Relevant bibliographies by topics / Educational and school psychology

Contents

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

Academic literature on the topic 'Educational and school psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Educational and school psychology"

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Coll, César. "School and Educational Psychology." Applied Psychology 43, no. 2 (April 1994): 175–91. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00818.x.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and “futures”." Psychology in the Schools 41, no. 4 (March 1, 2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.
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Read, Martyn, David Galloway, and Anne Edwards. "Secondary School Teaching and Educational Psychology." British Journal of Educational Studies 41, no. 3 (September 1993): 321. http://dx.doi.org/10.2307/3122302.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly, and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and “Futures”." School Psychology Review 33, no. 1 (March 1, 2004): 3–6. http://dx.doi.org/10.1080/02796015.2004.12086226.

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D'Amato, Rik Carl, Susan Sheridan, LeAdelle Phelps, and Emilia Lopez. "INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"." Journal of Educational and Psychological Consultation 15, no. 3 (December 1, 2004): 233–38. http://dx.doi.org/10.1207/s1532768xjepc153&4_2.

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Oakland, Thomas, and Jacqueline Cunningham. "International School Psychology Association Definition of School Psychology." School Psychology International 18, no. 3 (August 1997): 195–200. http://dx.doi.org/10.1177/0143034397183001.

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Marx, Ronald W. "School Reform and Research in Educational Psychology." Educational Psychologist 35, no. 3 (September 2000): 147–48. http://dx.doi.org/10.1207/s15326985ep3503_1.

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van Schalkwyk, Gertina J. "School and educational psychology in challenging times." International Journal of School & Educational Psychology 8, no. 3 (July 2, 2020): 159–60. http://dx.doi.org/10.1080/21683603.2020.1781466.

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Kaplan, Marvin S., and Helga E. Kaplan. "School psychology: Its educational and societal connections." Journal of School Psychology 23, no. 4 (December 1985): 319–25. http://dx.doi.org/10.1016/0022-4405(85)90044-5.

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Dissertations / Theses on the topic "Educational and school psychology"

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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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Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.

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Grobler, Lidalize. "Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60943.

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The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened.
Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
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Kennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.

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A survey was conducted to examine current training practices of NASP accredited specialist programs. Information was gathered through a mailed survey to NASP accredited school psychology Ed.S. training programs across the United States. Of the 97 training programs to whom surveys were sent, 56 surveys were returned and 51 were considered usable (53% return rate). The survey respondents were divided into groups according to self-reported program emphasis. Thirty-one programs reported emphasizing traditional assessment (Traditional Programs), while 20 programs reported other areas of emphasis (Other Programs). An independent t-test indicated that Traditional Programs offer significantly higher amounts of training in traditional assessment than Other Programs. A Chi-square analysis revealed that approximately half of the Traditional Programs have not changed training in assessment; however, the remaining Traditional Programs showed shifts by an equal number of them increasing and decreasing the amount of training in assessment as compared to 5 years ago. Several differences in level of preparation of program graduates were indicated by a descriptive discriminant analysis. These differences are consistent with program emphasis.
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Katz, Melissa Dawn. "Dual relationships in the practice of school psychology: A study of ethical beliefs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280618.

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The purpose of the present study was to determine the various demographic characteristics of school psychologists and their respective ratings of the frequency of ethical dilemmas they encounter involving dual relationships, and to determine what types of dual relationships are most frequently reported in occurrence. In addition, the present study evaluated the ratings of school psychologists regarding the types of dual relationships that they encounter in the schools and to determine the level at which they rate these situations as ethically troublesome. Two thousand randomly selected members of the National Association of School Psychologists were sent surveys regarding ethical beliefs and practices. 1,000 were sent Form A, which consisted of demographic questions, and a series of multiple relationship situations, on which they were asked to give an ethical rating. 1,000 were sent Form B, which consisted of demographic questions, and a series of multiple relationship situations, on which they were asked to report the occurrences of these situations in their practices. A response percentage of 29.9% (N = 299) was achieved for Form A, and 37.7% (N = 377) for Form B. Significant differences were found between respondents grouped by gender and degree for Ethical Rating Scores. Females were more ethically conservative, rating more items as "never ethical" than males. In addition, practitioners with Master's degrees rated items as more ethically conservative than those with Specialist's degrees. Significant differences were also found between practitioners grouped by school setting for Total Occurrences Scores. Practitioners from rural areas reported that these situations occurred more often than practitioners in other settings.
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Dallal, Renee. "School Mobility and School Connectedness: A Moderation Analysis." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1589889574454769.

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Amar, Silvana. "Attachment, Parentally Bereaved Adolescents, and High School Outcomes in a Large Inner-City High School." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558553.

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U.S. and world communities face the challenges of understanding how children grieve and of giving them sufficient social and educational support. Inner-city minority adolescents have not been represented well in the bereavement and attachment literature. The purpose of the quantitative study was to use the attachment theory to understand the impact of parental bereavement on these adolescents. Data were collected using the Adult Attachment Interview (AAI), the Piers-Harris Children's Self- Concept Scale (2nd ed.), and school records. MANOVAs were used to analyze the influence of attachment organization, bereavement status, and gender on self-concept and academic and behavioral functioning in school. Results indicated that securely attached adolescents functioned better across all 3 variables than did insecure and unresolved/disorganized adolescents. There were no differences in functioning in the bereaved group according to attachment organization. Results according to gender indicated that although the female participants experienced more academic success and had fewer behavioral difficulties in school, their self-concept was more negative than was that of their male counterparts. There were no differences in functioning in the bereaved group according to gender, but compared to the entire sample, the bereaved females no longer functioned better than males, academically or behaviorally, and there were no longer differences in self-concept. Possible positive social changes from these findings include improvements in school-related student support such as promoting the use of the AAI, linking educational and clinical environments, and assisting schools in developing safe-base classroom environments that could better meet students' needs according to their attachment organization and bereavement status.

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Kabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.

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In our schools today, there are numerous violence prevention programs that have been implemented in order to curb the recent increase in the rate of school shootings. In addition, there have been a large number of articles written covering the topic of school violence, but little research has been done focusing on the perceptions of parents and school officials in regard to school violence. In the present study findings reveal why it is important to focus our attention not only on student perceptions of school safety, but on parent and school official perceptions, as well. Parents and school officials received a self-report questionnaire and were asked to indicate which violence prevention programs they believe will make students feel safer and which ones they personally would like to see implemented in the schools. In addition, parents were asked to indicate whether their child has been a victim of violence or will be a future victim of violence and the perceived level of their child's anxiety regarding his/her safety at school. It was found that (a) there is a positive, statistically significant relationship between parents who reported that their child has been a personal victim of violence and the rating of their child's anxiety level; (b) parents who perceived their children as having higher levels of anxiety did not endorse more safety programs; (c) overall, parents endorsed more programs than school officials, especially those that were invasive and help-oriented; and (d) the programs the adults indicated they personally would like to see implemented in the schools did not differ significantly from the programs they endorsed as making students feel safer at school.
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Roche, Robert J. "Exploring Flow Amongst Experienced Middle School and High School Band Directors." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.

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The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.

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Annable, David Edwin. "Using Short Presentations to Increase Student Teacher Knowledge of School Psychology." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1213392576.

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Books on the topic "Educational and school psychology"

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David, Galloway. Primary school teaching and educational psychology. London: Longman, 1991.

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David, Galloway. Secondary school teaching and educational psychology. London: Longman, 1992.

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Ellis, Ormrod Jeanne, ed. Case studies: Applying educational psychology. Upper Saddle River, N.J: Merrill, 1998.

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Jackson, McGuire Dinah, Pallock Linda L, and Harper Brian E, eds. Case studies: Applying educational psychology. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2007.

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Child and school psychology. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Psychology of education: Major themes : The school curriculum. London: Routledge/Falmer, 2003.

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Sachs, Wise Paula, ed. School psychology: Past, present, and future. New York, N.Y: Longman, 1994.

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School psychology in contemporary society: An introduction. Columbus, Ohio: Merrill, 1985.

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Cullingford, Cedric. How pupils cope with school. Newcastle: Cambridge Scholars, 2008.

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McCullough, C. Sue. Computers in school psychology: An overview. Eugene, Ore: International Council for Computers in Education, 1985.

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Book chapters on the topic "Educational and school psychology"

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Kramer, Jack J. "School Psychology." In Historical Foundations of Educational Psychology, 121–30. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_7.

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Cummings, Jack A., and Charles R. Ridley. "Educational Partnership." In Encyclopedia of Cross-Cultural School Psychology, 415–16. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_154.

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Francois, Samantha, and Stacy Overstreet. "Educational Resilience." In Encyclopedia of Cross-Cultural School Psychology, 416–18. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_155.

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Billington, Tom. "Towards a Critical Relational Educational (School) Psychology." In Psychology in Education, 113–28. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-566-3_8.

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Rodriguez, Eileen T., Tonia N. Cristofaro, Catherine S. Tamis-LeMonda, and Lisa Baumwell. "Language and Educational Assessment." In Encyclopedia of Cross-Cultural School Psychology, 567–69. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_224.

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Alford, Zoë, and Mathew A. White. "Positive School Psychology." In Evidence-Based Approaches in Positive Education, 93–109. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_5.

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Prilleltensky, Isaac, and Geoffrey Nelson. "Educational Settings: Learning a New School of Thought." In Doing Psychology Critically, 92–105. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1462-0_7.

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Hambleton, Ronald K. "National Assessment of Educational Progress (NAEP)." In Encyclopedia of Cross-Cultural School Psychology, 653–54. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_274.

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do Vale Zucoloto, Patrícia Carla Silva, Gilberto Lima dos Santos, and Maria Virgínia Machado Dazzani. "School Complaints and the Educational Self: Openings for the Medicalization of School Difficulties." In Cultural Psychology of Education, 127–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98602-9_8.

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Muscutt, Janet. "Child Rights, Disability, School and Educational Psychology and Inclusive Education." In International Handbook on Child Rights and School Psychology, 501–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37119-7_32.

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Conference papers on the topic "Educational and school psychology"

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Vonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah, and Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.

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Cibulskaitė, Nijolė. "Administrative Excellence Within Public School Heads’ Approach." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.12.

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Rašková, Miluše. "Communication About Puberty Among Middle-School-Aged Children." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.18.

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Radnaev, B. D., and E. E. Budaeva. "Features of motives for educational activities of primary school children." In Scientific Trends: Pedagogy and Psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-04-05-2019-17.

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So, Kyunghee. "Teachers’ Understanding Of Creativity In The Korean School Context." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.64.

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Steinberg, Yael. "“School Personality” – A Model For Systemic Evaluation And Intervention." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.9.

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Pohnětalová, Yveta. "School Performance Motivation Of Homeschool Graduates." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.37.

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Kirliauskiene, Rasa. "School Principals’ Attitude Toward Music Education In Lithuania." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.9.

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Provázková Stolinská, Dominika. "Lesson Study – Modernization Of Undergraduate Training Of Future Primary School Teachers." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.8.

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Gomes, A. M. "Relationship Between Bullying Behaviours And Sleep Quality In School-Aged Children." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.83.

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Reports on the topic "Educational and school psychology"

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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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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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Reber, Sarah. School Desegregation and Educational Attainment for Blacks. Cambridge, MA: National Bureau of Economic Research, June 2007. http://dx.doi.org/10.3386/w13193.

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MacLeod, W. Bentley, and Miguel Urquiola. Anti-Lemons: School Reputation and Educational Quality. Cambridge, MA: National Bureau of Economic Research, June 2009. http://dx.doi.org/10.3386/w15112.

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Власова, О. С., and А. А. Попова. Electronic appendix to educational methodically grant "Educational robotics in educational activity of pupils of elementary school". Science and Innovation Center Publishing House, 2014. http://dx.doi.org/10.12731/ofernio.2014.20559.

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Jackson, C. Kirabo, Shanette Porter, John Easton, Alyssa Blanchard, and Sebastián Kiguel. School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26759.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21908.

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Jackson, C. Kirabo, Rucker Johnson, and Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20847.

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Epple, Dennis, Elizabeth Newlon, and Richard Romano. Ability Tracking, School Competition, and the Distribution of Educational Benefits. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7854.

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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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