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جهت‌گیری‌های SAGE در روان‌شناسی تربیتی: مجموعه پنج‌جلدی

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Neil Salkind ؛ Neil J. Salkind (ویراستار)

ارجاع

Salkind, N. (2011). جهت‌گیری‌های SAGE در روان‌شناسی تربیتی: مجموعه پنج‌جلدی (ویرایش چاپ نخست؛ مجموعه پنج‌جلدی). SAGE Publications Ltd. (اثر اصلی در 2011 منتشر شده است) https://doi.org/10.4135/9781446263303

چکیده

مجموعه‌ای پنج‌جلدی از آثار کلاسیک و معاصر در روان‌شناسی تربیتی که با ویراستاری نیل جی. سالکیند گردآوری شده است. کتاب چهار حوزه اصلی را پوشش می‌دهد: رشد انسان؛ برنامه درسی، آموزش و یادگیری؛ انگیزش؛ و طرح پژوهش، اندازه‌گیری، آمار و ارزشیابی. مجموعه شامل ۹۵ مقاله و فصل بازچاپ‌شده از منابع علمی اثرگذار است و برای آشنایی دانشجویان، پژوهشگران و دانشگاهیان با سیر تاریخی، مباحث محوری و جهت‌گیری‌های مهم این حوزه تنظیم شده است.

رکورد کامل
شناسه‌ی یکتاFB-2026-00001
عنوانجهت‌گیری‌های SAGE در روان‌شناسی تربیتی: مجموعه پنج‌جلدی
عنوان اصلیSAGE Directions in Educational Psychology
سال انتشار۲۰۱۱ (اثر اصلی: ۲۰۱۱)
ویرایشچاپ نخست؛ مجموعه پنج‌جلدی
زبانانگلیسی
نویسندهNeil Salkind؛ Neil J. Salkind (ویراستار)
وابستگی سازمانیSAGE Library of Educational Thought and Practice
منبعLondon, United Kingdom: SAGE Publications Ltd جهت‌گیری‌های SAGE در روان‌شناسی تربیتی (۲۰۱۱). مجموعه ۵جلدی؛ فایل PDF تجمیعی حاضر ۲۰۶۱ صفحه
شابک978-0-85702-178-6 (set of five volumes)
ناشرLondon, United Kingdom: SAGE Publications Ltd
قالبنسخه الکترونیکی PDF از مجموعه چاپی پنج‌جلدی
نوع انتشارکتاب؛ مجموعه ویراسته چندجلدی
مخاطبدانشجویان، پژوهشگران، استادان و متخصصان روان‌شناسی تربیتی و علوم آموزش
نوع سندکتاب
شناسه‌ی DOIhttps://doi.org/10.4135/9781446263303
کلیدواژه‌هاEducational Psychology؛ Human Development؛ Learning؛ Instruction؛ Motivation؛ Research Design؛ Measurement؛ Statistics؛ Evaluation
اصطلاحات نمایهروان‌شناسی تربیتی؛ رشد انسان؛ یادگیری؛ آموزش؛ برنامه درسی؛ انگیزش؛ خودکارآمدی؛ خودتنظیمی؛ هوش؛ سنجش آموزشی؛ اندازه‌گیری روان‌شناختی؛ روش تحقیق؛ آمار؛ ارزشیابی
دسته‌بندیروان‌شناسی تربیتی؛ رشد انسان؛ یادگیری و آموزش؛ انگیزش؛ روش تحقیق و سنجش
طبقه‌بندی3500 روان‌شناسی تربیتی
حق نشربیانیه: حقوق مقدمه و تنظیم ویراستاری متعلق به Neil J. Salkind است؛ بازتولید، ذخیره یا انتقال محتوا خارج از حدود مجاز قانونی نیازمند مجوز صاحب حق یا ناشر است.
دارنده: Neil J. Salkind (introduction and editorial arrangement); حقوق آثار بازچاپ‌شده متعلق به صاحبان اصلی هر اثر
سال: ۲۰۱۱
روش‌شناسیغیرتجربی؛ مجموعه مقالات و فصل‌های کلاسیک و معاصر بازچاپ‌شده
فهرست مطالب
  1. 1. Aging and Human Performance
  2. 2. Violence and Human Development
  3. 3. The Life-course and Human Development: An Ecological Perspective
  4. 4. The Family Conference: The Social Control of Human Development
  5. 5. From Childhood to the Later Years: Pathways of Human Development
  6. 6. The Developmental Niche: A Conceptualization at the Interface of Child and Culture
  7. 7. Conceptualizing Adult Development
  8. 8. Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care
  9. 9. A Developmental Approach to Language Acquisition: Two Case Studies
  10. 10. Promoting Positive Youth Development: New Directions in Developmental Theory, Methods, and Research
  11. 11. Children Have More Need of Models than Critics: Early Language Experience and Brain Development
  12. 12. Development: Transfer of Technology, Transfer of Culture
  13. 13. The Clinical Study and Treatment of Normal and Abnormal Development: A Psychological Clinic
  14. 14. Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
  15. 15. The Dangerous and the Good? Developmentalism, Progress, and Public Schooling
  16. 16. The Scientific Humanism of G. Stanley Hall
  17. 17. Growing Old – Or Older and Growing
  18. 18. Maturational Timing and the Development of Problem Behavior: Longitudinal Studies in Adolescence
  19. 19. Motor Development as Foundation and Future of Developmental Psychology
  20. 20. Physical Growth
  21. 21. Mental Development during the Preadolescent and Adolescent Periods
  22. 22. Making Sense of Curriculum Evaluation: Continuities and Discontinuities in an Educational Idea
  23. 23. Psychology of Learning Environments: Behavioral, Structural, or Perceptual?
  24. 24. Thought and Two Languages: The Impact of Bilingualism on Cognitive Development
  25. 25. Components of a Psychology of Instruction: Toward a Science of Design
  26. 26. The Emergence of Cognitive Psychology
  27. 27. The Advancement of Learning
  28. 28. Paradigms of Knowledge and Instruction
  29. 29. Health Promotion by Social Cognitive Means
  30. 30. Models of the Learner
  31. 31. Child’s Talk: Learning to Use Language
  32. 32. The Reflexivity of Cognitive Science: The Scientist as Model of Human Nature
  33. 33. History, Culture, Learning, and Development
  34. 34. Biology and Cognition
  35. 35. Neural Bases of Intelligence and Training
  36. 36. Human Intelligence: An Introduction to Advances in Theory and Research
  37. 37. Cognitive Demands of New Technologies and the Implications for Learning Theory
  38. 38. Cognitive Conceptions of Learning
  39. 39. Meaning in Complex Learning
  40. 40. Phases of Meaningful Learning
  41. 41. Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching
  42. 42. Maslow, Monkeys and Motivation Theory
  43. 43. Maslow’s Theory of Motivation: A Critique
  44. 44. Caught on Fire: Motivation and Giftedness
  45. 45. An Empirical Test of Maslow’s Theory of Motivation
  46. 46. Meaningfulness, Commitment, and Engagement: The Intersection of a Deeper Level of Intrinsic Motivation
  47. 47. Motivation and Human Growth: A Developmental Perspective
  48. 48. Evolutionary Perspectives on Human Motivation
  49. 49. The Debate about Rewards and Intrinsic Motivation: Protests and Accusations Do Not Alter the Results
  50. 50. A Comprehensive Expectancy Motivation Model: Implications for Adult Education and Training
  51. 51. The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education
  52. 52. Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again
  53. 53. Beyond the Rhetoric: Understanding Achievement and Motivation in Catholic School Students
  54. 54. Dimensions of School Motivation: A Cross-cultural Validation Study
  55. 55. Achievement Motivation in Children of Three Ethnic Groups in the United States
  56. 56. Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students
  57. 57. Attracting and Retaining Teachers: A Question of Motivation
  58. 58. Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice
  59. 59. Classroom and Individual Differences in Early Adolescents’ Motivation and Self-Regulated Learning
  60. 60. Atkinson’s Theory of Achievement Motivation: First Step toward a Theory of Academic Motivation?
  61. 61. Motivation and Engagement across the Academic Life Span: A Developmental Construct Validity Study of Elementary School, High School, and University/College Students
  62. 62. Motivation and Achievement: A Quantitative Synthesis
  63. 63. Academic Motivation and Achievement among Urban Adolescents
  64. 64. Intrinsic Motivation and School Misbehavior: Some Intervention Implications
  65. 65. Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis
  66. 66. Motivation in Transition
  67. 67. Why P Values Are Not a Useful Measure of Evidence in Statistical Significance Testing
  68. 68. Alphabet Soup: Blurring the Distinctions between p’s and α’s in Psychological Research
  69. 69. Research Methods: Experimental Design
  70. 70. What Can We Learn from International Assessments?
  71. 71. Power, Control, and Validity in Research
  72. 72. Testing Reasoning and Reasoning about Testing
  73. 73. Magnitudes of Experimental Effects in Social Science Research
  74. 74. Hypothesis Testing in Relation to Statistical Methodology
  75. 75. On Examinee Choice in Educational Testing
  76. 76. Historical Views of Invariance: Evidence from the Measurement Theories of Thorndike, Thurstone, and Rasch
  77. 77. If Statistical Significance Tests Are Broken/Misused, What Practices Should Supplement or Replace Them?
  78. 78. Musical Aptitude Testing: From James McKeen Cattell to Carl Emil Seashore
  79. 79. The Life and Labors of Francis Galton: A Review of Four Recent Books about the Father of Behavioral Statistics
  80. 80. Regression towards the Mean, Historically Considered
  81. 81. Karl Pearson and Statistics: The Social Origins of Scientific Innovation
  82. 82. A History of Effect Size Indices
  83. 83. The Role of Assessment in a Learning Culture
  84. 84. The Place of Theory in Educational Research
  85. 85. Curriculum-based Measures: Development and Perspectives
  86. 86. Tests as Research Instruments
  87. 87. My Current Thoughts on Coefficient Alpha and Successor Procedures
  88. 88. Handbook of Evaluation Research
  89. 89. A Model for Studying the Validity of Multiple-Choice Items
  90. 90. Assisted Assessment: A Taxonomy of Approaches and an Outline of Strengths and Weaknesses
  91. 91. Standardized Testing
  92. 92. The Place of Statistics in Psychology
  93. 93. Education in Statistics and Research Design in School Psychology
  94. 94. The Role of Measurement Error in Familiar Statistics
  95. 95. Qualitative Methods and the Development of Clinical Assessment Tools
تعداد صفحه۲۰۶۱
تاریخ انتشار در سایت۱۳ مهر ۱۴۰۵
تاریخ اصلاح۱۳ مهر ۱۴۰۵

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