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Psychological Studies in the Teaching, Learning and Assessment of Mathematics
There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.
Student and Teacher Writing Motivational Beliefs
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on wha...
Student-Teacher Relationship Quality Research: Past, Present and Future,volume II
Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.
Stakeholders’ Perspectives on Assessment and Improvement of Quality in Early Childhood Education and Care: A World-Wide Kaleidoscope
The key aims of early childhood education and care (ECEC) are to offer children from all social backgrounds a good start in their lives, to support parenting as well as families’ workforce participation, and, thereby, to sustainably strengthen the national economy over current and future generations. High-quality ECEC has been shown to improve child outcomes and be a buffer against developmental risk factors. For these reasons, governments, ECEC providers, and researchers are placing an increasing focus on the frameworks and systems that underpin quality as well as the measures that assess quality. At the same time, however, research on ECEC as a multidisciplinary endeavor has shown that t...
Models of Social Intervention
This book addresses several fundamental aspects of social work practice. From a qualitative and exploratory perspective, the book analyses pre-professional practices in the formation of social workers by contrasting the perspectives of students, institutional supervisors and university lecturers. Areas of opportunity in training are identified, such as handling personal and family crises of high conflict, the lack of specialised knowledge according to intervention areas, and limited participation in technical processes. The book proposes strengthening communication, mediation and emotional support skills, as well as incorporating optional courses and specific diplomas to fill these gaps. Methodologically, the book is based on semi-structured interviews and focus groups, allowing a systemic understanding of the educational phenomenon from the voice of the main actors. Together, this work offers an enriching overview of the challenges and opportunities in the practical training of social workers, laying the foundations for improving the quality of these training processes.
