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To promote a broader understanding of the increasingly important role of school psychology in educational systems throughout the world, the editors of this volume collected the works of leading international educators and authorities. Using research from 24 countries, the book provides current information on educational systems and training facilities, psychology services, educational contributions to society, and directions for shaping children's futures through education.
To promote a broader understanding of the increasingly important role of school psychology in educational systems throughout the world, the editors of this volume collected the works of leading international educators and authorities. Using research from 24 countries, the book provides current information on educational systems and training facilities, psychology services, educational contributions to society, and directions for shaping children's futures through education.
"The Handbook of International School Psychology will be THE major resource on the profession and its various applications in different countries. It is a ′must read′ for school psychologists and professionals from related disciplines who wish to understand, monitor, and shape the field of school psychology." --Scott Huebner, NCSP, University of South Carolina "This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology--and special education--over years play an important role in cross-national implementation strategies." --Niels Egelund, Institute of Educational Psychology, The Danish University of Education. The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Editors Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell have brought together prominent authors from 43 countries to provide valuable information and insights regarding the numerous facets of school psychology. Key Features: Offers a comprehensive overview of key areas: This Handbook addresses the context of school psychology; its origin, history, and current status; and the infrastructure of school psychology. In addition, contributors examine the preparation of school psychologists; their roles, functions, and responsibilities; and current issues impacting the field. Provides a balance of breadth and depth: Internationally renowned authors offer insight on the work of school psychologists around the world, such as assessing children who display cognitive, emotional, social, or behavioral difficulties; developing and implementing intervention programs; consulting with teachers, parents, and other relevant professionals; and conducting research. Reviews key trends in the field: Trends influencing school psychology′s international development are examined. The past, present, and future of the International School Psychology Association (ISPA) are discussed, as are findings from the International School Psychology Survey that examines the characteristics and responsibilities of school psychologists. Intended Audience: The Handbook of International School Psychology is the foremost international resource regarding school psychology. It is ideal for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology.
This edited volume may be the 'definitive text' on methods and content in teaching psychology from an international and critical perspective. Chapters from internationally renowned contributors working clinically, educationally and in the community with a range of client groups, outline critical teaching by and for professionals and service recipients. This timely book offers a unique, research-based and philosophically coherent approach to teaching psychology including teaching methods, the lecture content of radical approaches to modern psychology and debates as to whether the aim of teaching is to liberate or control. Themes include the nature of pedagogy, the importance of teaching and learning style, the relevance of context and content and the ways in which traditional teaching forms a part of the disciplinary rather than critical project. Teaching Critical Psychology offers guidance in teaching pupils, students, peers and those on academic programmes at under-graduate and post-graduate level.
Papers presented at the 7th and 8th Congress organized by the National Academy of Psychology, India, held at Bhopal and Bhubaneswar, in 1996 and 1997 respectively.
The goals and content for this book are derived from three important and ongoing efforts: to advance the institution of education and to promote educational opportunities to children and youth worldwide, to promote effective assessment policies and practices that enhance sound educational practice, and to address the need to develop tests and other assessment practices in less developed countries as well as to augment and alter a number of traditional assessment practices in developed nations. These three issues provided the focus for a four-day conference that was held at St. Hugh's College, Oxford University, in June 1993. The conference theme-Test Use with Children and Youth: International Pathways to Progress-underscores the importance of addressing testing issues as efforts to improve educational opportunities for children and youth move forward. Leaders from more than seventy nations met at the United Nations sponsored World Summit for Children in 1990 to support ratification of the Convention on the Rights of the Child. Worldwide recognition that every individual has the right to develop her or his potential led to the ratification of provisions setting minimum standards for children's education.
The Routledge International Companion to Educational Psychology brings together expert practitioners, researchers, and teachers from five continents to produce a unique and global guide to the core topics in the field. Each chapter includes coverage of the key thinkers, topic areas, events, and ideas that have shaped the field, but also takes the reader beyond typical textbook material and into engagement with current issues, cutting-edge research and future directions in the field of educational psychology from an international perspective. With over 30 chapters, the volume is divided into four themed sections: ‘An introduction to educational psychology’, ‘How children learn and develop’, ‘Issues concerning the assessment of children’ and ‘Identifying and meeting the needs of children with learning difficulties’. Covering the key issues and fundamental strands of educational psychology The Routledge International Companion to Educational Psychology aims to provide the reader with knowledge of: educational psychology (history, child rights, and practice); factors which influence children’s learning and development; issues to do with assessment (a key aspect of educational psychology); special educational needs (identification and how to meet their needs); the key thinkers, events, and ideas that have shaped the field; the core topics across educational psychology in an accessible manner; cutting edge research including recent research evidence and theory; future directions in the field of educational psychology; educational psychology from an international perspective. The book is conceived for both student and researcher use, and considers the implications for educational psychology practice in all sections. It will be highly beneficial for both students and lecturers on Education Studies and Psychology undergraduate courses, as well as combined undergraduate degrees .
The latest edition of this classic text provides a comprehensive and internationally relevant introduction to work and organizational psychology, exploring the depth and diversity of the field in an accessible way without obscuring the complexities of the subject. Third edition of a classic textbook offering a complete introduction to work and organizational psychology for undergraduate and graduate students with no prior knowledge of the field An innovative new six part structure with two-colour presentation focuses the core material around issues that are either Job-Focused, Organization-Focused, or People-Focused Each chapter title is a question designed to engage readers in understanding work and organizational psychology whilst simultaneously inviting discussion of key topics in the field The third edition introduces two new co-editors in Franco Fraccaroli from Italy and Magnus Sverke, who join Nik Chmiel and will increase relevance and appeal for European students
International Perspectives on Education draws on the knowledge and experience of a distinguished team of international educationists, including Howard Gardner and Kristján Kristjánsson. Each chapter can be accessed as a resource on a specific topic, but the chapters are also grouped into three sections to provide an invaluable source of thinking and knowledge from leading thinkers and practitioners in their fields: Perspectives on Education; Supporting the Learning Process; and Teachers and Professional Development. The prevailing view by all contributors is that the learning experience and environment should not only be stimulating and intellectually interesting, but also socially inclusive and fulfilling, with a need to develop learners' potential and personality around a set of good values. All this lies at the heart of quality education, and stimulates a new debate in support of the re-humanisation of education, rather than the de-humanisation that we have seen in recent times with attempts to tie its products and processes more closely with models generated in the world of commerce. This collection reflects the development of education within an international context of trends, good practices and experience. It is aimed at those who have an interest in education as an academic area of study (undergraduate students and lecturers, higher degree students and those involved in, or training for, the teaching profession), and those who are concerned with the management and governance of education.