Download Lengkap Koleksi Ebook Gratis PDF Buku Psikologi Terbaru Kumpulan Majalah Popular Novel Psikologi Online Tes IQ Psikologi Kepribadian Edisi Terjemah Bahasa Indonesia Best Seller Buku Psikologi Pendidikan Untuk Pemula. Download PDF Kumpulan Ebook Psikologi Gratis Koleksi Buku Psikologi Majalah. Vol Edisi Terbaru Terjemahan Indonesia Tes IQ Psikologi Kepribadian Untuk Pemula Best. [PDF/ePub Download] psikologi pendidikan eBook - it-book.org.
Editorial Reviews: 'What a delight! Child Psychology 2nd edition, preserves the four cornerstone themes of its first edition (exploring the nature of change, illustrating the interconnectedness of people and environments, identifying processes affecting life-course transitions, and emphasizing the need for diverse methodological approaches), while simultaneously expanding the range of contemporary issues addressed. Seasoned developmental scientists and their students will be provoked and challenged by the issues raised throughout the volume, and will gain a deeper appreciation for the causal, yet dynamic, processes that regulate human behavior over the life course.' Fitzgerald, Michigan State University, USA About the Author. Book Description: Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn.
Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing 'repair work' with students who have become discouraged or disaffected learners. In this thought-provoking, informative book, noted education expert Kathleen Ricards Hopkins provides teachers with a hands-on resource based on the latest research on how we learn.
Hopkins offers clear, actionable guidelines for teachers to enable all students to gain both the cognitive competence and confidence needed to succeed academically. Using the metaphor of a skylight—a window leading to infinite possibilities—Hopkins provides down-to-earth techniques teachers can use to help students develop their skills as readers, writers, and mathematicians. Hopkins translates the theoretical ideas of Piaget, Vygotsky, and Feuerstein into practical suggestions for teachers to use with their students.
Students will benefit from these principles, and teachers may find their cognitive abilities transformed as well. This vital teachers' resource answers such questions as 'Can intelligence be developed? Do teacher expectations shape student learning?
How can I make learning 'stick' for my students?' Drawing from theory and research in learning, this book offers clear, practical guidance along with inspirational ideas to show how teachers can enable students to gain both the cognitive competence and confidence needed to succeed academically. Offers techniques for students to develop their reading, writing, and math abilities. Provides suggestions for helping students build perseverance and diligent work habits. Helps cultivate students' reasoning skills for problem solving.
Includes ideas for teachers to improve their students' verbal and written skills. “Psychologists have become essential consultants in the school system and, although programs have taken root to train behavioral health professionals to work in the school system, this book provides a different approach to effectively administering that role.
The intention is to instruct novice psychologists in the art and science of the unique consultant role they will play in the school system. Intended mainly for school and child clinical psychologists, but also for other clinical or developmental psychologists, school social workers, and special educators.” (Christopher J. Graver, Doody’s Review Service, September, 2010) From the Back Cover.
The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation―consultants, teachers, students, staff, and the school itself―and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.
Erchul, Ph.D., is a Professor of Psychology at North Carolina State University, where he served as Director of the School Psychology Program from 1987 to 2004. He received his B.A. In Psychology and Communication Arts from the University of Wisconsin-Madison, and his Ph.D. In Educational Psychology with a specialization in School Psychology from the University of Texas at Austin.
He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to various North Carolina school systems, public agencies, and private businesses. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), an elected member of the Society for the Study of School Psychology, a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, and has been recognized as an outstanding faculty researcher at NCSU. He has been President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA’s Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology. Erchul is board certified in school psychology by the American Board of Professional Psychology (ABPP) and has served as President of the American Academy of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation. Erchul has produced approximately 100 journal articles, book chapters, and other scholarly works, as well as three books. He has been associate editor of School Psychology Quarterly and guest editor of special issues of the School Psychology Review and the Journal of Educational and Psychological Consultation.
He also has served on the editorial review boards of five scholarly journals. Martens, Ph.D., is a Professor of Psychology and Associate Chair of the Psychology Department at Syracuse University. He received his B.S. In psychology from Colorado State University, and earned his Ph.D. In 1985 from the APA-approved program at the University of Nebraska-Lincoln. Martens’ research is concerned with translating findings from basic operant studies into effective school-based interventions, functional assessment and treatment of children’s classroom behavior problems, and the instructional hierarchy as a sequenced approach to skill building. His scholarly record includes more than 100 published research articles, books, chapters, and invited reviews in the areas of applied behavior analysis, school consultation, and instructional intervention.
Martens is a past Associate Editor of the Journal of Applied Behavior Analysis and School Psychology Quarterly, and currently serves as a Guest Associate Editor or Editorial Board member for five journals. Martens received the Lightner Witmer Award from Division 16 of APA in 1990, was named Outstanding Teacher of the Year at University College in 1995, and is a past member of the Board of Directors of the Society for the Experimental Analysis of Behavior. He was elected to Fellow status in Division 16 of APA in 1996, elected as a member of the Society for the Study of School Psychology in 2001, and named one of 90 Distinguished Alumni from the Teachers College at the University of Nebraska in 1997. Martens received the Editorial Appreciation Award from School Psychology Review in 2002 as well as the Excellence in Graduate Education Faculty Recognition Award from Syracuse University in 2006. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation―consultants, teachers, students, staff, and the school itself―and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.