Bibliografie tematiche / Educational Psychology

Indice

Articoli di riviste
Tesi
Libri
Capitoli di libri
Atti di convegni
Rapporti di organizzazioni

Letteratura scientifica selezionata sul tema "Educational Psychology"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili

Scegli il tipo di fonte:

Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Educational Psychology".

Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.

Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.

Articoli di riviste sul tema "Educational Psychology"

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

van der Veer, René. "Educational psychology". Journal of the History of the Behavioral Sciences 34, n. 4 (1998): 430–31. http://dx.doi.org/10.1002/(sici)1520-6696(199823)34:4<430::aid-jhbs35>3.0.co;2-c.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Bailey, Lucy E. "Critical Educational Psychology". Journal of Interdisciplinary Studies in Education 7, n. 2 (15 giugno 2019): 61–65. http://dx.doi.org/10.32674/jise.v7i2.1209.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

Couceiro Figueira, Ana Paula. "[Reseña] Educational Psychology". Revista Iberoamericana de Educación 62, n. 1 (15 maggio 2013): 1–3. http://dx.doi.org/10.35362/rie621907.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Più fonti

Tesi sul tema "Educational Psychology"

Bisinoto, Cynthia, Claisy Marinho e 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.

Testo completo

Abstract (sommario):

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.
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.

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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/.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

Stobie, Ingeborg. "'Change' and 'continuity' in educational psychology". Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

Burningham, Julie Ann. "A Simulation-based Approach to Educational Psychology". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2140.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Abstract (sommario):

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.
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.
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.

Gli stili APA, Harvard, Vancouver, ISO e altri

Più fonti

Libri sul tema "Educational Psychology"

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

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

1946-, Miller Andy, e Cline Tony, a cura di. Educational psychology. London: Hodder Education, 2008.

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

C, Berlinger David, a cura di. Educational psychology. 4^a ed. Boston: Houghton Mifflin Co., 1988.

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

C, Berliner David, a cura di. Educational psychology. 6^a ed. Boston: Houghton Mifflin, 1998.

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

1915-, Klausmeier Herbert J., a cura di. Educational psychology. 5^a ed. New York: Harper & Row, 1985.

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Kay, Margetts, a cura di. Educational psychology. 2^a ed. Frenchs Forest, N.S.W: Pearson, 2010.

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Cerca il testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Più fonti

Capitoli di libri sul tema "Educational Psychology"

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Wright, Katie, e 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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Wright, Katie, e 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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Loxley, David. "Community Psychology". In Reconstructing Educational Psychology, 97–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-7.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Atti di convegni sul tema "Educational Psychology"

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Valeeva, A. K. "The use of folk proverbs in the educational process of modern preschool educational institutions". In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-12-2019-03.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Mesárošová, Margita, e Radka Miháliková. "POSSIBILITIES OF USING THE EDUCATIONAL MOBILE APPLICATION IN TEACHING EDUCATIONAL PSYCHOLOGY". In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1914.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Isroilova, I. K. қizi. "Modernization of educational content through the introduction of pedagogical innovation in primary education". In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-06.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Rapporti di organizzazioni sul tema "Educational Psychology"

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

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, agosto 1990. http://dx.doi.org/10.21236/ada226128.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

KUZNETSOVA, GALINA, ALYONA TOLMACHEVO e 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.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

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

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

SOLOVEVA, N., e 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.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

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.

Testo completo

Abstract (sommario):

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.

Gli stili APA, Harvard, Vancouver, ISO e altri

DMITRIENKO, B. Ch, O. A. KOVALEVA e E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, aprile 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

Testo completo

Abstract (sommario):

Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.

Gli stili APA, Harvard, Vancouver, ISO e altri

Hernández-López, Luis Pablo, Miriam Romero-López e Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, novembre 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

Testo completo

Abstract (sommario):

Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

Gli stili APA, Harvard, Vancouver, ISO e altri

McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, aprile 2002. http://dx.doi.org/10.18235/0011021.

Testo completo

Abstract (sommario):

Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?

Gli stili APA, Harvard, Vancouver, ISO e altri

Offriamo sconti su tutti i piani premium per gli autori le cui opere sono incluse in raccolte letterarie tematiche. Contattaci per ottenere un codice promozionale unico!