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Journal articles on the topic 'Diversity of school psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Bartolo, Paul A., Mark Borg, Carmel Cefai, and Victor Martinelli. "School psychology for diversity: Editorial." School Psychology International 31, no. 6 (2010): 563–66. http://dx.doi.org/10.1177/0143034310386531.

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Bartolo, Paul A. "Why school psychology for diversity?" School Psychology International 31, no. 6 (2010): 567–80. http://dx.doi.org/10.1177/0143034310386532.

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This article discusses the dilemma faced by psychologists in responding to diversity. It is based on a qualitative review of relevant literature over the past decade. It first describes psychologists as frontrunners in recognizing the uniqueness and autonomy of each of their diverse clients but within the biomedical model that locates problems within clients. This raises a dilemma vis-à-vis diversity issues which are associated with discrimination suffered by minority groups who are best supported by changes in social structures and processes. An account is then given of an increasing adoption

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3

Gresham, Frank M. "School Psychology: A Diversity of Fields." Contemporary Psychology: A Journal of Reviews 30, no. 1 (1985): 32–33. http://dx.doi.org/10.1037/023467.

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4

Miranda, Antoinette Halsell, and Pamela B. Gutter. "Diversity research literature in school psychology: 1990-1999." Psychology in the Schools 39, no. 5 (2002): 597–604. http://dx.doi.org/10.1002/pits.10051.

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5

Celeste, Laura, Gülseli Baysu, Karen Phalet, Loes Meeussen, and Judit Kende. "Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed." Personality and Social Psychology Bulletin 45, no. 11 (2019): 1603–18. http://dx.doi.org/10.1177/0146167219838577.

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European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from ( n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or reject

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6

Villarreal, Victor. "Cultural and Linguistic Diversity Representation in School Psychology Intervention Research." Contemporary School Psychology 18, no. 3 (2014): 159–67. http://dx.doi.org/10.1007/s40688-014-0027-5.

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7

Nishina, Adrienne, Jakeem Amir Lewis, Amy Bellmore, and Melissa R. Witkow. "Ethnic Diversity and Inclusive School Environments." Educational Psychologist 54, no. 4 (2019): 306–21. http://dx.doi.org/10.1080/00461520.2019.1633923.

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8

Grunewald, Stephanie, David Shriberg, Anitra S. Wheeler, Antoinette Halsell Miranda, Elisabeth C. O'bryon, and Margaret R. Rogers. "EXAMINING DIVERSITY RESEARCH LITERATURE IN SCHOOL PSYCHOLOGY FROM 2004 TO 2010." Psychology in the Schools 51, no. 5 (2014): 421–33. http://dx.doi.org/10.1002/pits.21764.

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9

Jimerson, Shane R., Prerna Arora, Jamilia J. Blake, et al. "Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change." School Psychology Review 50, no. 1 (2021): 1–7. http://dx.doi.org/10.1080/2372966x.2021.1889938.

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10

Margetts, Kay. "Transition to school — Complexity and diversity." European Early Childhood Education Research Journal 10, no. 2 (2002): 103–14. http://dx.doi.org/10.1080/13502930285208981.

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11

Juvonen, Jaana, Adrienne Nishina, and Sandra Graham. "Ethnic Diversity and Perceptions of Safety in Urban Middle Schools." Psychological Science 17, no. 5 (2006): 393–400. http://dx.doi.org/10.1111/j.1467-9280.2006.01718.x.

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Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n = 511) and Latino (n = 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement.

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12

Thijs, Jochem, and Maykel Verkuyten. "School ethnic diversity and students' interethnic relations." British Journal of Educational Psychology 84, no. 1 (2013): 1–21. http://dx.doi.org/10.1111/bjep.12032.

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13

Schachner, Maja K., Linda Juang, Ursula Moffitt, and Fons J. R. van de Vijver. "Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background." European Psychologist 23, no. 1 (2018): 44–56. http://dx.doi.org/10.1027/1016-9040/a000312.

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Abstract. Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant- and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school- a

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14

Pei, Lai Kwan, Craig J. Forsyth, Susan K. Teddlie, Gary Asmus, and Billy R. Stokes. "Bad Behavior, Ethnicity, and Level of School Diversity." Deviant Behavior 34, no. 1 (2013): 1–10. http://dx.doi.org/10.1080/01639625.2012.679891.

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15

Parris, Leandra, Jesslynn Rocha Neves, and Tamika La Salle. "School climate perceptions of ethnically diverse students: Does school diversity matter?" School Psychology International 39, no. 6 (2018): 625–45. http://dx.doi.org/10.1177/0143034318798419.

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Student perceptions of school climate have been linked to a number of outcome variables; specifically, more positive perceptions of school climate are associated with academic achievement, social and emotional wellness, and reduced risky behaviors. Considering student perceptions of school climate can help to guide the selection and implementation of culturally-responsive, targeted school improvement efforts. Further, the ways that students experience and perceive the school environment have been shown to vary based on student reported racial/ethnic identity. In the present study, moderation a

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16

Proctor, Sherrie L., and Maria Romano. "School psychology recruitment research characteristics and implications for increasing racial and ethnic diversity." School Psychology Quarterly 31, no. 3 (2016): 311–26. http://dx.doi.org/10.1037/spq0000154.

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17

Boyle, Chris. "The Diversity of Educational and Developmental Psychology." Educational and Developmental Psychologist 32, no. 1 (2015): iii. http://dx.doi.org/10.1017/edp.2015.10.

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The endorsed area of Educational and Developmental Psychology is a division of psychology in Australia that continues to transcend many specialisms in the field. Practitioners in this important area of practice, work in diverse fields such as health, disability, schools and geropsychology, to name but a few. The College is fortunate to cater for such an eclectic group of practitioners with a broad base of psychological practice.

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Houtz, John C., Albert Alford, and Hiromi Komura. "What Do Educational Psychology Graduates Do? One Case Study." Psychological Reports 74, no. 2 (1994): 547–52. http://dx.doi.org/10.2466/pr0.1994.74.2.547.

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In a study after Wineburg and McGraw, graduates of the doctoral program in Educational Psychology at Fordham University were surveyed as to their current job placements and opinions about their Fordham program. Of 94 questionnaires sent during the 1990–91 academic year, 63 responses were completed and returned by program graduates of the period 1979 through May, 1990. Results were different from those reported in 1987 by Wineburg and McGraw and showed a wider range of career options for graduates. More than 40% of Fordham graduates were employed in schools. The largest single category was psyc

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Vitoroulis, Irene, Heather Brittain, and Tracy Vaillancourt. "School ethnic composition and bullying in Canadian schools." International Journal of Behavioral Development 40, no. 5 (2016): 431–41. http://dx.doi.org/10.1177/0165025415603490.

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Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactio

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Gajdošová, Eva, Veronika Bisaki, and Silvia Sodomová. "An Inclusive Secondary School in Bratislava." Acta Technologica Dubnicae 6, no. 3 (2016): 44–65. http://dx.doi.org/10.1515/atd-2016-0019.

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Abstract The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, bo

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21

Smith, Leann V., Jamilia J. Blake, Scott L. Graves, Jessica Vaughan-Jensen, Ryne Pulido, and Courtney Banks. "Promoting diversity through program websites: A multicultural content analysis of school psychology program websites." School Psychology Quarterly 31, no. 3 (2016): 327–39. http://dx.doi.org/10.1037/spq0000149.

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22

Proctor, Sherrie L., and Courtney Owens. "School psychology graduate education retention research characteristics: Implications for diversity initiatives in the profession." Psychology in the Schools 56, no. 6 (2019): 1037–52. http://dx.doi.org/10.1002/pits.22228.

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23

Grapin, Sally L., Joel O. Bocanegra, Tonika Duren Green, Erica T. Lee, and Dounia Jaafar. "Increasing Diversity in School Psychology: Uniting the Efforts of Institutions, Faculty, Students, and Practitioners." Contemporary School Psychology 20, no. 4 (2016): 345–55. http://dx.doi.org/10.1007/s40688-016-0092-z.

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24

Seaton, Eleanor K., and Sara Douglass. "School diversity and racial discrimination among African-American adolescents." Cultural Diversity and Ethnic Minority Psychology 20, no. 2 (2014): 156–65. http://dx.doi.org/10.1037/a0035322.

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25

Fisher, Emily S. "Cultural humility as a form of social justice: Promising practices for global school psychology training." School Psychology International 41, no. 1 (2019): 53–66. http://dx.doi.org/10.1177/0143034319893097.

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In an increasingly diverse global context in which school psychologists strive to ensure appropriate educational services for all, addressing social injustice is critical. Cultural humility can serve as a link between cultural diversity and social justice, providing a deep awareness that allows school psychologists to understand themselves and their interactions with diverse students and families. Additionally, cultural humility provides a lens for framing advocacy necessary to address social justice concerns. This article reviews the literature on cultural humility and suggests promising prac

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26

Hlalele, Dipane. "Crests and Troughs in Inclusion: Narrative Expressions of a Black Teacher in Independent Schools." Multidisciplinary Journal of Educational Research 11, no. 2 (2021): 102. http://dx.doi.org/10.17583/remie.0.6114.

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The current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. Data was generated from one South African teacher who was prompted to reflect on crests [inclusive moments that deserve to be embraced and celebrated] and troughs [moments of exclusion that seek to assimilate/ignore diversity] in her teaching journey spanning two decades at two independent schools. Using the interpreti

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27

Boardman, Margot. "Changing Times: Changing Challenges for Early Childhood Leaders." Australasian Journal of Early Childhood 28, no. 2 (2003): 20–26. http://dx.doi.org/10.1177/183693910302800205.

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The diversity and complexity of change within school management practices, over the past decade, have meant changing roles for school leaders, teachers and their communities. Early childhood leaders in school settings have not been exempt from the impact of these changes as they have striven to accommodate rapid social and educational challenges within their leadership role. This article reports on a survey undertaken with Tasmanian early childhood teachers and leaders to investigate the nature and diversity of challenges faced by leaders with responsibilities in Kindergarten to Grade 2 leader

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28

Petriwskyj, Anne, Karen Thorpe, and Collette Tayler. "Towards inclusion: provision for diversity in the transition to school." International Journal of Early Years Education 22, no. 4 (2014): 359–79. http://dx.doi.org/10.1080/09669760.2014.911078.

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29

Whittaker, Catharine R., Spencer Salend, and Hala Elhoweris. "Religious Diversity in Schools." Intervention in School and Clinic 44, no. 5 (2009): 314–19. http://dx.doi.org/10.1177/1053451208330892.

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30

Onyeador, Ivuoma N., Natalie M. Wittlin, Sara E. Burke, et al. "The Value of Interracial Contact for Reducing Anti-Black Bias Among Non-Black Physicians: A Cognitive Habits and Growth Evaluation (CHANGE) Study Report." Psychological Science 31, no. 1 (2019): 18–30. http://dx.doi.org/10.1177/0956797619879139.

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Although scholars have long studied circumstances that shape prejudice, inquiry into factors associated with long-term prejudice reduction has been more limited. Using a 6-year longitudinal study of non-Black physicians in training ( N = 3,134), we examined the effect of three medical-school factors—interracial contact, medical-school environment, and diversity training—on explicit and implicit racial bias measured during medical residency. When accounting for all three factors, previous contact, and baseline bias, we found that quality of contact continued to predict lower explicit and implic

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31

Bufford, Rodger K., Nancy S. Thurston, Kathleen A. Gathercoal, Marie-Christine Goodworth, and Lynn H. Holt. "Spiritual Formation in the Graduate School of Clinical Psychology at George Fox University." Journal of Spiritual Formation and Soul Care 11, no. 2 (2018): 296–313. http://dx.doi.org/10.1177/1939790918795627.

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At its inception, the training model in the Graduate School of Clinical Psychology (GSCP) at George Fox University was informed by the approach inaugurated at Fuller Theological Seminary School of Psychology in the 1960s. In the original model, training in Christian religion/spirituality and theology accompanied training in professional psychology. In the interim, our culture, psychological knowledge, perceived psychological needs, and training programs have changed greatly. Here we report changes in religion/spirituality (R/S) training and integration over the last two decades. We describe ou

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32

Wang, Cixin, Dengting Boyanton, Ana-Sophia M. Ross, Jia Li Liu, Kathryn Sullivan, and Kieu Anh Do. "School climate, victimization, and mental health outcomes among elementary school students in China." School Psychology International 39, no. 6 (2018): 587–605. http://dx.doi.org/10.1177/0143034318805517.

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Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students ( Mage = 10.27 years, SD = 1.03 years, 55%

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33

Finkel, Melinda J., Ragnar D. Storaasli, Anthony Bandele, and Vivian Schaefer. "Diversity training in graduate school: An exploratory evaluation of the Safe Zone project." Professional Psychology: Research and Practice 34, no. 5 (2003): 555–61. http://dx.doi.org/10.1037/0735-7028.34.5.555.

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34

Brown, Stephanie L., David Shriberg, and Aimin Wang. "Diversity research literature on the rise? A review of school psychology journals from 2000 to 2003." Psychology in the Schools 44, no. 6 (2007): 639–50. http://dx.doi.org/10.1002/pits.20253.

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35

Mendes, Sofia A., Jon Lasser, Isabel M. P. Abreu-Lima, and Leandro S. Almeida. "All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology." European Journal of Psychology of Education 32, no. 2 (2016): 251–69. http://dx.doi.org/10.1007/s10212-016-0297-6.

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36

Loe, Scott A., and Antoinette H. Miranda. "An examination of ethnic incongruence in school-based psychological services and diversity-training experiences among school psychologists." Psychology in the Schools 42, no. 4 (2005): 419–32. http://dx.doi.org/10.1002/pits.20062.

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37

Aguado, Teresa. "Diversidad, igualdad, cultura escolar: significado e implicaciones prácticas en la Enseñanza Secundaria Obligatoria." REOP - Revista Española de Orientación y Psicopedagogía 11, no. 20 (2014): 187. http://dx.doi.org/10.5944/reop.vol.11.num.20.2000.11329.

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RESUMENTres son las dimensiones en torno a las cuales se articula nuestra reflexión en relación con la atención a la diversidad: el desarrollo de nuevos significados sobre qué sea la diversidad, la modulación de una cultura escolar que acepte la diversidad, y la promoción de prácticas inclusivas que aseguren el éxito escolar y eviten la discriminación de determinados grupos de estudiantes. Esto supone actuar sobre dimensiones tradicionalmente escasamente atendidas, como son: la revisión de los criterios y procedimientos de diagnóstico aplicados habitualmente para clasificar, seleccionar y eval

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38

Peters, Scott J., Karen Rambo-Hernandez, Matthew C. Makel, Michael S. Matthews, and Jonathan A. Plucker. "Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year Above Grade Level." Gifted Child Quarterly 61, no. 3 (2017): 229–38. http://dx.doi.org/10.1177/0016986217701834.

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Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from diverse contexts to evaluate how many students perform above grade level in English Language Arts and mathematics. Results revealed that among American elementary and middle school students, 20% to 49% in English Language Arts and 14% to 37% in mathema

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Tunnecliff, Sheryl, and Patrick O'Brien. "The Value of Using Sandplay as a Tool for Counselling Within a School Setting." Australian Journal of Guidance and Counselling 14, no. 2 (2004): 221–32. http://dx.doi.org/10.1017/s1037291100002521.

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This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intraper

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Sidro, José Juan. "La experiencia en el programa de adaptación curricular en grupo en el IES "Matilde Salvador" de Castellón de la Plana durante los cursos 99/00 y 00/01." REOP - Revista Española de Orientación y Psicopedagogía 13, no. 1 (2014): 107. http://dx.doi.org/10.5944/reop.vol.13.num.1.2002.11589.

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RESUMENEl desarrollo de la LOGSE (1990) en el campo de la atención a la diversidad en los Institutos de Educación Secundaria (IES) tiene como marco de referencia en la Comunidad Valenciana la Orden de Atención a la Diversidad de 29 de junio de 1999. En ella se establece el Plan de Actuación para la atención a la diversidad del alumnado con medidas de carácter general junto a medidas específicas. En este artículo pretendemos hacer un análisis y valoración detallada de lo que ha supuesto poner en marcha en nuestro instituto la medida mas específica de atención a la diversidad, conocida como Prog

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41

Pacini-Ketchabaw, Veronica, and Sandra Schecter. "Engaging the Discourse of Diversity: Educators' Frameworks for Working with Linguistic and Cultural Difference." Contemporary Issues in Early Childhood 3, no. 3 (2002): 400–414. http://dx.doi.org/10.2304/ciec.2002.3.3.7.

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Although plurality and diversity are often taken as givens in the ongoing conversation on the role of public schooling, practitioners do not necessarily share the same understandings of these sociological facts. This article explores ways in which teachers who are committed to working within ethnically and linguistically diverse settings make sense of their professional missions. We examine these ways through the lens, or interpretative framework, of scholarly discussions on discourse and subjectivity. We present four discourses for understanding diversity that we encountered in our profession

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42

Lamoureux, Kevin, and Jennifer Katz. "Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu." Exceptionality Education International 30, no. 2 (2020): 12–18. http://dx.doi.org/10.5206/eei.v30i2.11078.

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In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.

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43

Grossen, Michèle, and Nathalie Muller Mirza. "Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation." European Journal of Psychology of Education 35, no. 2 (2019): 243–64. http://dx.doi.org/10.1007/s10212-019-00442-8.

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44

Durand, Tina M. "Overcoming Stereotypes to “Master Our Dreams”: The Salience of Ethnic Climate and Racial Diversity Among Students of Color in Middle School." Journal of Early Adolescence 40, no. 8 (2019): 1029–60. http://dx.doi.org/10.1177/0272431619891241.

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Ethnic-racial climate is a salient dimension of school context, especially amid the current sociopolitical climate. This study examined perceptions of school ethnic-racial climate among adolescent students of color, and the significance they place on being part of a diverse student population, in two urban middle schools, using interviews and focus groups. Qualitative analyses revealed that students’ perceptions were contradictory. Students characterized their school interactions in meritocratic terms, where opportunities were grounded in equality and individual effort. However, their reports

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45

Birtel, Michèle D., Nils K. Reimer, Ralf Wölfer, and Miles Hewstone. "Change in school ethnic diversity and intergroup relations: The transition from segregated elementary to mixed secondary school for majority and minority students." European Journal of Social Psychology 50, no. 1 (2019): 160–76. http://dx.doi.org/10.1002/ejsp.2609.

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46

Riyadi, Ivan. "THE CONTRIBUTION OF APPLIED PSYCHOLOGY FOR EDUCATIONAL MANAGEMENT ISSUE." Psychosophia: Journal of Psychology, Religion, and Humanity 1, no. 2 (2020): 136–49. http://dx.doi.org/10.32923/psc.v1i2.1153.

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This article discusses education management in frame psychology. The education management is a factual behavior of the psychological discipline that is depicted in through the analysis of the behavior system of the school organization involving a number of components. In the application of psychology in education management is a part of the element that is not stuck in the view of uniformity that practically diversity by each education leadership. Each educational institution is a singularity that relates to the differences in the nature and condition of each component of the psychological sys

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47

Laing, Tony. "Black Masculinities Expressed Through, and Constrained by, Brotherhood." Journal of Men’s Studies 25, no. 2 (2016): 168–97. http://dx.doi.org/10.1177/1060826516661186.

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Black males face pressures to adopt dominant social roles in relationships based on expectations from family, peers, and teachers. Many stereotypes define their perceived masculinities in coeducational schools, such as different definitions of masculinity received from peers and adults. Enrollment in all-male, majority-Black schools changes nothing. This article discusses how Black males who attend the Pebbles School—an urban all-male public combined middle and high school—constructed, perceived, and negotiated their masculine identities and perceptions of brotherhood. The relationship between

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48

Ashman, Adrian. "Same-sex Attracted Youths: Suicide and Related Factors." Australian Journal of Guidance and Counselling 14, no. 1 (2004): 48–64. http://dx.doi.org/10.1017/s1037291100002661.

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Same-sex attracted youths comprise 10% to 11% of the secondary school population although not all of those who experience same-sex attraction will adopt a gay, lesbian, transgender or transsexual lifestyle. Most, if not all, will experience homophobia in one or more of its forms. Many of these young people will cope well with the heterocentric attitudes and prejudices prevalent in secondary schools and the wider community and make the transition into adulthood having learned how to mask their sexual preferences or develop effective coping mechanisms to deal with homophobia. Some will succumb t

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Wo, James C., and Jihye Park. "An Examination of Schools, Social Ecological Factors, and Neighbourhood Crime." British Journal of Criminology 60, no. 4 (2020): 851–72. http://dx.doi.org/10.1093/bjc/azaa002.

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Abstract Although theories suggest that schools are associated with higher neighbourhood crime rates, it is not clear what particular measures of schools have a crime-producing impact when controlling for a diversity of social-ecological factors. We therefore address this question by performing a block-level analysis of schools and crime in the city of Chicago. Negative binomial regression models reveal that the presence of any school in the focal block is associated with higher violent and property crime rates and that these associations are largely robust to differing measures of schools. We

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Zeer, E. F., and E. E. Symanyuk. "Formation of Personalized Neuroeducational Results of Students’ Educational Activities in a Professional School." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 27, no. 3 (2021): 124–32. http://dx.doi.org/10.15826/izv1.2021.27.3.062.

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Abstract:

The article analyses the psychological and pedagogical features of personalized neuro-education. In pedagogical psychology, personalized education and neuro-education are considered separately, in the article-in the relationship based on the integration of meta-subject results of educational activity. The meaning-forming factor of their association is the development of personality in the projection of the socio-professional future. Much attention was paid to individual learning trajectories and personalized neuro-educational technologies. The formation of personalized educational results of s

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