Fagelement nr. 12 - Pædagogisk Psykologi
Forår 2023 - Efterår 2023
| Litteratur | Antal normalsider |
|---|---|
| Alexander, P. A., Murphy, P, K., Greene, J. A. Projecting Educational Psychology’s Future From Its Past and Present: A Trends Analysis, in Harris, K. R., Graham, S. E., Urdan, T. E., McCormick, C. B., Sinatra, G. M., & Sweller, J. E. (2012). APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. American Psychological Association. | 46 |
| Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1). | 11 |
| Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. 84(2), 191-215. | 25 |
| Bank, M. (2016). "Enacting (post) psychological standards in social work: From regimes of visibility to user-driven standards and affective subjectification." Theory & Psychology 26(2): 202-222. | 21 |
| Bøttcher, L., & Dammeyer, J. (2012). Disability as a dialectical concept: building on Vygotsky’s defectology. European Journal of Special Needs Education, 27(4), 433-446. | 17 |
| Foucault, M. (2002). Overvågning og straf (s.149-210). Frederiksberg: Det Lille Forlag | 47 |
| Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy insights from the behavioral and brain sciences, 3(2), 220-227. | 13 |
| Henson, K. T. (2003). Foundations for learner-centered education: A knowledge base. Education, 124(1). | 13 |
| Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127. | 28 |
| Kreijns, K., Kirschner, P. A., & Vermeulen, M. (2013). Social aspects of CSCL environments: A research framework. Educational Psychologist, 48(4), 229-242. | 31 |
| Lave, J., & Wenger, E. (2003). Situeret læring og andre tekster (s. 31-43, 55-76). København: Hans Reitzels. | 31 |
| Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1-24. | 22 |
| Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality. Educational Psychology Review, 1-22. | 24 |
| Mayer, R. E. Information Processing, in Harris, K. R., Graham, S. E., Urdan, T. E., McCormick, C. B., Sinatra, G. M., & Sweller, J. E. (2012). APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. American Psychological Association. | 23 |
| McCrudden, M. T., Marchand, G., & Schutz, P. (2019). Mixed methods in educational psychology inquiry. | 22 |
| McDermott, R. P. (1996). Hvordan indlæringsvanskeligheder skabes for børn. I C. Højholt & G. Witt (red.), Skolelivets socialpsykologi (s. 81-116). København: Unge Pædagoger. | 27 |
| Neisser, U., Boodoo, G., Bouchard Jr, T. J., Boykin, A. W., Brody, N., Ceci, S. J., ... & Urbina, S. (1996). Intelligence: knowns and unknowns. American psychologist, 51(2), 77. | 34 |
| Nissen, M. (2014). Brugerdrevne standarder som konkret utopi: En kulturhistorisk tilgang til subjektivitetens almengørelse. Psyke & Logos, 35, 164-192. | 29 |
| O’Donnell A. M. Constructivism, in Harris, K. R., Graham, S. E., Urdan, T. E., McCormick, C. B., Sinatra, G. M., & Sweller, J. E. (2012). APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. American Psychological Association. | 39 |
| Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61. | 24 |
| Reeve, J. (2002). Self-determination theory applied to educational settings. Handbook of self-determination research, 2, 183-204. | 16 |
| Rothenbusch, S., Zettler, I., Voss, T., Lösch, T., & Trautwein, U. (2016). Exploring reference group effects on teachers’ nominations of gifted students. Journal of Educational Psychology, 108, 883–897. | 19 |
| Rounds, J., & Su, R. (2014). The nature and power of interests. Current Directions in Psychological Science, 23(2), 98-103. | 8 |
| Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012). A proposed direction forward for gifted education based on psychological science. Gifted Child Quarterly, 56(4), 176-188. | 20 |
| Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. | 44 |
| Vygotsky, L. S. (1982). Spørgsmålet om undervisning og den intellektuelle udvikling i skolealderen. I L. S. Vygotsky m.fl. (red.), Om barnets psykiske udvikling (s. 105-124). København: Nyt Nordisk Forlag Arnold Busck. | 20 |
| White, M. (2002). Addressing personal failure. International Journal of Narrative Therapy & Community Work, 2002(3), 33. | 43 |
| Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. | 12 |
| Zimmerman B. J., Labuhn S. A. Self-Regulation of Learning: Process Approaches to Personal Development, in Harris, K. R., Graham, S. E., Urdan, T. E., McCormick, C. B., Sinatra, G. M., & Sweller, J. E. (2012). APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. American Psychological Association. | 41 |
| Relevant selvvalgt litteratur | 100 |
| Total antal normalsider: | 850 |