Die Niederländerin Cora Baltussen (1912–2005) war in den 1960er Jahren eine wichtige Pionierin für die Supervision im katholischen Milieu der Bundesrepublik. Sie lehrte an der Akademie für ...Jugendfragen in Münster.Anhand ihres Lebensverlaufs untersucht diese Arbeit ideengeschichtlich und transnational aus der Akteursperspektive, wie sich die Supervision bis etwa 1970 entwickelte. Besondere Berücksichtigung findet dabei erstmalig der katholische Kontext mit seinem theologischen und anthropologischen Einfluss auf das Supervisionsverständnis. Ferner werden Bezüge zu sozialen Bewegungen hergestellt.
Host Fiona Allison speaks with the editors of the latest book in the Surviving and Thriving in Academia series: Academic Resilience, where together they examine what resilience is, what it can do and ...how it can be worked upon.
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and ...further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field's rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages.Self-efficacy in the engaged learner.Parental and social influences on engagement and achievement motivation.The engaging nature of teaching for competency development.The relationship between engagement and high-risk behavior in adolescents.Comparing methods for measuring student engagement.An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy. Sandra L. Christenson, Ph.D., is the Birkmaier Professor of Educational Leadership, Professor of Educational Psychology, and faculty member in the School Psychology Program at the University of Minnesota. Her research focuses on interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She is particularly interested in the identification of contextual factors that facilitate student engagement and increase the probability for student success in school, and the identification of the effect of family-school partnership variables. Amy L. Reschly, Ph.D., is an associate professor and training director in the School Psychology Program, Department of Educational Psychology Instructional Technology, at the University of Georgia. Areas of expertise include engagement and dropout prevention; working with families and schools to promote student success; and, Curriculum-Based Measurement (CBM) and Problem-Solving. Cathy Wylie, Ph.D., is a Chief Researcher with the New Zealand Council for Educational Research. She has led the longitudinal Competent Learners project since 1993. Her research interests include the interaction between experiences and student development, and identifying policies that best support school capability to provide engaging and productive learning. Her research into policy includes the impact on schools and students of New Zealand national policies, including the shift to self-managed schools since 1989.
Le champ d’exercice de la psychoéducation consiste notamment à évaluer les capacités adaptatives et les difficultés d’adaptation de la personne. Avant toute prise en charge ou accompagnement, la ...psychoéducatrice ou le psychoéducateur a l’obligation de procéder à une évaluation.
Cet ouvrage présente les concepts d’analyse clinique et de jugement professionnel qui se retrouvent au cœur de la démarche évaluative. Dans la première partie du volume, les auteurs détaillent ces activités cliniques sous l’angle des habiletés requises pour l’analyse et la construction d’un jugement rigoureux. La notion de « risque » est abordée en lien avec le jugement professionnel. La télépratique est également un sujet traité, cette nouvelle façon de travailler qui occupe une place de plus en plus importante en psychoéducation.
Dans la seconde partie, de nombreuses applications pratiques sont exposées. Les illustrations cliniques retenues couvrent différents groupes d’âge et différents problèmes d'adaptation. De nombreux repères sont fournis pour la rédaction des rapports sous différentes formes.
Ce livre s’adresse aux professionnels et professionnelles en psychoéducation, aux équipes de supervision ou d’enseignement et aux stagiaires ou étudiants et étudiantes en psychoéducation.
Critical educational psychology Williams, Antony; Billington, Tom; Goodley, Dan ...
2017, 2017/01/01, 2016, 2016-10-18
eBook, Book
This book is a approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice. ... This text uses a broad range of theoretical resources ...from outside mainstream psychology to examine issues at the forefront of educational psychology. The chapters discuss the role of education; the relationship between teaching and learning; the impact of gender, faith and ethics in educational settings; the construction of rich learning environments; and notions of normalcy, difference and disability. Contributors employ phenomenology; post-structuralism; psychoanalysis, discursive psychology, social constructionism, narrative psychology and disability studies theory, among other theoretical resources. (DIPF/Orig.).
There are increasing demands on teachers in general education schools, their performance is analysed and evaluated, however the teacher‘s profession still lacks respect in our society. Persistent and ...occupational stress has a negative impact on the psycho-emotional health of teachers, but little attention is paid to this problem in our country. Publications of Lithuanian and foreign scientists in recent years are analysed and the study on teachers' emotional wellbeing and the microclimate of the school are presented in the article. The outcomes of the study revealed that teachers quite often experience emotional stress at work. The main causes of emotional insecurity among teachers are anxiety about the COVID-19 situation in the country, the introduction of distance learning, increased workload and lack of time due to the pandemic. It has also been found that the teacher‘s emotional wellbeing is affected by the microclimate of the school (relationships among community members, working conditions, etc.), the professional activities of the teacher and the constant change in education as well as the personal qualities of teachers. The outcomes of the study confirm the findings of foreign researchers on the challenges of emotional wellbeing of teachers and the need to provide psychological support to meet the needs of schools. It is obvious that there is the need for discussion and a more detailed study of the issue to reveal different aspects of emotional well-being of the teacher.
The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational ...praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical background. The emphasized disputes pertain especially to transcending metaphysics and relativism as a challenge faced by hermeneutical criticism and critical hermeneutics. Additionally, the “critical” horizon of the main handbook of pedagogy used in Polish universities is discussed. The author point to the wasteful efforts at instigating the breakthrough in the reception of critical pedagogy and he exemplifies them by an instance of misbegotten analysis of the allegedly delayed critical pedagogy of work. As a particularly positive example the author presents a new effort at developing critical hermeneutics (and radical praxis) for pedagogy by Andrzej Wierciński. In the concluding part written “in lieu of conclusions,” four lists of critical problems’ dislocations are provided; the problems are both convergent and related to one another, thereby redefining current research objectives and pertain to practical applications in educational praxis.
PDF