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Child development in Russia : perspectives from an international longitudinal study / / Aleksander Veraksa, editor
| Child development in Russia : perspectives from an international longitudinal study / / Aleksander Veraksa, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (273 pages) |
| Disciplina | 305.231 |
| Collana | Early childhood research and education |
| Soggetto topico |
Child development
Psicologia de l'aprenentatge Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031055249
9783031055232 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910591041903321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Child neuropsychology in practice : perspectives from educational psychologists / / Emilia Misheva
| Child neuropsychology in practice : perspectives from educational psychologists / / Emilia Misheva |
| Autore | Misheva Emilia |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2020] |
| Descrizione fisica | 1 online resource (118 pages) : illustrations |
| Disciplina | 370.15 |
| Soggetto topico |
Educational psychology
Neuropsychology Child psychology Neuropsicologia pediàtrica Psicologia pedagògica Interdisciplinarietat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-64930-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910440648003321 |
Misheva Emilia
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| Cham, Switzerland : , : Palgrave Macmillan, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Critical Issues in Servicing Twice Exceptional Students [[electronic resource] ] : Socially, Emotionally, and Culturally Framing Learning Exceptionalities / / edited by Fernanda Hellen Ribeiro Piske, Kristina Henry Collins, Karen B. Arnstein
| Critical Issues in Servicing Twice Exceptional Students [[electronic resource] ] : Socially, Emotionally, and Culturally Framing Learning Exceptionalities / / edited by Fernanda Hellen Ribeiro Piske, Kristina Henry Collins, Karen B. Arnstein |
| Autore | Piske Fernanda Hellen Ribeiro |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (208 pages) |
| Disciplina | 371.95 |
| Soggetto topico |
Special education
Education - Curricula Educational psychology Developmental psychology Special and Gifted Education Curriculum Studies Educational Psychology Developmental Psychology Psicologia pedagògica Infants superdotats |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-10378-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Context and Social Constructs (Macrosystem) -- 1. The Intersectionality of Twice-Exceptionality: Historic, Current, and Future Perspectives (Karen Arnstein) -- 2. The Complexity of Twice Exceptionality and its Educational Implications (Fernanda Hellen Ribeiro Piske, Kristina Henry Collins) -- 3. Bibliographic Review of 2e Literature and Application in Argentina: The Children´s Area of the Neuropsychology Service (Paula Irueste, Cordoba & Martina Gianola, Cordoba) -- Part 2. Person (Microsystem & Individuality) -- 4. Atypical Development and Giftedness: The Advantageous Side of the Neurological Based Achievement Difficulties (Eva Gyarmathy) -- 5. Supporting Gifted Students with Anxiety, Dyslexia, or Attention Deficit/Hyperactivity Disorder (ADHD) in School Settings (Wendy A. Behrens, C. Matthew Fugate & Cecelia Boswell) -- 6. Supporting the Emotional Well-Being of Twice-Exceptional Students Using Literature (Thomas P. Hébert) -- Part 3. Person (Exosystem & Socialized Structures) -- 7. Gifted Trauma and Twice-Exceptionality: Preventing Psychological Injury in the Classroom (Kate Bachtel & Rachel Fell) -- 8. Twice or Thrice? Identification Issues and Possibilities Related to Twice Exceptionality in Australian Schools (Mary-Anne Haines, Genevieve Thraves & Linley Cornish) -- 9. Strength-Based Approaches to Recognize and Develop Talent in Twice-Exceptional Learners (Todd Kettler & Tracey N. Sulak) -- 10. Comprehensive Social Emotional Learning: Embedding Skill Development Program-wide (Carl Sabatino & Chris Wiebe) -- Part 4. Process (Mesosystem & Intersectionality) -- 11. The Social Emotional Impact of Living 2e: It is Not Just a School Thing (Joanna L. Haase & Lisa Hancock) -- 12. See Me! Addressing the Invisibility of Gifted Black Girls with other Learning Exceptionalities (Carlita R. B. Cotton, Joy Lawson Davis & Kristina Henry Collins) -- Part 5. Time (Chronosystem: Cross-Sectional vs Longitudinal Changes over Time) -- 13. Reframing The Future of 2e Research: An Introduction to Arnstein’s Spiral Theory of Development (Karen B. Arnstein). |
| Record Nr. | UNINA-9910616392503321 |
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Piske Fernanda Hellen Ribeiro
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Cultural views on online learning in higher education : a seemingly borderless class / / edited by María Gabriela Di Gesú, María Fernanda González
| Cultural views on online learning in higher education : a seemingly borderless class / / edited by María Gabriela Di Gesú, María Fernanda González |
| Pubbl/distr/stampa | Cham : , : Springer, , 2020 |
| Descrizione fisica | 1 online resource |
| Disciplina | 370.15 |
| Collana | Cultural Psychology of Education |
| Soggetto topico |
Web-based instruction - Public opinion
Internet in higher education Educational technology Educational psychology Pedagogic Psychology Education, general Higher Education Education, Higher Education Web-based instruction Psicologia pedagògica Educació superior Tecnologia educativa Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-63157-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I: Catalyzers and Inhibitors in Online Teaching Learning in Higher Ed-ucation. Converging views on a human phenomenon -- Online teaching and learning: going beyond the information given -- When online education helps to cross (symbolic) borders. An empirical study in an Argentinian University -- Affect as a catalyzer of university students' choice of learning environments. Voicing the students who opt for in- person university courses -- Part 2: Bridging academic and professional identities through online learn-ing environments -- Designing blended university courses for transaction from academic learning to professional competences -- Polemic Forums in blended learning as new strategies for a border-less Higher Education -- Subjective senses of learning in hybrid teaching contexts -- The teacher in the in-between place: Teacher identity in ODL -- Part 3: Educating the future self -- An interdisciplinary view of online teach-ing learning process -- The linguistic landscape approach as a strategy for re-flection and intervention in higher education. Mediations, practices and voices to overcome borders -- Writing a dissertation -- expanding the borders of the virtual teaching and learning process -- Developing educational digital literacies among preservice teach-ers of Portuguese at Universidad Nacional de La Plata. An analysis of students' resistance -- Part 4- Engendering New Conversations -- The imposed online learning and teaching during COVID -19 times -- Online learning as a cultural phenomenon in a complex scenario. A critical view of online learning and teaching process in higher education. . |
| Record Nr. | UNINA-9910447260003321 |
| Cham : , : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Disproportionality and Social Justice in Education [[electronic resource] /] / edited by Nicholas Gage, Luke J. Rapa, Denise K. Whitford, Antonis Katsiyannis
| Disproportionality and Social Justice in Education [[electronic resource] /] / edited by Nicholas Gage, Luke J. Rapa, Denise K. Whitford, Antonis Katsiyannis |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (304 pages) |
| Disciplina | 370.15 |
| Collana | Springer Series on Child and Family Studies |
| Soggetto topico |
School Psychology
Inclusive education Developmental psychology Education and state Teachers - Training of Social psychiatry Inclusive Education Developmental Psychology Education Policy Teaching and Teacher Education Clinical Social Work Psicologia pedagògica Justícia social Educació inclusiva |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-13775-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I. Foundations: Understanding Disproportionality in Historical, Legal, Theoretical, and Methodological Terms -- Chapter 1. Ever Since Little Rock: The History of Disciplinary Disparities in America’s Schools -- Chapter 2. Civil Rights and the Birth of Special Education -- Chapter 3. Theoretical Perspectives Guiding the Study of Disproportionality in Education -- Chapter 4. Methodological Issues and Debates in the Study of Disproportionality in Education -- Part II. Understanding Disproportionality through Contemporary Data -- Chapter 5. Disciplinary Exclusions -- Chapter 6. Bullying Victimization and Perpetration -- Chapter 7. Seclusion and Restraint -- Chapter 8. Corporal Punishment -- Chapter 9. School-based Law Enforcement Referrals and Arrests -- Chapter 10. Academic Achievement -- Part III. Addressing Disproportionality: The Current Moment and Beyond -- Chapter 11. A Movement Toward Equity and Social Justice: Grounded in Theory, Realized in Practice -- Chapter 12. Reshaping Disproportionality Educational Research to Advance Social Justice -- Chapter 13. Reshaping Educational Policy to Advance Social Justice -- Chapter 14. Designing Educational Interventions to Advance Social Justice. |
| Record Nr. | UNINA-9910624383603321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Education of Children with Special Needs [[electronic resource] ] : Theoretical Foundations and Practical Experience in the Selected Works of Russian, Belarus, and Polish Scholars / / edited by Anna A. Arinushkina, Igor A. Korobeynikov
| Education of Children with Special Needs [[electronic resource] ] : Theoretical Foundations and Practical Experience in the Selected Works of Russian, Belarus, and Polish Scholars / / edited by Anna A. Arinushkina, Igor A. Korobeynikov |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (462 pages) |
| Disciplina | 371.9 |
| Soggetto topico |
Inclusive education
Educational psychology People with disabilities—Education Special education Inclusive Education Educational Psychology Education and Disability Special and Gifted Education Educació especial Educació inclusiva Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-13646-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Digitalization of special and inclusive education -- Chapter 2. Life competencies of children with special educational needs: formation and development -- Chapter 3. Social integration and inclusion of children with different educational opportunities and needs -- Chapter 4. Educational resources in the socialization of people with severe intellectual disabilities: lifelong learning and support -- Chapter 5. Rehabilitation by means of education of children with chronic diseases. |
| Record Nr. | UNINA-9910624306203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Essays on Contemporary Psychometrics [[electronic resource] /] / edited by L. Andries van der Ark, Wilco H. M. Emons, Rob R. Meijer
| Essays on Contemporary Psychometrics [[electronic resource] /] / edited by L. Andries van der Ark, Wilco H. M. Emons, Rob R. Meijer |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (XVIII, 456 p. 1 illus.) |
| Disciplina | 371.26 |
| Collana | Methodology of Educational Measurement and Assessment |
| Soggetto topico |
Educational tests and measurements
Psychometrics Educational psychology Assessment and Testing Educational Psychology Psicometria Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-10370-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I. General Perspectives on Psychometrics. 1. Early Roots of Psychometrics Before Francis Galton (Willem J. Heiser) -- 2. The Janus Face of Psychometrics (Paul De Boeck and L. Robert Gore) -- 3. Psychological and Educational Testing and Decision Making: The Lack of Knowledge Dissemination in Textbooks and Test Guidelines (Rob R. Meijer, A. Susan M. Niessen, and Marvin Neumann) -- 4. Trustworthy Artificial Intelligence in Psychometrics (Bernard P. Veldkamp) -- 5. Psychological Constructs as Organizing Principles (Denny Borsboom) -- Part II. Factor Analysis and Classical Test Theory. 6. A New Expression and Interpretation of Coefficient Omega Under the Congeneric One-Factor Model (David J. Hessen) -- 7. A Factor Analysis Approach to Item-Level Change Score Reliability (Dylan Molenaar) -- 8. Handling Missing Data in Principal Component Analysis Using Multiple Imputation (Joost R. van Ginkel) -- 9. Quantifying the Bias of Non-Linear Equating and Score Transformations (Matthias von Davier and Brian Clauser) -- 10. Examination of Test Characteristics Effect on Coefficient α and Coefficient ω (Terry Ackerman, Ye Ma, and Richard Luecht) -- 11. Methods for Estimating Conditional Standard Errors of Measurement and Some Critical Reflections (Wilco H. M. Emons) -- Part III. Item Response Theory. 12. Composition Algorithms For Conditional Distributions (Maarten Marsman, Timo B. Bechger, and Gunter K. J. Maris) -- 13. To a or Not to a: On the Use of the Total Score (Bas T. Hemker) -- 14. A Bayesian Test for the Association of Binary Response Distributions (Rudy Ligtvoet) -- 15. Efficiency and Effectiveness of Teacher Informed Targeting Testing from Different Perspectives (J. Hendrik Straat, Renske E. Kuijpers, Kimberley Lek, and Wilco H. M. Emons) -- Part IV. New Psychometrics. 16. The Hierarchical Model for Response Times: Advantages, Limitations, and Risks of Its Use in Measurement Practice (Jesper Tijmstra and Maria Bolsinova) -- 17. Computer-Adaptive Testing with Fewer Assumptions (Jules L. Ellis) -- 18. Validity Indices for Interpreting Informant Discrepancies in ADHD Assessment (Judith M. Conijn, Mengdi Chen, Hanneke van Ewijk, and L. Andries van der Ark) -- 19. Computerized Adaptive Testing Without IRT for Flexible Measurement and Prediction (L. Andries van der Ark and Niels Smits) -- 20. On the Relationship Between Unidimensional Item Response Theory and Higher-Order Cognitive Diagnosis Models (Jimmy de la Torre and Kevin Carl Santos) -- 21. A Sparse Latent Class Model for Polytomous Attributes in Cognitive Diagnostic Assessments Siqi He, Steven A. Culpepper, and Jeffrey A. Douglas -- Subject index. |
| Record Nr. | UNINA-9910682562303321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Essential evidence-based teaching strategies : ensuring optimal academic achievement for students / / Garry Hornby, Deborah Greaves
| Essential evidence-based teaching strategies : ensuring optimal academic achievement for students / / Garry Hornby, Deborah Greaves |
| Autore | Hornby Garry |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (161 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Teaching
Educational psychology Ensenyament Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-96229-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Foreword -- Preface -- Acknowledgments -- Contents -- About the Authors -- Chapter 1: Importance of Evidence-Based Teaching Strategies -- Rationale for the Book -- Importance and Challenges of Using Evidence-Based Teaching Strategies -- Sources of Evidence-Based Practice -- Example of Evidence from the Above Sources on a Well-Known Intervention -- Interventions That Are Not Evidence-Based Practices -- Ability Grouping -- Learning Styles -- Irlen Lenses -- Key Evidence-Based Practices for Education -- Conclusion -- References -- Chapter 2: Teacher-Student Rapport -- Rationale -- Listening Skills -- Attentiveness -- Passive Listening -- Paraphrasing -- Active Listening -- Assertion Skills -- Basic Elements of Assertiveness -- Physical Assertiveness -- Vocal Assertiveness -- Assertion Muscle Levels -- Giving Constructive Feedback -- Describe -- Express and/or Explain -- Specify -- Consequences -- Preparation and Delivery -- Responding to Criticism -- Step One: Listening to the Criticism -- Step Two: Deciding on the Truth -- Step Three: Responding Assertively -- Step Four: Letting Go -- Dealing with Aggression -- Problem-Solving -- Teaching Programs of Social and Emotional Development -- Circle Time -- Incredible Years Programs -- Teacher Skills for Leading Social and Emotional Learning Programs -- Conclusion -- References -- Chapter 3: Formative Assessment -- Rationale -- Theory -- Performance Feedback -- Formative Assessment Practices -- Planning -- Frequency and Timing -- Using Formative Assessment Information -- Setting Goals for Learning: Where Is the Learner Going? -- Monitoring the Learner: Where Is the Learner Functioning Now? -- Practices That Support Formative Assessment -- Observation -- Questioning -- Self-Reflection -- Criterion-Based Assessments -- Cooperative Learning Strategies.
Formative Assessment Strategies for Preschool and Elementary Students -- Experiential Learning with Targeted Observation -- Strategies for Middle and High School Students -- Rubrics -- Entrance and Exit Tickets -- Checklists -- Conclusion -- References -- Chapter 4: Direct Instruction -- Rationale -- Historical Development -- Overview of Direct Instruction Programs -- Published Programs -- Principles of Direct Instruction -- Classroom Practices -- Planning for Instruction -- Students' Existing Knowledge and Skills -- Engaging Students -- Adapting to the Needs of Older Students -- During the Lesson -- Setting Learning Intentions -- Scaffolded Instruction -- Demonstration and Modeling -- Guided Practice -- Independent Practice -- Feedback and Verification -- Direct Instruction Strategies for Preschool and Elementary Students -- Reading Recovery -- Shared Reading -- Strategies for Middle and High School Students -- Scaffolding with Socratic Circles -- Explicit Instruction -- Conclusion -- References -- Chapter 5: Cooperative Learning -- Rationale -- Theory -- Positive Interdependence -- Group Sharing -- Role-Playing -- Individual Accountability -- Group Recitation of a Poem or Oral Retelling of a Story -- Group Study with Random Checking -- Face-to-Face Promotive Interaction -- Blind Drawing -- Parking Lot -- Social Skills -- Activities to Encourage Participation, Turn-Taking, and Respect-Building Skills -- Group Processing -- Planning for Cooperative Instruction -- Selecting Assignments -- Purpose of Groups -- Factors to Consider When Forming Groups -- Rewarding in a Cooperative Environment -- Establishing Work Habits and Behaviors -- Modeling of Expectations and Routines -- Setting Norms and Clarifying Rules and Responsibilities -- Making Cooperative Learning Strategies Part of Classroom Routines. Cooperative Learning Strategies for Elementary Students -- Numbered Heads Together (Kagan 1994) -- Four Corners -- Cooperative Learning Strategies for Middle and High School Students -- Jigsaw (Aronson & -- Patnoe 1997) -- Student Teams Achievement Divisions (STAD) (Slavin 1995) -- Group Investigation (Sharan and Sharan 1990) -- Conclusion -- References -- Chapter 6: Peer Tutoring -- Rationale -- Theory -- Peer Tutoring Models -- Planning for Peer Tutoring -- Building Effective Peer Tutoring Teams -- Creating an Appropriate Climate of Sharing -- Establishing Learning Structures to Improve Knowledge and Accuracy -- Identifying Learning Outcomes -- Clarifying Tutoring Methods -- Monitoring Progress and Providing Feedback -- Peer Tutoring Strategies for Elementary Students -- Class-Wide Peer Tutoring -- Reciprocal Peer Tutoring -- Peer Tutoring Strategies for Secondary Students -- Peer-Assisted Learning Strategies (PALS) -- Peer Editing -- Conclusion -- References -- Chapter 7: Metacognitive Strategies -- Rationale -- Theory -- Study Skills -- Concept Mapping -- Mnemonics -- SQ3R Reading Method -- Reciprocal Teaching -- KWL -- Anticipation Guide -- Think Aloud -- Additional "Think-Aloud" Tips -- Conclusion -- References -- Chapter 8: Functional Behavior Assessment -- Rationale -- Theory -- Preventative Measures -- School-Wide Supports -- Classroom Supports -- Establishing Clear Rules -- Managing Noise, Movement, and Transitions -- Establishing Classroom Incentives -- Enhancing Engagement -- Building Relationships and Peer Support -- Individual Supports -- Conducting a Functional Behavior Assessment (FBA) -- Involving Parents, Teachers, Students, and Relevant Staff -- Functional Analysis -- Descriptive Assessment -- Indirect Assessment -- Developing Behavior Intervention Plans (BIP) -- Implementing the BIP -- Monitoring and Modifying the BIP. Strategies for Preschool and Elementary Students -- Visual Schedules -- Check-in and Checkout -- Strategies for Middle and High School Students -- The Student-Teacher Game -- Behavior Contracts -- Conclusion -- References -- Chapter 9: Parental Engagement -- Rationale -- Barriers to Effective Parent Involvement -- Theoretical Approach to Facilitating Effective Parent Engagement -- Parental Needs -- Channels of Communication -- Liaison with School Staff -- Parent Education -- Parent Support -- Parental Contributions -- Policy Formation -- Acting as a Resource -- Collaborating with Teachers -- Sharing Information on Children -- Strategies and Interventions for Effective Parental Engagement -- Strategies for Encouraging Parents into School -- Parent-Teacher Meetings -- Written Communication -- Telephone Contacts -- Technological Options for Communication -- Home Visits -- Attitudes and Beliefs on Working with Parents -- Examples of PI and PE at Various Stages of the Education System -- Early Years Examples -- Elementary School Examples -- Middle School Examples -- High School Examples -- Conclusion -- References -- Chapter 10: Implementation of Evidence-Based Teaching Strategies -- Rationale for Focusing on Implementation -- Barriers to the Use of Evidence-Based Strategies -- Factors Facilitating the Use of Evidence-Based Teaching Strategies -- Sustaining the Use of Evidence-Based Teaching Strategies -- Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910585772003321 |
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Hornby Garry
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| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Goal frustration in academic achievement settings : theories and applications / / Mingming Zhou
| Goal frustration in academic achievement settings : theories and applications / / Mingming Zhou |
| Autore | Zhou Mingming |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (144 pages) |
| Disciplina | 370.15 |
| Soggetto topico |
Educational psychology
Academic achievement - Psychological aspects Frustration Psicologia pedagògica Rendiment acadèmic Frustració |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811974779
9789811974762 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Preface -- References -- Contents -- 1 Nature of Goal Frustration -- 1 Emotions in Academic Contexts -- 2 Defining Frustration: Validity Issues -- 3 A Multidimensional Framework of Goal Frustration -- 4 Similar Constructs to Goal Frustration -- 5 Causes and Consequences of Goal Frustration -- 6 Summary -- References -- 2 Operationalization of Goal Frustration -- 1 Existing Measures of Goal Frustration -- 1.1 Self-reports -- 1.2 Physiological Measures -- 1.3 Behavioral Measures -- 1.4 Computer Modelling/Logs -- 1.5 Qualitative Measures -- 2 Issues with Extant Measures -- 3 Potential Solutions to Identified Issues -- References -- 3 Correlates to Goal Frustration -- 1 Self-efficacy -- 2 Goal Orientation -- 3 Attribution -- 4 Striving -- 5 Mental Toughness -- 6 Cognitive Level -- 7 Past and Future Experiences -- 8 Interpersonal Relationships -- 9 Task Characteristics -- 10 Sociocultural Values -- 11 Aggression -- 12 Information Processing -- 13 Summary -- References -- 4 Cross-Cultural Perspectives on Goal Frustration -- References -- 5 Empirical Evidence of Goal Frustration in Academic Settings -- 1 Study 1 -- 1.1 Data Collection -- 1.2 Findings -- 2 Study 2 -- 2.1 Data Collection -- 2.2 Findings -- 3 Summary -- References -- 6 Ways to Monitor and Control Goal Frustration -- 1 Cognitive Strategies -- 2 Affective Strategies -- 3 Behavioral Strategies -- 4 Technology-Based Strategies -- 5 Alternative External Sources -- 6 What do We do Next? -- References -- 7 Frustration or Fulfilment? Transform Frustration into Empowerment -- 1 Reframing Frustration -- 2 Tolerate or Combat Frustration? -- 3 Link Frustration to Practices, Not Outcomes -- 4 Use Frustration as a Learning Tool/Catalyst -- 5 From Frustration to Passion -- References -- 8 Concluding Remarks -- References. |
| Record Nr. | UNINA-9910633928003321 |
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Zhou Mingming
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Good Teaching in Higher Education [[electronic resource] ] : Practical Tips for Planning and Designing Courses / / by Immanuel Ulrich
| Good Teaching in Higher Education [[electronic resource] ] : Practical Tips for Planning and Designing Courses / / by Immanuel Ulrich |
| Autore | Ulrich Immanuel |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (317 pages) |
| Disciplina | 378.125 |
| Soggetto topico |
Educational psychology
Educational Psychology Educació superior Currículums (Ensenyament) Innovacions educatives Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-658-39137-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. how to use this book -- 2. popular myths -- 3. what is good university teaching and what can I do as a teacher -- 4. planning teaching -- 5. teaching delivery: Presentation skills -- 6. Teaching delivery: Professional relationship management.7: Activating students -- 8: Motivating the students -- 9: 10. teaching outside the course: blended and e-learning.11. teaching outside the course: counselling and support.12. examining and evaluating teaching.13. reflecting on teaching and innovating.14. collection of methods. |
| Record Nr. | UNINA-9910742483403321 |
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Ulrich Immanuel
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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