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Child development is a holistic process multiply determined by complex interactions of individual and environmental properties. It is becoming increasingly obvious that child development cannot be understood by common data analysis procedures, where data are aggregated over individuals into some group-level forms, fragmented studies of relationships between a few variables torn out of the context of the whole, and studies that are either cross-sectional or conceptualize development as a quantitative change. This collection of empirical studies aims at understanding child development in early primary school by applying a consistently systemic, person-oriented developmental approach. An immensely complex web of developmental relationships between cognitive and non-cognitive processes in educational settings is emerging in the synthesis of the empirical contributions to this book.
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The Editor: Aaro Toomela is Professor of Neuropsychology at Tallinn University (Estonia). His research interests cover all the main fields of psychology – cognitive, developmental, cultural, social, personality, biological, evolutionary, and applied – as well as philosophy, history and methodology of psychology. He has authored scientific papers in all these fields. He is a member of the editorial boards of several journals (including European Journal of School Psychology and Culture and Psychology).
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Systemic person-oriented study of child development in early primary school.
Verlag:
Frankfurt, M. ; Berlin ; Bern: Lang, 2010
ISBN 10: 3631587643
ISBN 13: 9783631587645
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Anbieter: Fundus-Online GbR Borkert Schwarz Zerfaß, Berlin, Deutschland
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Originalhardcover. Zustand: Sehr gut. XII, 286 S. Ein gutes und sauberes Exemplar. - Systemic Person-Oriented Approach to Child Development: Introduction to the Study. Aaro Toomela -- Longitudinal Study of Cognitive Influences of Peers, Teacher's Knowledge and Parental Expectations on Pupils' Achievement: Impact on Low-, Average- and High-Ability Pupils. Kristina Seepter -- Teaching Practices, Their Dynamics, Associations with Self- Reported Knowledge and Students' Language Achievement. Krista Uibu, Eve Kikas, and Kristiina Tropp -- Teachers' Judgement of Students' Reading Difficulties and Factors Related to Its Accuracy. Piret Soodla and Eve Kikas -- Cognitive Profiles and their Stability in Different Academic Performance Groups for Math and Language. Mairi Männamaa and Eve Kikas -- Pupils Who Speak a "Wrong Language": Bilingual Children's Academic Achievement in Submersion Education. Margit Tago and Aivar Ots -- The Types of the Most Widespread Errors in Solving Arithmetic Word Problems and Their Persistence in Time. Anu Palu and Eve Kikas -- Motivational Orientations, Self-Efficacy Beliefs, Their Bias, and Achievement. Eve Kikas -- Why Do Some Children Enjoy Attending Unpleasant Schools? Aivar Ots -- Children's Self-Reflection and Personality and Their Relationships with Cognitive Ability and Academic Success. Grete Arro -- Role of Reflection-Ability in Children's Self-Regulation. Eva-Maria Kangro -- The Role of Academic Achievement and Physical Attractiveness in Students' Social Preference and Rejection. Marja-Liisa Mailend -- Systemic Person-Oriented Study of Child Development in Primary School: Methodological and Substantial Issues. Aaro Toomela. ISBN 9783631587645 Sprache: Englisch Gewicht in Gramm: 495. Artikel-Nr. 1088662
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Systemic Person-Oriented Study of Child Development in Early Primary School
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Systemic Person-Oriented Study of Child Development in Early Primary School
ISBN 10: 3631587643
ISBN 13: 9783631587645
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Systemic Person-Oriented Study of Child Development in Early Primary School
Verlag:
Peter Lang, Peter Lang Mai 2010, 2010
ISBN 10: 3631587643
ISBN 13: 9783631587645
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Buch. Zustand: Neu. Neuware -Child development is a holistic process multiply determined by complex interactions of individual and environmental properties. It is becoming increasingly obvious that child development cannot be understood by common data analysis procedures, where data are aggregated over individuals into some group-level forms, fragmented studies of relationships between a few variables torn out of the context of the whole, and studies that are either cross-sectional or conceptualize development as a quantitative change. This collection of empirical studies aims at understanding child development in early primary school by applying a consistently systemic, person-oriented developmental approach. An immensely complex web of developmental relationships between cognitive and non-cognitive processes in educational settings is emerging in the synthesis of the empirical contributions to this book. 298 pp. Englisch. Artikel-Nr. 9783631587645
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Systemic Person-Oriented Study of Child Development in Early Primary School
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Child development is a holistic process multiply determined by complex interactions of individual and environmental properties. It is becoming increasingly obvious that child development cannot be understood by common data analysis procedures, where data are aggregated over individuals into some group-level forms, fragmented studies of relationships between a few variables torn out of the context of the whole, and studies that are either cross-sectional or conceptualize development as a quantitative change. This collection of empirical studies aims at understanding child development in early primary school by applying a consistently systemic, person-oriented developmental approach. An immensely complex web of developmental relationships between cognitive and non-cognitive processes in educational settings is emerging in the synthesis of the empirical contributions to this book. Artikel-Nr. 9783631587645
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