Relevant bibliographies by topics / Education, Psychology of

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Psychology of'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Education, Psychology of"

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McKeachie, Wilbert J. "Psychology and education." American Psychologist 47, no. 7 (1992): 843–44. http://dx.doi.org/10.1037/0003-066x.47.7.843.

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Belar, Cynthia D., Paul D. Nelson, and Barbara Hanna Wasik. "Rethinking Education in Psychology and Psychology in Education: The Inaugural Education Leadership Conference." American Psychologist 58, no. 8 (2003): 678–84. http://dx.doi.org/10.1037/0003-066x.58.8.678.

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Maksymenko, Serhii, Kseniia Maksymenko, and Yurii Irkhin. "Systemic Nature of Human Psyche and Psychology of Education." Problems of Modern Psychology : Collection of research papers of Kamianets-Podilskyi National Ivan Ohiienko University, G.S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, no. 50 (November 2, 2020): 146–66. http://dx.doi.org/10.32626/2227-6246.2020-50.146-166.

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Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (March 2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.
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Rozensky, Ronald H., Catherine L. Grus, Nadya A. Fouad, and Susan H. McDaniel. "Twenty-five years of education in psychology and psychology in education." American Psychologist 72, no. 8 (November 2017): 791–807. http://dx.doi.org/10.1037/amp0000201.

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Shelkovnikov, Andrey Yu. "Philosophical education and psychology." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 6, 2019 (2019): 9–14. http://dx.doi.org/10.31862/2218-8711-2019-6-9-14.

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The article is dedicated to the specifics of modern philosophical education. The problem of methodical correlation between philosophy and psychology teaching is considered. One of the aspects of the subject under research is philosophical foundations of psychology. The article is intended for teachers of philosophy, psychology, and other humanities.
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Pearson, L. "Promoting Psychology in Education." Educational Psychology in Practice 5, no. 1 (April 1989): 3–6. http://dx.doi.org/10.1080/0266736890050102.

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Bickman, Leonard. "Graduate education in psychology." American Psychologist 42, no. 12 (December 1987): 1041–47. http://dx.doi.org/10.1037/0003-066x.42.12.1041.

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Mackenzie, Graeme. "Apply psychology and education." BMJ 336, no. 7636 (January 17, 2008): 109.3–110. http://dx.doi.org/10.1136/bmj.39458.489861.3a.

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Fischbein, Efraim. "Psychology and Mathematics Education." Mathematical Thinking and Learning 1, no. 1 (March 1999): 47–58. http://dx.doi.org/10.1207/s15327833mtl0101_2.

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Dissertations / Theses on the topic "Education, Psychology of"

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Bisinoto, Cynthia, Claisy Marinho, and Leandro da Silva Almeida. "Educational psychology in higher education: Current scene in Portugal." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.

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Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.
Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
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Beins, Anton B., C. Blair-Broeker, C. Brewer, B. Buskist, B. Casad, Wallace E. Jr Dixon, Y. Harper, et al. "Principles for Quality Undergraduate Education in Psychology." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4888.

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Book Summary: This title examines what our students need to know to be psychologically literate citizens of the contemporary world, caring family members, and productive workers who can meet today's challenges. It contains the expert opinions of a leading group on the topic, creates a powerful new model for educating psychologically literate citizens and provides a handbook of evidence-based practical pedagogy with substantive resource materials applicable to every campus and its faculty.
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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. 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:3297089.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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Naman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.

Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.

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

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Zaciewski, Janelle. "Consultation Trends in School Psychology Literature." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.

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Consultation is a prominent indirect service delivery method in school psychology today. Several publications endorsed by the National Association of School Psychologists (NASP) have traditionally suggested the mental health, organizational, and behavioral models of consultation as the three prominent consultation models in the field of school psychology. However, no supporting data are cited and it is unclear if these three models are still prominent in school psychology today. The present research examined the consultation literature over the last 22 years in two prominent school psychology journals, Journal of School Psychology and School Psychology Quarterly (originally called Professional School Psychology). This research involved the analysis of 145 consultation articles from the school psychology literature. The data was analyzed to obtain information regarding the frequency of consultation articles published, any trend that emerged from this data, the most frequent types of consultation mentioned, the type of research conducted, and topics addressed in the articles. Analysis of consultation trends over time indicated a decrease in the frequency of consultation articles published over time in both journals. The terms utilized to address consultation models are greatly varied, demonstrated by the 107 different types of consultation referenced in the consultation articles. Clearly, behavioral consultation is the most frequently researched and referenced consultation model in the literature. The results suggested the three traditional prominent models have been modified over time. Mental health consultation and behavioral consultation were consistently found within the top three models researched and referenced; however, organizational consultation was infrequently mentioned in the literature and researched in only 4% of the articles reviewed for this study. Therefore, it appeared that organizational consultation is no longer considered a prominent model of consultation. Analysis of the articles that were not research oriented indicated that 76% of the articles focused on application of consultation. The topics of multiculturalism, training, and ethics were the focal point to a lesser extent, with each representing fewer than 5% of articles. Research focused articles that involved aspects of both questionnaire and intervention research tools were employed more frequently than were research involving only questionnaire research or intervention research. Implications for the present findings and future directions for consultation research are discussed.
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Stanley, Steven. "Doctoral dilemmas : towards a discursive psychology of postgraduate education." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/7702.

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This thesis presents a critical analysis of the dilemmas of doing a PhD in the social sciences from the perspective of discursive psychology. It aims to contribute to qualitative studies of higher education, especially work in the sociology of education on social science doctoral research and training, and discourse analytic work on the dilemmas of education. It argues that there is a crucial bias in the literature on doctoral study. Much of the theory and research on doing a doctorate has been written and carried out by doctoral supervisors and established academic researchers, rather than doctoral students themselves. As a result, researchers have tended to study supervisor rather than student dilemmas and have left certain gaps in their studies, including the experiential dimensions of doctoral research, the discursive construction of postgraduate identities, and the patterns of ideology and power at play in doctoral student life. The present doctorate on doing a doctorate attempts to fill in these gaps, and at the same time introduces a distinctive critical, discursive, and reflexive take on postgraduate education. Detailed discourse analyses are carried out of in-depth semistructured interviews with PhD students in various psychology and social science departments in the United Kingdom. The analysis pays attention to the conversational, rhetorical, and ideological patterning of doctoral postgraduate discourse. In particular, it concerns the academic identity work done by the postgraduates, the ways in which they manage particular interactional, selfpresentational, and ideological dilemmas in their talk, and the different forms of power that are at play as they carry out their doctorates. In addition, a form of practical, analytic reflexivity is developed in the thesis, whereby the authors' own methodological and interviewing practices are analysed, along with text of the thesis itself. The general argument is that the topic of postgraduate academic identity proves a good case study for the investigation of some of the hidden dynamics of power, as well as the use of wider ideological values, in the construction of identities in contemporary institutional settings.
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Moore, F. "Rethinking measurement in psychology and education : a quantum perspective." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368532.

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Fain, Harry Michael. "An examination of the Ohio School Psychology Internship Program." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260986068.

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Hanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.

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Books on the topic "Education, Psychology of"

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Notterman, Joseph M., and Henry N. Drewry. Psychology and Education. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3.

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Corcoran, Tim, ed. Psychology in Education. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-566-3.

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Ronald, Smith. Psychology in education. New York: Vantage Press, 1994.

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Smith, Peter K., and A. D. Pellegrini, eds. PSYCHOLOGY OF EDUCATION. Abingdon, UK: Taylor & Francis, 2000. http://dx.doi.org/10.4324/9780203455029.

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E. M. Van den Aardweg. Dictionary of empirical education/educational psychology. Arcadia, Pretoria: E & E Enterprises, 1988.

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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space. The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations. Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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Biao. Psychology of adult education. Lagos: Text and Leisure Publishers, 1994.

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Long, Martyn. The Psychology of Education. 2nd ed. Hoboken: Taylor & Francis, 2010.

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The psychology of education. London: Routledge/Falmer, 2000.

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Roth, Wolff-Michael. Transactional Psychology of Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04242-4.

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Book chapters on the topic "Education, Psychology of"

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Notterman, Joseph M., and Henry N. Drewry. "Cognitive Psychology." In Psychology and Education, 143–60. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_10.

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Notterman, Joseph M., and Henry N. Drewry. "Gestalt Psychology." In Psychology and Education, 101–14. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1250-3_7.

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Upton, Dominic, and Annie Trapp. "Psychology." In Teaching Psychology in Higher Education, 264–71. Oxford, UK: BPS Blackwell, 2010. http://dx.doi.org/10.1002/9781444320732.ch11.

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Kremer, John, Noel Sheeny, Jacqueline Reilly, Karen Trew, and Orla Muldoon. "Education." In Applying Social Psychology, 122–36. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-0-230-62839-7_7.

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Wright, Katie, and Emma Buchanan. "Educational Psychology." In Springer International Handbooks of Education, 495–515. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_32.

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Wright, Katie, and Emma Buchanan. "Educational Psychology." In Springer International Handbooks of Education, 1–21. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_32-1.

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Roth, Wolff-Michael. "Dramatic Psychology." In Cultural Psychology of Education, 325–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04242-4_12.

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Dittmer, Livia, and Geoff Nelson. "Education." In Encyclopedia of Critical Psychology, 518–24. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_324.

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Scotti, Joseph R., and Barry A. Edelstein. "Education." In Introduction to Clinical Psychology, 47–76. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1573-3_3.

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Bereza, Matthew. "Peace Education in Psychology." In The Psychology of Peace Promotion, 329–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14943-7_20.

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Conference papers on the topic "Education, Psychology of"

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Liu, Ruifeng, and Min Wu. "Psychology in Higher Education." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3457003.

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Li, Ting. "The Practical Application of Educational Psychology in College Education." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.110.

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Li, Chunlin, and Weixi Zeng. "The Social Psychology of Education in the Perspective of Positive Psychology." In 4th International Symposium on Social Science (ISSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/isss-18.2018.40.

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Chinyio, Ezekiel, and Abigail Taiwo. "PSYCHOLOGY IN CONSTRUCTION (PSYCON)." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1133.

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Huayao, Xu. "The application of Educational Psychology in Higher Vocational Education work." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.107.

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Boltaboev, S. A. "Improving the effectiveness of education through the use of innovative educational technologies in the educational process." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-02-2020-02.

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Shlykova, Natalya I. "PSYCHOLOGY AND ITS MEANING IN MEDIA EDUCATION." In Гуманитарные науки в условиях социокультурной трансформации: практики медиаобразования. ПЕРМСКИЙ ГОСУДАРСТВЕННЫЙ НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ УНИВЕРСИТЕТ, 2017. http://dx.doi.org/10.17072/978-5-7944-2937-4/2017-79-83.

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Song, Huimin, Fan Gao, Yanru Zhang, and Kesui Deng. "Application of Positive Psychology in Adaptive Education." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.55.

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Liu, Xiaojiao. "The College Students' Psychology and Education Management." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.1.

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

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Reports on the topic "Education, Psychology of"

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

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

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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO, and NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Identifying and remediating children’s language difficulties – Professor Charles Hulme. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13554.

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Professor Charles Hulme, Professor of Psychology and Education, University of Oxford discusses children's language difficulties. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we'll email you your certificate.
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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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