PSYCHOLOGICAL RESEARCH AND APPLICATIONS IN SCHOOL/EDUCATIONAL SETTINGS

Informationen zur Lehrveranstaltung
TitelΨΥΧΟΛΟΓΙΚΗ ΈΡΕΥΝΑ ΚΑΙ ΕΦΑΡΜΟΓΕΣ ΣΤΟ ΣΧΟΛΙΚΟ ΠΛΑΙΣΙΟ / PSYCHOLOGICAL RESEARCH AND APPLICATIONS IN SCHOOL/EDUCATIONAL SETTINGS
CodeΨΥ-633
FakultätPhilosophische
Cycle / Level1. Grund- und Hauptstudiengang
SemesterWinter/Sommer
CommonJa
StatusAktiv
Course ID600013546

Studienplan: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 10
FachrichtungForm des KursbesuchsSemesterJahrECTS
KORMOSWahlveranstaltung535

Informationen zur Veranstaltung
Akademisches Jahr2023 – 2024
KurslehrdauerSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600253052
Veranstaltungstyp
  • Persönliche Anwesenheit
Elektronischer Zugang zu Unterrichtsmaterialien
Sprache
  • Griechisch (Lehre, Prüfung)
Allgemeine Kompetenzen
  • Anwendung des Wissens in der Praxis
  • Anpassung an neue Situationen
  • Entscheidungsfähigkeit
  • Gruppenarbeit
  • Produktion von neuen Forschungsideen
  • Planung und Projektmanagement
  • Respektieren von Vielfalt und Multikulturalität
  • Respekt gegenüber der Umwelt
  • Soziale, berufliche und ethische Verantwortung und Sensibilität gegenüber Geschlechterfragen
  • Kritik und Selbstkritik
  • Förderung des freien, kreativen und induktiven Denkens
Lehrmaterialien
  • Skript
  • Audio
  • Interaktive Übungen
Einsatz von Informations- und Kommunikationstechnologie
IKT-Nutzung
  • Einsatz von IKT in der Lehre
  • Einsatz von IKT in der Bewertung der Studierenden
Unterrichtsorganisation
ActivitiesArbeitsbelastungECTSEinzelarbeitGruppenarbeitErasmus
Vorlesungen391.5
Projekt261
Erstellen einer Arbeit / v. Arbeiten391.5
Prüfung261
Total1305
Bewertung der Studierenden
Beschreibung des Verfahrens
  • Schriftliche Prüfung mit Multiple-Choice-Fragen (Endnote)
  • Öffentliche Präsentation (Endnote)
Empfohlene Bibliographie
zum Kurs (Eudoxos)
Verma, G. K. & Mallick K. (1999). Εκπαιδευτικη ερευνα: θεωρητικες προσεγγισεις και τεχνικες. Τυπωθήτω. Hesse-Biber, S. N. (2022). Μικτες μεθοδοι ερευνας: Συνδεοντας τη θεωρια με την πραξη. Γ. Δαρδανος - Κ. Δαρδανος. Newby P. (2019). Μεθοδοι ερευνας στην εκπαιδευση. Πεδίο.
Weitere Bibliographie
Allen, J. P., Kim, E. K., & Jimerson, S. R. (2023). Meta-Analyses and systematic reviews Advancing the practice of school psychology: The imperative of bringing science to practice. School Psychology Review, 52(2), 87-94. https://doi.org/10.1080/2372966X.2023.2178769 Cooper, H. (2018). Reporting quantitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association. Creswell, J. (2016). H έρευνα στην εκπαίδευση: Σχεδιασμός, διεξαγωγή και αξιολόγηση ποσοτικής και ποιοτικής έρευνας (Επιστ. Επιμ.: Χ. Τσορμπατζούδης). Εκδοτικός Όμιλος Ίων. Daniilidou, A., Platsidou, M., & Gonida, E. (2020). Primary school teachers resilience: association with teacher self-efficacy, burnout and stress. Electronic Journal of Research in Education Psychology, 18(52), 549-582. Doll, B., Zucker, S., & Brehm, K. (2004/2009 μετ.). Σχολικές τάξεις που προάγουν την ψυχική ανθεκτικότητα: Πώς να δημιουργήσουμε ευνοϊκό περιβάλλον για μάθηση. Τυπωθήτω-Γιώργος Δαρδανός (Μετ.: Ε. Θεοχαράκη, Επιστ. Επιμ.: Χ. Χατζηχρήστου) Fisher, W. W., & Lerman, D. C. (2014). It has been said that,“There are three degrees of falsehoods: Lies, damn lies, and statistics”. Journal of School Psychology, 52(2), 243-248. https://doi.org/10.1016/j.jsp.2014.01.001 Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77-100. https://doi.org/10.1037/spq0000019 Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396. Graybill, E., Baker, C. N., Cloth, A. H., Fisher, S., & Nastasi, B. K. (2018). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology, 6(2), 77-89. https://doi.org/10.1080/21683603.2017.1302850 Henderson, N., & Milstein, M. M. (2003/2008, μετ.). Σχολεία που προάγουν την ψυχική ανθεκτικότητα: Πώς μπορεί να γίνει πραγματικότητα για τους μαθητές και τους εκπαιδευτικούς. Τυπωθήτω-Γιώργος Δαρδανός (Μετ.: Β. Βασσάρα, Επιστ. Επιμ.: Χ. Χατζηχρήστου) Holmes, S. R., Thompson, A. M., Herman, K. C., & Reinke, W. M. (2021). Designing interventions for implementation in schools: A multimethod investigation of fidelity of a self-monitoring intervention. School Psychology Review, 50(1), 42-51. https://doi.org/10.1080/2372966X.2020.1870868 Kelly, B., & Perkins, D. F. (Eds.) (2012). Handbook of implementation science for psychology in education. Cambridge University Press. Λεονταρή, Α. (2015). Παιδιά και έφηβοι σε έναν κόσμο που αλλάζει: Προκλήσεις, προσαρμογή και ανάπτυξη. Βιβλιοπωλείο της Εστίας. Leff, S. S., Waasdorp, T. E., Paskewich, B. S., & Winston, F. K. (2021). Scaling and disseminating brief bullying prevention programming: strengths, challenges, and considerations. School psychology review, 50(2-3), 454-468. https://doi.org/10.1080/2372966X.2020.1851612 Lemons, C. J., Fuchs, D., Gilbert, J. K., & Fuchs, L. S. (2014). Evidence-based practices in a changing world: Reconsidering the counterfactual in education research. Educational Researcher, 43(5), 242-252. https://doi.org/10.3102/0013189X14539189 Levitt, H. M. (2020). Reporting qualitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association. Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. John Wiley & Sons. Matthews, J. S., & López, F. (2020). Race-reimaging educational psychology research: Investigating constructs through the lens of race and culture. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101878 McClain, M. B., Shahidullah, J. D., Harris, B., McIntyre, L. L., & Azad, G. (2022). Reconceptualizing educational contexts: The imperative for interprofessional and interagency collaboration in school psychology. School Psychology Review, 51(6), 742-754. https://doi.org/10.1080/2372966X.2021.1949247 McGill, R. J., & Busse, R. T. (2014). An evaluation of multiple single-case outcome indicators using convergent evidence scaling. Contemporary School Psychology, 18, 13-23. https://doi.org/10.1007/s40688-013-0004-4 Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications. Motti-Stefanidi, F. (2019). Resilience among immigrant youths: Who adapts well, and why? Current Directions in Psychological Science, 28(5), 510-517. https://doi.org/10.1177/0963721419861412 Motti‐Stefanidi, F. (2014). Immigrant youth adaptation in the Greek school context: A risk and resilience developmental perspective. Child Development Perspectives, 8(3), 180-185. https://doi.org/10.1111/cdep.12081 Newell, K. W. (2022). Realignment of school psychology research, training, and practice. School Psychology Review, 51(6), 795-809. https://doi.org/10.1080/2372966X.2021.2000841 Newman, D. S., & Clare, M. M. (2016). School psychology as a relational enterprise: The role and process of qualitative methodology. Contemporary School Psychology, 20, 327-335. https://doi.org/10.1007/s40688-016-0090-1 Nickerson, A. B., Randa, R., Jimerson, S. R., & Guerra, N. G. (2021). Safe places to learn: Advances in school safety research and practice. School Psychology Review, 50, 158-171. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 1-11. Reinke, W. M., Herman, K. C., Thompson, A., Copeland, C., McCall, C. S., Holmes, S., & Owens, S. A. (2021). Investigating the longitudinal association between fidelity to a large-scale comprehensive school mental health prevention and intervention model and student outcomes. School Psychology Review, 50(1), 17–29. https://doi.org/10.1080/2372966X.2020.1870869 Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., & Koffel, J. B. (2021). PRISMA-S: an extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10(1), 1-19. Sullivan, A. L., Arora, P., Song, S. Y., & Jimerson, S. R. (2023). Theory, methods, and practice to advance equity and social justice in school psychology: Articulating a path forward. School Psychology Review, 1-11. https://doi.org/10.1080/2372966X.2023.2235221 Volpe, R. J., Chafouleas, S. M., González, J., Ardoin, S., & Jimerson, S. R. (2022). The science of school psychologists: developing a standard definition. Journal of School Psychology, 94, A1-A12. https://doi.org/10.1016/j.jsp.2022.06.006 Χατζηχρήστου, Χ. (2011) (Επιμ. έκδ.). Κοινωνική και Συναισθηματική Αγωγή στο Σχολείο: Πρόγραμμα για την Προαγωγή της Ψυχικής Υγείας και της Μάθησης στη σχολική κοινότητα. Εκπαιδευτικό υλικό για εκπαιδευτικούς και μαθητές προσχολικής και πρώτης σχολικής ηλικίας. Αθήνα: Τυπωθήτω.
Last Update
11-10-2023