory (SDT, Deci & Ryan, 1985b, 2000) was considered. This theory was selected because of its consistencies with the bioecological model and initial findings, as well as its potential to inform applied protocols. Significant theoretically-expected associations were identified between SDT principles and mental toughness, as well as mental toughness and other meaningful outcomes. The effectiveness of an intervention informed by SDT principles was then evaluated. Although findings did not support the hypotheses, several barriers and obstacles to adopting SDT principles in practice were identified. To elucidate the hypothesised associations, a conceptual essay that detailed the value of SDT for understanding mental toughness was presented. This essay conceptualised mental toughness as comprising notions of striving, surviving, and thriving. It is hoped that researchers will continue to investigate the development of mental toughness along the lines pursued in this thesis and, at the same time, attend to recommendations proposed throughout.
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Pape, Sharon L. "Student teacher thinking : the development and content of practical theories /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249062453.

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Abdool, Shelly N. "Unraveling feminist theories of development, a post-modern approach to women and development theory". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39799.pdf.

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Libros sobre el tema "Theories of development"

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F, Fitzgerald Louise, ed. Theories of career development. 4a ed. Boston: Allyn and Bacon, 1996.

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Cain, Kate, Donald L. Compton y Rauno K. Parrila, eds. Theories of Reading Development. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.

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Bremner, Gavin y Alan Slater, eds. Theories of Infant Development. Malden, MA, USA: Blackwell Publishing Ltd, 2004. http://dx.doi.org/10.1002/9780470752180.

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Osipow, Samuel H. Theories of career development. 4a ed. Boston: Allyn and Bacon, 1996.

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Company, Teaching, ed. Theories of human development. Chantilly, VA: Teaching Co., 2002.

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Rich, John Martin. Theories of moral development. 2a ed. Springfield, Ill., U.S.A: C.C. Thomas, 1994.

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Theories of human development. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2007.

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Theories of human development. 2a ed. New York: J. Wiley, 1985.

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R, Newman Philip, ed. Theories of human development. New York: Psychology Press, Taylor & Francis Group, 2016.

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1949-, Bremner J. Gavin y Slater Alan, eds. Theories of infant development. New York: Blackwell Pub., 2003.

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Capítulos de libros sobre el tema "Theories of development"

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Pettit, Gregory S. "Developmental Theories". En Handbook of Social Development, 3–28. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0694-6_1.

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Benson, Brooke A., Stephen C. Messer y Alan M. Gross. "Learning Theories". En Handbook of Social Development, 81–111. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0694-6_4.

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Newman, Barbara M. y Philip R. Newman. "Learning Theories". En Theories of Human Development, 187–233. 3a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003014980-7.

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Munthali, Nyamwaya y Thomas Kitinya Kirina. "Decolonising gender and development". En Southern Theories, 117–32. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003358879-8.

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Coccia, Mario. "Theories of Development". En Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-31816-5_939-1.

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Sciarelli, Fabiana y Azzurra Rinaldi. "Theories of Development". En Development Management of Transforming Economies, 23–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59911-7_2.

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Abbott, Tina. "Cognitive development theories". En Social and Personality Development, 87–94. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209300-9.

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Coccia, Mario. "Theories of Development". En Global Encyclopedia of Public Administration, Public Policy, and Governance, 12719–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_939.

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Gonzalez-Dolginko, Beth. "Theories of Human Development and Developmental Art Theories". En Applying Developmental Art Theory in Art Therapy Treatment and Interventions, 57–90. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003015611-4.

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Betz, Joachim. "Development and Growth Theories". En Development Policy, 17–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-35011-6_2.

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Actas de conferencias sobre el tema "Theories of development"

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Nderu Boddington, Eulalee. "CULTURE CHANGE THEORIES: THE EDUCATION OF THEORIES THAT STILL IMPACT THE 21ST CENTURY". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0559.

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Asadullah, Muhammad y Syed Irfan Hyder. "Development of Effective Management Theories". En 2nd International Conference on Research in Business, Management and Finance. Globalks, 2020. http://dx.doi.org/10.33422/2nd.icrbmf.2020.03.102.

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Hidayat, Nadhifah Rahmadini y Nila Fitria. "Literacy Theories of Children’s Language Development". En 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.031.

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Cohen, Irit Mazor. "Self-Regulated Learning – Theories Or Pedagogies". En ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.87.

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Elvira, Emilio, Jesús González, María Cuevas, Ana Zdravkovic y Covadonga Moya. "LIGHT-ART RESEARCH. THEORIES, METHODS AND PRACTICES". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2085.

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Bjorner, Nikolaj. "Satisfiability modulo theories for high integrity development". En the 2013 ACM SIGAda annual conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2527269.2527287.

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Ma, Jintao. "Text in Western Literary Theories". En 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.014.

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Ihlou, Salah, Hafid Tizyi, Abdelmajid Bakkali, Ahmed El Abbassi y Jaouad Foshi. "Design and Development of a Microstrip Patch Antenna Array for Rectenna System". En SITA'20: Theories and Applications. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419604.3419766.

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El Bajta, Manal y Ali Idri. "Identifying Software Cost Attributes of Software Project Management in Global Software Development". En SITA'20: Theories and Applications. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419604.3419780.

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Li, Xue, Alan Bundy y Alan Smaill. "ABC Repair System for Datalog-like Theories". En 10th International Conference on Knowledge Engineering and Ontology Development. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006959703350342.

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Informes sobre el tema "Theories of development"

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Curnow, Christina, Rebecca Mulvaney, Robert Calderon, Eric Weingart, Kenny Nicely, Heidi Keller-Glaze y Jon Fallesen. Advanced Learning Theories Applied to Leadership Development. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 2006. http://dx.doi.org/10.21236/ada462784.

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Iwasa, Y., P. Michael y E. Rabinowicz. Cryotribology: Development of cryotribological theories and application to cryogenic devices. Office of Scientific and Technical Information (OSTI), septiembre de 1992. http://dx.doi.org/10.2172/6946875.

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Iwasa, Yukikazu. Development of cryotribological theories & application to cryogenic devices. Final report. Office of Scientific and Technical Information (OSTI), marzo de 2001. http://dx.doi.org/10.2172/808246.

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Murdoch, W. W., J. R. Bence, E. McCauley y R. M. Nisbet. [Development and testing of theories of population dynamics]. First annual report. Office of Scientific and Technical Information (OSTI), marzo de 1990. http://dx.doi.org/10.2172/10153860.

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Higdon, Grace Lyn. Nested Theories of Change for Adaptive Rigour. Institute of Development Studies (IDS), diciembre de 2020. http://dx.doi.org/10.19088/creid.2020.010.

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This learning brief provides illustrative examples of three major adaptations the Coalition for Religious Equality and Inclusive Development (CREID) programme has undertaken while working within fragile contexts to promote freedom of religion or beilief (FoRB). These examples highlight how the programme has utilised embedded monitoring, evaluation, and learning (MEL) strategies to encourage what Ramalingam et al. (2019) refer to as ‘adaptive rigour’, a concept which underscores the importance of transparent documentation of programmatic decision making processes during programme adaptations. In particular this learning brief discusses the use of nested theories of change as a mechanism to enable adaptive rigour within the 'multitude of smalls' approach in the CREID programme.
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Shock, E. L. Development of an Experimental Database and Theories for Prediction of Thermodynamic Properties of Aqueous. Office of Scientific and Technical Information (OSTI), enero de 2005. http://dx.doi.org/10.2172/837304.

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Yelverton, Rita. Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6278.

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Cavalcanti, Tiago, Joseph P. Kaboski, Bruno Martins y Cezar Santos. Financing Costs and Development. Inter-American Development Bank, octubre de 2023. http://dx.doi.org/10.18235/0005227.

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Most aggregate theories of financial frictions model credit available at a cost of financing equal to the savings rate but rationed. However, using a comprehensive firm-level credit registry, we document both high levels and high dispersion in ex post credit spreads to Brazilian firms. We develop a quantitative dynamic general equilibrium model in which dispersion in spreads arises from intermediation costs and market power. Calibrating to the Brazilian data, we show that, for equivalent levels of external financing, spreads have profound impacts on aggregate development indeed moreso than credit rationing does and spreads yield firm dynamics that are more consistent with observed patterns.
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Georgalakis, James y Fajri Siregar. Executive Summary: Knowledge Translation in the Global South: Bridging Different Ways of Knowing for Equitable Development. Institute of Development Studies, julio de 2023. http://dx.doi.org/10.19088/ids.2023.034.

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This Executive Summary summarises findings from the longer Synthesis Report produced as part of the Knowledge Translation (KT) in the Global South research project. The project explores the KT strategies, practices and theories researchers and research intermediaries use in the global South, and the challenges they experience, and identifies the types of support required from research funders.
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Davey, Calum, Syreen Hassan, Chris Bonell, Nancy Cartwright, Macartan Humphreys, Audrey Prost y James Hargreaves. Gaps in Evaluation Methods for Addressing Challenging Contexts in Development. Centre for Excellence and Development Impact and Learning (CEDIL), septiembre de 2017. http://dx.doi.org/10.51744/cpip4.

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We start this paper by emphasizing that that we currently do not learn as much as we could from evaluations. While there are well-established methods for determining, and understanding, the effects of simpler interventions in one set of places (i.e. internal validity), it is less clear how to learn the most possible from evaluations of context-specific, complex, interventions, and apply what we learn to other contexts. This is especially important in international development where evaluations are limited by time, cost and opportunity, and where there is significant heterogeneity in the issues and contexts within which work is undertaken. Using examples and case studies throughout, we outline several gaps in evaluation methods that if addressed, could allow us to learn more. First, we argue that an important gap is the failure to combine the analysis and interpretation of process and outcome data, and illustrate the benefits of doing so. We then highlight principles that could be adapted to guide the integration from two methodological frameworks from other research fields, and discuss Bayesian modelling as a potential method that could be employed. Second, we place this gap within an evaluation approach, which relies on developing “midlevel” theories, and using data from evaluations to test and refine these theories to allow for knowledge from one setting to be transported to others. Finally, we identify further gaps and the challenges that confront this evaluation approach.
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