Bibliografie tematiche / Educational Psychology

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Letteratura scientifica selezionata sul tema "Educational Psychology"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 25 luglio 2025

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Articoli di riviste sul tema "Educational Psychology"

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Gullickson, Terri, and Pamela Ramser. "Educational psychology." Contemporary Psychology: A Journal of Reviews 39, no. 5 (1994): 551. http://dx.doi.org/10.1037/034375.

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van der Veer, René. "Educational psychology." Journal of the History of the Behavioral Sciences 34, no. 4 (1998): 430–31. http://dx.doi.org/10.1002/(sici)1520-6696(199823)34:4<430::aid-jhbs35>3.0.co;2-c.

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Saydamatova, Nigora Sheralievna. "EDUCATIONAL PSYCHOLOGY AND MAJOR PERSPECTIVES OF EDUCATIONAL PSYCHOLOGY." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 6 (2023): 626–28. https://doi.org/10.5281/zenodo.8042246.

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This article covers &quot;the basic perspectives of educational psychology and educational psychology&quot; on understanding the basic perspectives of educational psychology implemented in our educational system.
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Bailey, Lucy E. "Critical Educational Psychology." Journal of Interdisciplinary Studies in Education 7, no. 2 (2019): 61–65. http://dx.doi.org/10.32674/jise.v7i2.1209.

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I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to inter
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Couceiro Figueira, Ana Paula. "[Reseña] Educational Psychology." Revista Iberoamericana de Educación 62, no. 1 (2013): 1–3. http://dx.doi.org/10.35362/rie621907.

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Anita Woolfolk. Educational Psychology, 12th edition (2013), International Edition, from Always Learning, pearson. isbn: 978-0-13-291099-6.&#x0D; Como se pode ler no prefácio da presente obra, esta edição é uma edição melhorada e aumentada, atualizando temas-chave para hoje, como as ligações entre o cérebro, a neurociência, e ensino. Também aborda o impacto da tecnologia na vida dos alunos e professores de hoje. Crescente ênfase na diversidade nas salas de aula de hoje.
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Chamarette, Mike. "Critical Educational Psychology." Educational Psychology in Practice 34, no. 2 (2018): 224. http://dx.doi.org/10.1080/02667363.2018.1429539.

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Bartram, Phillip, and Sheila Wolfendale. "Educational Psychology Services." Educational Psychology in Practice 15, no. 1 (1999): 51–56. http://dx.doi.org/10.1080/0266736990150109.

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Imich, André. "Delivering Educational Psychology." Educational Psychology in Practice 15, no. 1 (1999): 57–64. http://dx.doi.org/10.1080/0266736990150110.

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KAWAMURA, Shigeo. "EDUCATIONAL PSYCHOLOGY AND PRACTICE ACTIVITIES INVESTIGATION IN SCHOOLS AND EDUCATIONAL PSYCHOLOGY." Annual Report of Educational Psychology in Japan 38 (1999): 169–79. http://dx.doi.org/10.5926/arepj1962.38.0_169.

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Departamento, D. "Department of developmental Psychology and Educational Psychology." Quaderns de Psicologia, no. 11 (September 24, 2009): 197. http://dx.doi.org/10.5565/rev/qpsicologia.428.

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Tesi sul tema "Educational Psychology"

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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
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Hargrave, Lauren D. "WHAT DO TEACHERS THINK ABOUT EDUCATIONAL PSYCHOLOGY? DEVELOPING AND VALIDATING THE EDUCATIONAL PSYCHOLOGY PRACTITIONER SCALE." UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/64.

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The purpose of this study was to develop and validate the Educational Psychology Practitioner Scale (EPPS), which was designed to (a) assess the practices, training, and skills of educational psychologists and (b) determine their utility among K-12 schools classroom teachers. Study participants included 161 K-12 teachers across 21 states within the United States. An exploratory factor analysis yielded a 25-item, unidimensional scale. Correlating the EPPS with the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Job Satisfaction Scale (Warner, 1973) provided discri
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Williams, Antony. "A contribution to the developememt of critical educational psychology practice an analytically influenced educational psychology." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527247.

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Curran, Paul. "Where's the 'psychology' in British educational and child psychology? : an exploratory investigation into educational psychologists' perspectives." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3764/.

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The study aims to undertake an exploratory investigation into British Educational Psychologists' (EPs) practitioner perspectives on the key psychological theories and models that underpin their professional practice. It also aims to ascertain what the implications might be of practitioner perspectives on this topic for future practice, future training and continuing professional development of EPs hi the British context as "applied" psychologists. Following a small scale national survey on the topic, five focus group discussions were arranged to investigate the topic in more detail with groups
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Stobie, Ingeborg. "'Change' and 'continuity' in educational psychology." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.

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Arnell, Ruth. "Conceptualising evidence-based practice in educational psychology." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34078.

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This exploratory study describes the variation in how evidence-based practice is understood in educational psychology. The study is comprised of two phases, which were both designed, analysed and interpreted using qualitative methodology. In phase one, twenty-two semi-structured interviews were conducted with educational psychologists from eight services in England. A phenomenographic approach to analysis was applied, resulting in a conceptual framework, representing the variation in understandings of evidence-based practice of a group of educational psychologists. In phase two, two focus grou
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Burningham, Julie Ann. "A Simulation-based Approach to Educational Psychology." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2140.

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This paper summarizes a design project entitled "Choose Your Own Teaching Adventure" completed for the Instructional Psychology and Technology Department at Brigham Young University. The purpose of the design project was to prototype a learning tool that instructs beginning pre-service teachers in the classroom application of the principles of behaviorism. Originally, the project was designed to be a static learning object that would be combined with other similar learning modules for additional topics of an Educational Psychology course. At the conclusion of the first prototyping round, howe
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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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Lyons, Jo. "Educational psychologists into the 21st century : evaluating an alternative model of educational psychology practice in Essex psychology and assessment service." Thesis, University of East London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532440.

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Ivanova, Olena. "Psychology role in teachers-to-be training." Thesis, Дніпровський національний університет залізничного транспорту імені академіка В. Лазаряна, 2019. https://er.knutd.edu.ua/handle/123456789/14702.

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The work deals with psychology as a multifacet discipline which includes many study areas such as human development, sports, health, social behaviour and cognitive processes. Special attention should be paid to social and educational psychology in preparing future specialists in education.<br>В даній роботі психологія розглядається як багатогранна дисципліна, яка включає багато напрямків дослідження, таких як розвиток людини, спорт, здоров'я, соціальна поведінка та когнітивні процеси. Особливу увагу слід приділяти соціальній та освітній психології при підготовці майбутніх фахівців з освіти.<br
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Libri sul tema "Educational Psychology"

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Rothstein, Pamela R. Educational psychology. McGraw-Hill, 1990.

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Hoy, Anita Woolfolk. Educational psychology. 3rd ed. Pearson Allyn and Bacon, 2006.

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Hoy, Anita Woolfolk. Educational psychology. Pearson/Allyn and Bacon, 2007.

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1946-, Miller Andy, and Cline Tony, eds. Educational psychology. Hodder Education, 2008.

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C, Berlinger David, ed. Educational psychology. 4th ed. Houghton Mifflin Co., 1988.

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C, Berliner David, ed. Educational psychology. 6th ed. Houghton Mifflin, 1998.

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1915-, Klausmeier Herbert J., ed. Educational psychology. 5th ed. Harper & Row, 1985.

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Kay, Margetts, ed. Educational psychology. 2nd ed. Pearson, 2010.

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Gage, N. L. Educational psychology. 5th ed. Houghton Mifflin Co, 1991.

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Gage, N. L. Educational psychology. 5th ed. Houghton Mifflin, 1992.

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Capitoli di libri sul tema "Educational Psychology"

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Sugarman, Jeff. "Educational Psychology." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_325.

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Weller-Clarke, Alandra. "Educational Psychology." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_950.

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

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Charman, Tony, Susan Hepburn, Moira Lewis, et al. "Educational Psychology." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1458.

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Watts, D. G. "Educational Psychology." In An Introduction to the Study of Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003491385-3.

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Jiamei, Lu. "Educational Psychology." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1080-1.

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Taber, Keith S. "Educational Psychology." In Contemporary Issues in Science and Technology Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-24259-5_14.

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

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Calfee, Robert C. "Educational psychology." In Encyclopedia of Psychology, Vol. 3. American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-049.

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Cassidy, Arlette. "Educational Psychology." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1458.

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Atti di convegni sul tema "Educational Psychology"

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Minulescu, Mihaela. "Neglected Side Of Educational Psychology." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.132.

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

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Kropotova, M. P. "Modern educational technology." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-14.

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Boldyreva, Marina. "INDIVIDUAL EDUCATIONAL TRAJECTORY IN BIOLOGICAL EDUCATION." In XX INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m3847.sudak.ns2024-20/65.

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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. Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.107.

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Chotidjah, Sitti. "Students’ Motivation in Studying Psychology." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049808630866.

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Баянова, Л. Ф. "Cultural-Historical Psychology and Modern Educational Practices." In Социально-гуманитарные исследования: векторы развития науки и образования: материалы IX научно-практической конференции с международным участием, г. Москва, МПГУ, 25–26 апреля 2024 г. Crossref, 2024. https://doi.org/10.37492/isgo.2024.051.

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культурно-историческая концепция Л.С. Выготского оказывает существенное влияние на современные образовательные практики. Понятия «зона ближайшего развития», «социальная ситуации развития», «высшие психические функции» сформировали семантику педагогического мышления учителя XXI века. Для обучения и воспитания существенным является понимание культуры как системы норм. Поведение в системе нормативных ситуаций оценивается с точки зрения его культурной конгруэнтности. the cultural-historical concept by Lev Vygotsky had a sufficient impact on educational methods practiced today. A 21st century teach
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Renner, Ekaterina. "Psychology of color in the educational environment." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice". Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f58acaf4.30430039.

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Since ancient times, people have known about the beneficial and destructive effects of color on our condition. Color surrounds us everywhere, it is our constant companion and inevitably affects emotions. That is why we are interested in finding out how different colors can affect our mood and which of them can help in the learning process.
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SHishova, N. V. "Organization of the educational process for multinational educational of groups studying in the direction of preparation 44.03.05 "Pedagogical education ", profile" Physics and Mathematics"." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-06-2020-08.

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Rapporti di organizzazioni sul tema "Educational Psychology"

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Kulikova, T. I. Additional educational (professional) program "Management Psychology". Science and Innovation Center Publishing House, 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. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada226128.

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Sidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina, and Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0786.29012024.

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The electronic training course ""Psychiatry, Medical Psychology"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, specialty 31.05.01 General Medicine, approved by order of the Ministry of Education and Science of the Russian Federation dated February 9, 2016 No. 95, and taking into account the requirements of the professional standard 02.009 “Physician (precinct general practitioner)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated March 21, 2017 No. 293n, as well as in accordance
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Vershinina, T. S. Electronic educational resource "Conflictology". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0863.12122024.

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The electronic educational resource "Conflictology" is intended for 2nd year students of the specialty "Clinical Psychology". The e-Learning resources "Conflictology" consider issues related to the determination of the features of a conflict and the diagnosis of the presence of a conflict as such in the positions of the subjects of the conflict and the parties not involved in the conflict. Also, e-Learning resources acquaint students with such little-studied issues of the course of conflict as "power in conflict" and, in this regard, "power relations in conflict", "types and forms of speech be
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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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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to l
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Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, 2025. https://doi.org/10.54300/967.472.

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This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging
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MGIEP, UNESCO. Inclusive Wealth Report (IWR) 2024: Special Issue on Social Emotional Capital Accounts (SECA). UNESCO MGIEP, 2024. http://dx.doi.org/10.56383/qytb2222.

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The basic premise of the inclusive wealth index is that three essential capitals, namely human capital, natural capital and produced capital describe the inclusive wealth of a country. Past IWR reports have estimated human capital to be nearly 60% of most countries’ inclusive wealth. However, human capital, as it is now computed, cannot be limited to economic productivity, alone. It must also measure human well-being. Accumulating research shows human well-being can be cultivated through social emotional skills. The main objective of the special issue of the IWR 2024 is to account for Social a
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