Pædagogisk psykologi

The GACE School Psychology book features an extensive collection of over 250 new practice exam questions designed exclusively for the GACE School Psychology test. These questions have been thoughtfully crafted to provide you with the most current and accurate representation of the content found on the actual GACE School Psychology exam. Additionally, each practice question within the book offers a comprehensive explanation, ensuring that you gain a thorough understanding of the nuances and intricacies of the GACE School Psychology exam's material. This dedicated GACE School Psychology study resource actively supports your efforts in achieving complete exam readiness.

Within the OAE 042 School Psychologist book, you'll discover a comprehensive set of more than 250 freshly developed practice exam questions, meticulously tailored for the OAE 042 School Psychologist test. These questions have been purposefully designed to furnish you with the most current and precise insights into the content featured on the actual OAE 042 School Psychologist exam. Furthermore, every practice question is accompanied by a detailed explanation, providing you with an in-depth understanding of the subtleties and complexities of the OAE 042 School Psychologist exam's material. This specialized OAE 042 School Psychologist study resource actively empowers you in your quest for complete exam preparedness.

The PRAXIS 5403 School Psychologist book presents an extensive collection of over 250 recently formulated practice exam questions, specifically curated for the PRAXIS 5403 School Psychologist test. These questions are thoughtfully designed to offer you the latest and most accurate understanding of the content covered on the actual PRAXIS 5403 School Psychologist exam. Moreover, each practice question includes a comprehensive explanation, ensuring that you gain a deep understanding of the intricacies and nuances of the PRAXIS 5403 School Psychologist exam's material. This dedicated PRAXIS 5403 School Psychologist study resource actively supports your journey towards full exam preparedness.

The ILTS 237 School Psychologist exam prep book is a leading and continuously updated resource. It has a repository of over 200 newly designed practice exam questions that directly correlate with the most recent content assessed in the ILTS 237 School Psychologist examination. Additionally, the book offers comprehensive explanations for each question, enabling a deep understanding of the material and sharpening your skills. With this indispensable resource in hand, you can actively prepare for the ILTS 237 School Psychologist exam, enhancing your confidence and setting the stage for a successful outcome.

The FTCE School Psychologist PK-12 book features more than 250 NEW practice exam questions designed for the FTCE School Psychologist PK-12 test. We have recently crafted these questions to provide you with up-to-date familiarity with the content covered on the actual FTCE School Psychologist PK-12 exam. Furthermore, each practice question includes a detailed explanation, ensuring that you receive comprehensive exposure to the content of the FTCE School Psychologist PK-12 exam. This FTCE School Psychologist PK-12 study resource will assist you in fully preparing for the exam.

This book addresses critical issues related to appropriately servicing gifted students with other learning exceptionalities, also known as twice exceptional (2e) students. Utilizing a social, emotional, and cultural lens, it extends beyond the historical cognitive discussion within the domains of special and gifted education and draws on a variety of interpreted perspectives, featuring leading authors, experts, and specialists from several countries and from different academic disciplines and backgrounds. The collection offers a balance between theoretical/methodological and empirical chapters to provide a discourse for operationalization and implementation of services that best serve the educational and individualized needs for a diverse group of students.This work demonstrates the importance of knowing and attending to the social, emotional and cultural dimensions of 2e students while simultaneously fostering the appropriate cognitive skill development for whole-child well-being.

Finalist for the IBPA Benjamin Franklin Awards in Teen Nonfiction!The Happy Grades Workbook will show you what happens when students stop chasing good grades and all the procrastination, boredom, and burn out in the process, and start a different approach to success in school. Tired of being stuck in a cycle of stress, procrastination, and low self-efficacy, teenagers have realized the old lessons on time management, study skills, and organization just aren't cutting it anymore. With writing prompts and charts to fill out in each section, you'll learn to:Make and keep meaningful habits while decluttering your space and mindTackle big tasks in bite-size pieces while staying curiousImprove motivation, focus, and memory while increasing happinessConnect with peers, improve relationships, and be accountableChallenge the myths about success to cultivate personal values

This book is a compilation of theoretical and empirical advances related to the phenomenon of inner speech  in education, and is aimed at academics and researchers in the area of psychology, education and culture.Inner speech has been a focus of multidisciplinary interest. It is a long-standing phenomenon of study in philosophy, psychology, and anthropology. Researchers from different disciplines have turned their efforts to understand this inherent experience of being "e;talking to oneself"e;. In psychology, Vygotsky managed to develop a complete description of the phenomenon, giving rise to a great line of research related to inner speech in the human experience.This book derives from an international research program, related to cultural psychology, socio-constructivism, developmental psychology and education. It opens the door for new debates and emerging ideas.

 This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people.  Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school. 

This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English.What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. - Prof. Claire Kramsch, University of California, Berkeley, USA.The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes the topic of this book extremely important. With chapters located in a wide range of countries - from USA to Australia via UAE, Thailand and others - and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. - Prof. Michael Byram, University of Durham, UK.In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. - Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada."e;Theory and Practice in Second Language Teacher Identity"e; captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers' professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf. - Prof. Gary Barkhuizen, University of Auckland, New Zealand.

By Society for Industrial & Organisational Psychology South Africa (SIOPSA), Team Leader: Prof Theo H Veldsman As the challenge of conceptualising, designing, and implementing fulfilling and productive humane workplaces within the emerging 4th and 5th Industrial Revolutions becomes more apparent - it is clear that the future remit of every Industrial Organisational-Psychologist will be rising to the task of integrating people and technology, virtuously and optimally. Industrial-Organisational Psychology (IOP) as a science and practice embraces the psychology of work, the working person, the workplace, and the congruence between these elements. Yet, as we rapidly approach a digital era of work, how can this congruence be actualised? This book explores the workplaces of the future as the outcome of an 18-month future-search, research project involving five research teams with their respective leaders, six research associates, two assistants and the head of the project, Theo Veldsman. Using emerging trends associated with the unfolding of the 4th and 5th Industrial Revolutions, Theo Veldsman and his team reimagined IOP in all its facets - intent, focus, content, mode of delivery, and capabilities - to realign it with the future workplace. The research project - as reported on in the book - consisted of five interdependent research streams that aimed to build a coherent, in-depth story about the requirements for IO Psychologists to be future-ready. These research streams were: (i) the changing world of work; (ii) the IO Psychologist's moral-values-ethics base; (iii) the IO Psychologist's response; (iv) IO Psychologists' capabilities, education, training and development; and (v) IOP research. This book provides a road map for IO Psychologists who want to prepare for the next five to ten years to become future-fit. These guidelines for directing and guiding the science, practice, and profession of IOP will allow IO Psychologists make a humane 4IR workplace a reality. Having visited the future through the rigorous research reported here, IO Psychologists can now return to the present, and lay a people-centric foundation for their organisations.

Through the Digital Transformation Process, educators are guided step-by-step to seamlessly integrate digital tools into the curriculum, revolutionizing teaching methods and empowering students with 21st-century skills.

Some of our time is spent eating and drinking and some is spent on matters regarding reproduction. Some of us seek fame or recognition while others seek satisfaction internally, with little need for recognition. Some people study for success in a profession, while others might study rocks, birds, or French literature for no apparent reason other than to know about it. Why are we motivated to engage in so many apparently unrelated activities?            This book places our various activities into categories, thus providing a framework for understanding how everything that we do fits together and is based on brain mechanisms. Disturbances in motivation play important roles in autism, depression, Parkinson's disease, and addiction. Understanding the motivational aspects of these disorders can help to inform our approach to these conditions. This book may be of value for students in psychology, counseling, management, and anyone who is interested in understanding our daily behavior.

This book presents unique results of complex studies from the all-Russian longitudinal study "e;Grow with Russia"e;. In the framework of the cultural-historical concept, it focuses on the social situation of development, which is organized by adults, and its influence on cognitive and emotional development of children. It examines the role of the traditional play in children's development in modern conditions.The book explores the changes in social situation of development due to the digitalization of the world and its impact on child development, child groups and play development. The book searches for cognitive cultural tools as means of concept acquisition by preschool children in different domains as well as key factors that influence effectiveness of different cultural tools usage. This book provides international perspectives, making results from the study applicable to different cultural contexts.

This book provides a description of the current theory and methodology of LEGO-based therapy (LBT) for social development. It is intended for all readers who have an interest in LBT and both how and why it works to improve the development of social communication and interpersonal collaboration. This work provides an update from previous publications on LBT methods and offers the first in-depth discussion of the theoretical basis for the LBT model. Educators, therapists, parents, and administrators will gain a clearer understanding of how LBT can be used to improve social adjustment and initiate participation in social learning, creativity, and interpersonal synergy. Regardless of the context in which LEGO materials are used to facilitate improvement in interpersonal communication and collaboration, this book is a core text, describing the current strategies and benefits of LBT.