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Bullying [[electronic resource] ] : implications for the classroom / / edited by Cheryl E. Sanders, Gary D. Phye
| Bullying [[electronic resource] ] : implications for the classroom / / edited by Cheryl E. Sanders, Gary D. Phye |
| Pubbl/distr/stampa | San Diego, : Elsevier/Academic Press, c2004 |
| Descrizione fisica | 1 online resource (287 p.) |
| Disciplina | 371.5/8 |
| Altri autori (Persone) |
SandersCheryl E
PhyeGary D |
| Collana | Educational psychology series |
| Soggetto topico |
Bullying in schools - Prevention
Bullying - Prevention Classroom management |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-92708-9
9786610927081 0-08-049058-1 1-4175-5600-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Bullying Implications for the Classroom; Copyright Page; Contents; Contributors; About the Authors; Preface; Acknowledgments; Chapter 1. What is Bullying?; I. Research Attention: National and International; II. Definition of Bullying; III. Types of Aggression Involved in Bullying; IV. Classification of Bullying Roles: A Dyadic Approach; V. Classification of Bullying Roles: A Group Approach; VI. Theoretical Perspectives of Bullying; VII. Conclusions; References; Appendix A; Appendix B; Chapter 2. Who Are The Victims?; I. Classifications of Victims
II. Individual Characteristics of VictimsIII. School-Level Characteristics of Victims; IV. Reactions of Victims; V. Duration of Victimization; VI. The Blurred Boundary Between Victims and Bullies; VII. Theoretical Explanation of the Victim-Bully Cycle; VIII. Overcoming Victimization; References; Chapter 3. A Theoretical Review of Bullying: Can It Be Eliminated?; I. What is Bullying?; II. ''Kids Will Be Kids'': How Common is Peer Harassment?; III. It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassment; IV. Social Dominance Theory Applied to Bullying Behaviors V. Now Where to We Go: Challenges for Prevention and InterventionVI. Summary; References; Chapter 4. In The Looking Glass: A Reciprocal Effect Model Elucidating The Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept; I. Introduction; II. Background; III. Self-Concept and Its Role in Bullying Research; IV. The Present Investigation; V. Causal Ordering of Bullying and Being Bullied; VI. The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of Bullying and Being a Victim; VII. General Discussion VIII. Implications and SummaryReferences; Appendix; Chapter 5. The Bully in the Family: Family Influences on Bullying; I. The Framework of Descriptive Psychology; II. How Do We Define Bullying? Let Us Count the Ways; III. Bullying from a Descriptive Psychology Standpoint; IV. Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior of the Bully; V. Actor, Observer, Critic: Three Ways to Understand the Behavior of Bullies; VI. Bullying and Status: How to Get It and How to Keep It; VII. The Bully in the Family; VIII. The Bully's Status in the Family; References Chapter 6. Peer InfluencesI. Children's Needs and Rights: Introduction; II. The Role of the Bystander in School Bullying; III. What is Peer Support?; IV. Theory of Mind and Close Relationships; V. Successfully Implemented Programs in Schools; VI. Conclusion; References; Chapter 7. Schools and Bullying: School Factors Related to Bullying and School based Bullying Interventions; I. Introduction; II. Previous Research on School Factors Related to Bullying; III. School-Based Interventions to Prevent Bullying; IV. Conclusion; References; Chapter 8. Bullying During Middle School Years I. Introduction |
| Record Nr. | UNINA-9910449685603321 |
| San Diego, : Elsevier/Academic Press, c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Bullying [[electronic resource] ] : implications for the classroom / / edited by Cheryl E. Sanders, Gary D. Phye
| Bullying [[electronic resource] ] : implications for the classroom / / edited by Cheryl E. Sanders, Gary D. Phye |
| Pubbl/distr/stampa | San Diego, : Elsevier/Academic Press, c2004 |
| Descrizione fisica | 1 online resource (287 p.) |
| Disciplina | 371.5/8 |
| Altri autori (Persone) |
SandersCheryl E
PhyeGary D |
| Collana | Educational psychology series |
| Soggetto topico |
Bullying in schools - Prevention
Bullying - Prevention Classroom management |
| ISBN |
1-280-92708-9
9786610927081 0-08-049058-1 1-4175-5600-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Bullying Implications for the Classroom; Copyright Page; Contents; Contributors; About the Authors; Preface; Acknowledgments; Chapter 1. What is Bullying?; I. Research Attention: National and International; II. Definition of Bullying; III. Types of Aggression Involved in Bullying; IV. Classification of Bullying Roles: A Dyadic Approach; V. Classification of Bullying Roles: A Group Approach; VI. Theoretical Perspectives of Bullying; VII. Conclusions; References; Appendix A; Appendix B; Chapter 2. Who Are The Victims?; I. Classifications of Victims
II. Individual Characteristics of VictimsIII. School-Level Characteristics of Victims; IV. Reactions of Victims; V. Duration of Victimization; VI. The Blurred Boundary Between Victims and Bullies; VII. Theoretical Explanation of the Victim-Bully Cycle; VIII. Overcoming Victimization; References; Chapter 3. A Theoretical Review of Bullying: Can It Be Eliminated?; I. What is Bullying?; II. ''Kids Will Be Kids'': How Common is Peer Harassment?; III. It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassment; IV. Social Dominance Theory Applied to Bullying Behaviors V. Now Where to We Go: Challenges for Prevention and InterventionVI. Summary; References; Chapter 4. In The Looking Glass: A Reciprocal Effect Model Elucidating The Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept; I. Introduction; II. Background; III. Self-Concept and Its Role in Bullying Research; IV. The Present Investigation; V. Causal Ordering of Bullying and Being Bullied; VI. The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of Bullying and Being a Victim; VII. General Discussion VIII. Implications and SummaryReferences; Appendix; Chapter 5. The Bully in the Family: Family Influences on Bullying; I. The Framework of Descriptive Psychology; II. How Do We Define Bullying? Let Us Count the Ways; III. Bullying from a Descriptive Psychology Standpoint; IV. Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior of the Bully; V. Actor, Observer, Critic: Three Ways to Understand the Behavior of Bullies; VI. Bullying and Status: How to Get It and How to Keep It; VII. The Bully in the Family; VIII. The Bully's Status in the Family; References Chapter 6. Peer InfluencesI. Children's Needs and Rights: Introduction; II. The Role of the Bystander in School Bullying; III. What is Peer Support?; IV. Theory of Mind and Close Relationships; V. Successfully Implemented Programs in Schools; VI. Conclusion; References; Chapter 7. Schools and Bullying: School Factors Related to Bullying and School based Bullying Interventions; I. Introduction; II. Previous Research on School Factors Related to Bullying; III. School-Based Interventions to Prevent Bullying; IV. Conclusion; References; Chapter 8. Bullying During Middle School Years I. Introduction |
| Record Nr. | UNINA-9910783463203321 |
| San Diego, : Elsevier/Academic Press, c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empirical methods for evaluating educational interventions [[electronic resource] /] / edited by, Gary D. Phye, Daniel H. Robinson, Joel R. Levin
| Empirical methods for evaluating educational interventions [[electronic resource] /] / edited by, Gary D. Phye, Daniel H. Robinson, Joel R. Levin |
| Pubbl/distr/stampa | San Diego, : Elsevier Academic Press, c2005 |
| Descrizione fisica | 1 online resource (300 p.) |
| Disciplina | 370/.7/2 |
| Altri autori (Persone) |
PhyeGary D
RobinsonDaniel H LevinJoel R |
| Collana | Educational psychology series |
| Soggetto topico |
Educational evaluation - United States
Education - Research - United States - Methodology Educational productivity - United States Educational psychology |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-63073-6
9786610630738 0-08-045523-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contributors; Preface; PART I: Framing Educational Research Inquiry to Meet Today's Realities; CHAPTER 1: Randomized Classroom Trials on Trial; CHAPTER 2: The No Child Left Behind Act, Scientific Research and Federal Educational Policy: A View from Washington, DC; CHAPTER 3: Dissing Science: Selling Scientifically Based Educational Practices to a Nation that Distrusts Science; CHAPTER 4: The Failure of Educational Research to Impact Educational Practice: Six Obstacles to Educational Reform; PART II: Basic Issues When Addressing Human Behavior: An Experimental Research Perspective
CHAPTER 5: Can We Measure the Quality of Causal Research in Education?CHAPTER 6: Measuring Learning Outcomes: Reliability and Validity Issues; CHAPTER 7: The Micro and Macro in the Analysis and Conceptualization of Experimental Data; PART III: Producing Credible Applied Educational Research; CHAPTER 8: Beyond the Laboratory or Classroom: The Empirical Basis of Educational Policy1; CHAPTER 9: Academic Learning and Academic Achievement: Correspondence Issues; CHAPTER 10: Experimental Research in Classrooms CHAPTER 11: Promoting Internal and External Validity: A Synergism of Laboratory-Like Experiments and Classroom-Based Self-ReIndex |
| Record Nr. | UNINA-9910458114003321 |
| San Diego, : Elsevier Academic Press, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Empirical methods for evaluating educational interventions [[electronic resource] /] / edited by, Gary D. Phye, Daniel H. Robinson, Joel R. Levin
| Empirical methods for evaluating educational interventions [[electronic resource] /] / edited by, Gary D. Phye, Daniel H. Robinson, Joel R. Levin |
| Pubbl/distr/stampa | San Diego, : Elsevier Academic Press, c2005 |
| Descrizione fisica | 1 online resource (300 p.) |
| Disciplina | 370/.7/2 |
| Altri autori (Persone) |
PhyeGary D
RobinsonDaniel H LevinJoel R |
| Collana | Educational psychology series |
| Soggetto topico |
Educational evaluation - United States
Education - Research - United States - Methodology Educational productivity - United States Educational psychology |
| ISBN |
1-280-63073-6
9786610630738 0-08-045523-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contributors; Preface; PART I: Framing Educational Research Inquiry to Meet Today's Realities; CHAPTER 1: Randomized Classroom Trials on Trial; CHAPTER 2: The No Child Left Behind Act, Scientific Research and Federal Educational Policy: A View from Washington, DC; CHAPTER 3: Dissing Science: Selling Scientifically Based Educational Practices to a Nation that Distrusts Science; CHAPTER 4: The Failure of Educational Research to Impact Educational Practice: Six Obstacles to Educational Reform; PART II: Basic Issues When Addressing Human Behavior: An Experimental Research Perspective
CHAPTER 5: Can We Measure the Quality of Causal Research in Education?CHAPTER 6: Measuring Learning Outcomes: Reliability and Validity Issues; CHAPTER 7: The Micro and Macro in the Analysis and Conceptualization of Experimental Data; PART III: Producing Credible Applied Educational Research; CHAPTER 8: Beyond the Laboratory or Classroom: The Empirical Basis of Educational Policy1; CHAPTER 9: Academic Learning and Academic Achievement: Correspondence Issues; CHAPTER 10: Experimental Research in Classrooms CHAPTER 11: Promoting Internal and External Validity: A Synergism of Laboratory-Like Experiments and Classroom-Based Self-ReIndex |
| Record Nr. | UNINA-9910784568203321 |
| San Diego, : Elsevier Academic Press, c2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of academic learning [[electronic resource] ] : construction of knowledge / / edited by Gary D. Phye
| Handbook of academic learning [[electronic resource] ] : construction of knowledge / / edited by Gary D. Phye |
| Pubbl/distr/stampa | San Diego, : Academic Press, c1997 |
| Descrizione fisica | 1 online resource (633 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) | PhyeGary D |
| Collana | The educational psychology series |
| Soggetto topico |
Constructivism (Education)
Learning, Psychology of |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-281-03350-2
9786611033507 0-08-053293-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Handbook of Academic Learning: Construction of Knowledge; Copyright Page; Contents; Contributors; Preface; PART 1: Academic Learning: Perspectives, Theory, and Models; CHAPTER 1. THE SOCIAL CONSTRUCTION OF LEARNING; Introduction; Functional Psychology; Behaviorism; Cognitivism; Situated Learning; Conclusions; References; CHAPTER 2. LEARNING AND REMEMBERING: THE BASIS FOR PERSONAL KNOWLEDGE CONSTRUCTION; Theory and Practice; Classroom Learning; Personal Knowledge Construction; Remembering; Remembering and Academic Problem Solving; Developing a Problem-Solving Environment
Promoting Personal Knowledge ConstructionReferences; CHAPTER 3. SCHOOL LEARNING AND MOTIVATION; Perspectives on Motivation; Overview of the Model; Teacher-Directed Interventions; Student Self-Regulation Strategies; Summary; References; CHAPTER 4. SELF-REGULATORY DIMENSIONS OF ACADEMIC LEARNING AND MOTIVATION; Self-Regulation of Achievers and Underachievers; Dimensions of Academic Self-Regulation; Research on Self-Regulatory Beliefs and Processes; Conclusion; References; CHAPTER 5. CONSTRUCTING THE CONCEPT OF APTITUDE: IMPLICATIONS FOR THE ASSESSMENT OF ANALOGICAL REASONING Changing Conceptualization of AptitudeCurrent Approaches to the Assessment of Analogical Reasoning; New Directions in Assessing Analogical Reasoning; Conclusion; References; PART II: Teaching ""How to Learn"" within Domains; CHAPTER 6. ELEMENTARY READING INSTRUCTION; Excellent Reading as Constructively Responsive Reading; The Information Processing Components That Interact to Produce Constructively Responsive Reading; Emergent Reading during the Preschool Years: Promoting the Development of Language Competence Phonemic Awareness: An Important Metalinguistic Competence That Can Be Developed through Instruction during Kindergarten and Grade 1Experimental Research on Primary-Grades Instruction: Whole Language versus Explicit Teaching of Decoding; Comprehension Strategies Instruction; What Excellent Elementary Literacy Teachers Do; Primary-Grades Teaching; Grade 5 Instruction; Summary; Postscript for the Elementary Years; References; CHAPTER 7. A COGNITIVE PERSPECTIVE ON THE ASSESSMENT, DIAGNOSIS, AND REMEDIATION OF READING SKILLS An Overview of the LATAS Model of Assessment and Educational InterventionThe Theoretical Underpinnings of the LATAS Diagnoses and Interventions; Five Characteristics of Teacher-Useful Reading Diagnosis and Remediation; The Results of Instructional Interventions Based on LATAS Assessments; Other Intervention Strategies Used at LATAS; User-Friendly Properties of the LATAS Procedures; Final Comments; References; CHAPTER 8. PSYCHOLOGICAL FOUNDATIONS OF ELEMENTARY WRITING INSTRUCTION; Endogenous Development; Exogenous Learning; Functionalism; Dialectical Constructivism An Eclectic Approach to Elementary Writing Instruction |
| Record Nr. | UNINA-9910458430703321 |
| San Diego, : Academic Press, c1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook of academic learning [[electronic resource] ] : construction of knowledge / / edited by Gary D. Phye
| Handbook of academic learning [[electronic resource] ] : construction of knowledge / / edited by Gary D. Phye |
| Pubbl/distr/stampa | San Diego, : Academic Press, c1997 |
| Descrizione fisica | 1 online resource (633 p.) |
| Disciplina | 370.15/23 |
| Altri autori (Persone) | PhyeGary D |
| Collana | The educational psychology series |
| Soggetto topico |
Constructivism (Education)
Learning, Psychology of |
| ISBN |
1-281-03350-2
9786611033507 0-08-053293-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Handbook of Academic Learning: Construction of Knowledge; Copyright Page; Contents; Contributors; Preface; PART 1: Academic Learning: Perspectives, Theory, and Models; CHAPTER 1. THE SOCIAL CONSTRUCTION OF LEARNING; Introduction; Functional Psychology; Behaviorism; Cognitivism; Situated Learning; Conclusions; References; CHAPTER 2. LEARNING AND REMEMBERING: THE BASIS FOR PERSONAL KNOWLEDGE CONSTRUCTION; Theory and Practice; Classroom Learning; Personal Knowledge Construction; Remembering; Remembering and Academic Problem Solving; Developing a Problem-Solving Environment
Promoting Personal Knowledge ConstructionReferences; CHAPTER 3. SCHOOL LEARNING AND MOTIVATION; Perspectives on Motivation; Overview of the Model; Teacher-Directed Interventions; Student Self-Regulation Strategies; Summary; References; CHAPTER 4. SELF-REGULATORY DIMENSIONS OF ACADEMIC LEARNING AND MOTIVATION; Self-Regulation of Achievers and Underachievers; Dimensions of Academic Self-Regulation; Research on Self-Regulatory Beliefs and Processes; Conclusion; References; CHAPTER 5. CONSTRUCTING THE CONCEPT OF APTITUDE: IMPLICATIONS FOR THE ASSESSMENT OF ANALOGICAL REASONING Changing Conceptualization of AptitudeCurrent Approaches to the Assessment of Analogical Reasoning; New Directions in Assessing Analogical Reasoning; Conclusion; References; PART II: Teaching ""How to Learn"" within Domains; CHAPTER 6. ELEMENTARY READING INSTRUCTION; Excellent Reading as Constructively Responsive Reading; The Information Processing Components That Interact to Produce Constructively Responsive Reading; Emergent Reading during the Preschool Years: Promoting the Development of Language Competence Phonemic Awareness: An Important Metalinguistic Competence That Can Be Developed through Instruction during Kindergarten and Grade 1Experimental Research on Primary-Grades Instruction: Whole Language versus Explicit Teaching of Decoding; Comprehension Strategies Instruction; What Excellent Elementary Literacy Teachers Do; Primary-Grades Teaching; Grade 5 Instruction; Summary; Postscript for the Elementary Years; References; CHAPTER 7. A COGNITIVE PERSPECTIVE ON THE ASSESSMENT, DIAGNOSIS, AND REMEDIATION OF READING SKILLS An Overview of the LATAS Model of Assessment and Educational InterventionThe Theoretical Underpinnings of the LATAS Diagnoses and Interventions; Five Characteristics of Teacher-Useful Reading Diagnosis and Remediation; The Results of Instructional Interventions Based on LATAS Assessments; Other Intervention Strategies Used at LATAS; User-Friendly Properties of the LATAS Procedures; Final Comments; References; CHAPTER 8. PSYCHOLOGICAL FOUNDATIONS OF ELEMENTARY WRITING INSTRUCTION; Endogenous Development; Exogenous Learning; Functionalism; Dialectical Constructivism An Eclectic Approach to Elementary Writing Instruction |
| Record Nr. | UNINA-9910784635603321 |
| San Diego, : Academic Press, c1997 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||