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Artykuły w czasopismach na temat "School psychology ; Social psychology"
Modzelewska, Marlena. "Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools". Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, nr 1 (13.06.2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.
Pełny tekst źródłaNastasi, Bonnie K. "Social Justice and School Psychology". School Psychology Review 37, nr 4 (1.12.2008): 487–92. http://dx.doi.org/10.1080/02796015.2008.12087862.
Pełny tekst źródłaNuna, Ruth, Macharia S i Ngumi O. "THE PSYCHOLOGY". International Journal for Innovation Education and Research 11, nr 5 (26.05.2023): 89–102. http://dx.doi.org/10.31686/ijier.vol11.iss5.4114.
Pełny tekst źródłaGriggs, Richard A., Sherri L. Jackson i Merle E. Meyer. "High School and College Psychology: Two Different Worlds". Teaching of Psychology 16, nr 3 (październik 1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.
Pełny tekst źródłaBzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy". Seminare. Poszukiwania naukowe 2021(42), nr 4 (grudzień 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.
Pełny tekst źródłaRahmatullah, Azam Syukur. "Santri Delinquency From Social Psychology Perspective". Tribakti: Jurnal Pemikiran Keislaman 33, nr 2 (31.07.2022): 189–208. http://dx.doi.org/10.33367/tribakti.v33i2.2761.
Pełny tekst źródłaRagland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey". Teaching of Psychology 19, nr 2 (kwiecień 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.
Pełny tekst źródłaTheiler, Tobias. "Societal security and social psychology". Review of International Studies 29, nr 2 (kwiecień 2003): 249–68. http://dx.doi.org/10.1017/s0260210503002493.
Pełny tekst źródłaBartolo, Paul A. "Why school psychology for diversity?" School Psychology International 31, nr 6 (grudzień 2010): 567–80. http://dx.doi.org/10.1177/0143034310386532.
Pełny tekst źródłaWolfendale, Sheila, Colin Rogers i Peter Kutnick. "The Social Psychology of the Primary School". British Journal of Educational Studies 39, nr 3 (sierpień 1991): 361. http://dx.doi.org/10.2307/3121163.
Pełny tekst źródłaRozprawy doktorskie na temat "School psychology ; Social psychology"
Cooper, Jennifer M. "Correlates of Social Justice Self-efficacy and Commitment of School Psychology Trainees". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429306981.
Pełny tekst źródłaKabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.
Pełny tekst źródłaAndreassi, Cristina Lynne. "Social Cognition as a Mediator in the Relationship between Disability Status and Social Status". NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-05282004-141603/.
Pełny tekst źródłaDion, Lisa A. "The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior". Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.
Pełny tekst źródła“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).
The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?
This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.
Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.
Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.
PORTER, CORNELIA PAULINE. "SOCIALIZATION, BLACK SCHOOL-AGE CHILDREN AND THE COLOR CASTE HIERARCHY (SOCIAL COGNITION, PSYCHOLOGY, NURSING)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188010.
Pełny tekst źródłaCavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses". ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.
Pełny tekst źródłaPerdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.
Pełny tekst źródłaWaite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.
Pełny tekst źródłaJuge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
Pełny tekst źródłaThe aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
Książki na temat "School psychology ; Social psychology"
Young, Kimball. Handbook of social psychology. London: Routledge, 1998.
Znajdź pełny tekst źródłaJ, Medway Frederic, i Cafferty Thomas P, red. School psychology: A social psychological perspective. Hillsdale, N.J: Erlbaum Associates, 1992.
Znajdź pełny tekst źródłaPeter, Kutnick, i Rogers Colin 1936-, red. The social psychology of the primary school. London: Routledge, 1992.
Znajdź pełny tekst źródła1950-, Rogers Colin, i Kutnick Peter, red. The Social psychology of the primary school. London: Routledge, 1990.
Znajdź pełny tekst źródłaPlas, Jeanne M. Systems psychology in the schools. New York: Pergamon Press, 1986.
Znajdź pełny tekst źródłaPhilip, Wexler. Becoming somebody: Toward a social psychology of school. London: Falmer Press, 1992.
Znajdź pełny tekst źródłaC, LaVoie Joseph, i Epps Susan, red. School psychology: A developmental and social systems appproach. Boston: Allyn and Bacon, 1992.
Znajdź pełny tekst źródłaClauss-Ehlers, Caroline S. Encyclopedia of Cross-Cultural School Psychology. Boston, MA: Springer-Verlag US, 2010.
Znajdź pełny tekst źródłaSimpósio, Brasileiro de Pesquisa e. Intercâmbio Científico (10th 2004 Aracruz Brazil). Psicologia escolar e compromisso social: Novos discursos, novas práticas. Campinas, SP: Alínea Editora, 2005.
Znajdź pełny tekst źródłaKnapp, Sarah Edison. The school counseling and school social work treatment planner. Redaktor Jongsma Arthur E. 1943-. Hoboken, New Jersey: Wiley, 2012.
Znajdź pełny tekst źródłaCzęści książek na temat "School psychology ; Social psychology"
Williams, Stacy A. S., i Sarah R. Fritz. "Social Justice Advocacy". W Supervision in School Psychology, 341–63. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-15.
Pełny tekst źródłaHeaven, Patrick C. L. "School Life". W The Social Psychology of Adolescence, 100–123. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-10743-5_5.
Pełny tekst źródłaHaoran, Gong, i Zhang Kan. "Social-Cultural-Historical School". W The ECPH Encyclopedia of Psychology, 1–3. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_846-1.
Pełny tekst źródłaYu, Georgia. "Social Skills". W Encyclopedia of Cross-Cultural School Psychology, 899–902. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_392.
Pełny tekst źródłaLandon, Dorothy J. "Social Work". W Encyclopedia of Cross-Cultural School Psychology, 902–4. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_393.
Pełny tekst źródłaLadd, Gary W., i Becky Kochenderfer-Ladd. "Research in Educational Psychology: Social Exclusion in School". W Social Exclusion, 109–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33033-4_6.
Pełny tekst źródłaAdler, Susan. "Social Sciences, Teaching". W Encyclopedia of Cross-Cultural School Psychology, 898–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.
Pełny tekst źródłaOlweus, Dan. "Bullying at School". W The Plenum Series in Social/Clinical Psychology, 97–130. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9116-7_5.
Pełny tekst źródłaSiann, Gerda, i Denis C. E. Ugwuegbu. "The School and its Social Setting". W Educational Psychology in a Changing World, 334–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-14.
Pełny tekst źródłaSiann, Gerda, i Denis C. E. Ugwuegbu. "The School as a Social System". W Educational Psychology in a Changing World, 307–33. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-13.
Pełny tekst źródłaStreszczenia konferencji na temat "School psychology ; Social psychology"
Henter, Ramona. "STRATEGIES FOR PROMOTING PSYCHOLOGY STUDENTS?? WELL-BEING". W 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.09.
Pełny tekst źródłaAlonzo, Paola. "DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION". W 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.08.
Pełny tekst źródłaUlanovskaya, Irina. "Social Skills Development In Modern Junior School". W Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.95.
Pełny tekst źródłaJursova zacharova, Zlatica, Lenka Sokolova i Miroslava Lemesova. "INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE". W eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.
Pełny tekst źródłaTolstykh, Natalia N. "Social representations of school among modern teenagers, their parents and teachers". W The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-87.
Pełny tekst źródłaTsitsikashvili, Kseniya P., i Sergei A. Kremen. "Instagram addiction in school students as a factor of social disadaptation". W The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-89.
Pełny tekst źródłaGuzmán, Cristian. "Peer Violence In School, Differences Based On Gender". W International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.
Pełny tekst źródłaMaksimova, Larisa Y. "Specifity Of Social Identity Of All-Girls Boarding School Adolescents". W Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.42.
Pełny tekst źródłaMoskvitina, Olga A. "Senior school students’ attitude to social values and their cultural self-identification". W The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-48.
Pełny tekst źródłaAia-Utsal, Minni, i Kristi Kõiv. "Comparison of Teachers’ and Social Pedagogues’ Ways of Handling School Bullying Incidents". W 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.3.
Pełny tekst źródłaRaporty organizacyjne na temat "School psychology ; Social psychology"
Hernández-López, Luis Pablo, Miriam Romero-López i 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, listopad 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.
Pełny tekst źródłaDinarte, Lelys, Pablo Egaña del Sol i Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, marzec 2024. http://dx.doi.org/10.18235/0012854.
Pełny tekst źródłaPritchard, Sue, i Emily Miles. Where are the women in major projects leadership? Association for Project Management, wrzesień 2018. http://dx.doi.org/10.61175/wkff6356.
Pełny tekst źródłaTobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, sierpień 1990. http://dx.doi.org/10.21236/ada226128.
Pełny tekst źródłaSidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina i Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, styczeń 2024. http://dx.doi.org/10.12731/er0786.29012024.
Pełny tekst źródłaCastro Caldas, José Maria, João Rodrigues i Luís Francisco Carvalho. Economics and Social Psychology on Public Goods: Experiments and Explorations. DINÂMIA'CET-IUL, 2003. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2003.30.
Pełny tekst źródłaGillison, Fiona, Bas Verplanken, Julie Barnett, Tania Griffin i Liam Beasley. A rapid evidence review of the Psychology of Food Choice. Food Standards Agency, marzec 2022. http://dx.doi.org/10.46756/sci.fsa.blc589.
Pełny tekst źródłaRudolph, Brian. The Story and Magic of Social Engineering: Cybersecurity at the Intersection of Narrative and Psychology. Ames (Iowa): Iowa State University, sierpień 2023. http://dx.doi.org/10.31274/cc-20240624-1493.
Pełny tekst źródłaDaniellou, François, Marcel Simard i Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, styczeń 2011. http://dx.doi.org/10.57071/429dze.
Pełny tekst źródłaRheinberger, Christoph, i Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, czerwiec 2016. http://dx.doi.org/10.57071/882rpq.
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