        item: #1 of 19
          id: ijep-10638
      author: Coelho, Vera Lúcia; Barros, Sílvia; Peixoto, Carla; Pessanha, Manuela ; Cadima, Joana; Bryant, Donna 
       title: The Exploring Teacher-Family Partnerships in Infant Center-based Care
        date: 2023-06-24
       words: 9461
      flesch: 43
     summary: Understanding Korean early childhood teachers’ challenges in parent–teacher partnerships: beyond individual matters. So, the present study was designed for analyzing parents and infant teachers’ perspectives about the partnership practices being implemented as well as the partnerships idealized.
    keywords: care; child; childcare; children; ecec; education; et al; families; family; infant; mothers; partnership; partnership practices; practices; quality; study; teacher
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        item: #2 of 19
          id: ijep-10970
      author: Castillo Gualda, Ruth; Moraleda, Alvaro; Brackett, Marc A.
       title: Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools
        date: 2023-06-24
       words: 8494
      flesch: 41
     summary: Based on the literature, we hypothesize that 1) RULER intervention promotes mental health and psychological adjustment by reducing levels of clinical, educational, and emotional maladjustment in Primary school students. Procedure This study was developed with an ex post facto design, with a principal analysis aimed to evaluate if RULER training for teaching staff promoted mental health and psychological adjustment in primary school students in comparison with students whose teachers did not receive the training.
    keywords: castillo; children; control; development; et al; health; maladjustment; ruler; school; sel; social; students; total; years
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        item: #3 of 19
          id: ijep-11558
      author: Ohle-Peters, Annika; McElvany, Nele; Ullrich, Mark
       title: Students’ Text-Picture-Integration: The Role of Teacher Competence and Instructional Quality
        date: 2023-08-14
       words: 7427
      flesch: 46
     summary: Key words Text-picture-integration, instructional quality, teacher competence, longitudinal multilevel analysis, video study To cite this article: Ohle-Peters, A., McElvany, N., & Ullrich, M. (2023). In terms of empirical evidence for the theoretically postulated functional chain from teacher competence to instructional quality and on to student outcomes, we expect positive relations between aspects of teachers’ TPI-related competence and instructional quality (Hypothesis H2a) as well as a mediating effect of instructional quality on the relation between teacher competence and students’ TPI-skills (Hypothesis H2b).
    keywords: competence; knowledge; learning; picture; quality; reading; research; school; skills; students; teachers; teaching; text; tpi; tpm; video
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        item: #4 of 19
          id: ijep-11828
      author: Asensio, David; Fernández-Mera, Ana; Duñabeitia, Jon Andoni
       title: The Cognitive Profile of Intellectual Giftedness
        date: 2023-07-21
       words: 7235
      flesch: 41
     summary: The differences in cognitive abilities were not consistent across all areas, meaning that some cognitive abilities did not show significant differences, while others did. One of the most interesting trends is to break down the intelligence concept into cognitive abilities (Chekaf et al., 2018; Rowe et al., 2014; Wai et al., 2022), which makes it possible to study how these are profiled in gifted children.
    keywords: abilities; children; differences; domains; duñabeitia; giftedness; group; intelligence; journal; memory; profile; psychology; skills; tests
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        item: #5 of 19
          id: ijep-11902
      author: Editors, IJEP
       title: List of reviewers
        date: 2023-02-24
       words: 236
      flesch: 40
     summary: http://ijep.hipatiapress.com/ http://dx.doi.org/10.17583/ijep.11902 http://dx.doi.org/10.447/remie.2013.015 http://dx.doi.org/10.17583/ijep.11902 http://creativecommons.org/licenses/by/4.0/ IJEP – International Journal of Educational Psychology, Vol. 12 Rocío García Carrión Jorge Manuel Dueñas Rada Editors Aitana Fernández-Villardón Alba García-Cid Albert Irigoyen Zaragoza Ane López de Aguileta David Navarro González Elisenda Giner Gota Eugenia Allotey Garazi Álvarez-Guerrero Garazi Lopez de Aguileta Guillermo Legorburo Itxaso Tellado Juliene Ferreira Jyrki Huusko Kavitha Karun Laura Ruiz-Eugenio Maite Santiago-Garabieta Marta Font Palomar Nerea Gutiérrez-Fernández Sara Carbonell Sevilla Sergi Martín-Arbós Susana León-Jiménez Instructions for authors, subscriptions and further details: http://ijep.hipatiapress.com List of 2022 Reviewers Date of publication: February 24th, 2023 Edition period: February 2022 – February 2023 PLEASE SCROLL DOWN FOR ARTICLE
    keywords: february; reviewers
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        item: #6 of 19
          id: ijep-180
      author: Racionero Plaza, Sandra
       title: The International Journal of Educational Psychology: Psychological Research for the Twenty-First Century
        date: 2012-02-23
       words: 1535
      flesch: 40
     summary: As a whole, García’s article combines what Bruner refers as good psychological science and good policy research. It is that kind of psychological research and science which IJEP aims at disseminating.
    keywords: journal; learning; psychology; research
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        item: #7 of 19
          id: ijep-182
      author: None
       title: 508 Resource Limit Is Reached
        date: None
       words: 27
      flesch: 64
     summary: 508 Resource Limit Is Reached Resource Limit Is Reached The website is temporarily unable to service your request as it exceeded resource limit. Please try again later.
    keywords: limit
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        item: #8 of 19
          id: ijep-186
      author: Molina, Silvia
       title: Truth, Beauty, and Goodness Reframed. Educating for the Virtues in the Twenty-First Century
        date: 2012-02-23
       words: 882
      flesch: 46
     summary: In this regard, he considers: “The trio of virtues, while unquestionably in flux and under attack, remain essential to the human experience and, indeed, to human survival. The author acknowledges that the three virtues are qualitative different and that they have different histories, being the history of truth “convergent and confirmatory”, the history of beauty “divergent”, unpredictable and more dependable on personal experiences, and the history of goodness having one consolidated part –the neighborly morality– and another more recent –the ethics of roles–. Furthermore, they are also different in terms of their relevance for life, being beauty the less determinant for survival.
    keywords: truth; virtues
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        item: #9 of 19
          id: ijep-239
      author: Roberts, Amy L.; Rogoff, Barbara
       title: Children’s Reflections on Two Cultural Ways of Working Together: “Talking with Hands and Eyes” or Requiring Words
        date: 2012-06-25
       words: 8753
      flesch: 52
     summary: In line with our expectations, 86 Roberts & Rogoff- Children's reflections on cultural patterns Table 2 Mean percentage (and SDs) of statements in the 5 topics and overall that corresponded with or contradicted research patterns, across the two backgrounds, andsignificance Contradict Research Mexican-heritage US children's comments showed greater correspon- dence with research than did Anglo children’s, by stating that MexIndigH children work together and help each other more than MCEurAm children. his study examined whether bilingual Mexican-heritage US children viewing video clips of other children would be more likely than middle-class European American children to identifyT Two Cultural Patterns of Interaction Research in Indigenous-heritage communities of the Americas has noted children’s extensive collaboration and help in ongoing community activities, observation of others’ efforts, and use of nonverbal communication (with or without talk) in reference to ongoing activity (Cazden & John, 1971; Chamoux, 1992; Chavajay & Rogoff, 2002; Correa-Chávez, Roberts, Martinez Pérez, 2011; de Haan, 1999; de Leon, 2000; Gaskins, 1999; Mejía-Arauz, Rogoff, Dexter, & Najafi, 75IJEP– International Journal ofEducational Psychology, 1(2) 2007b; Paradise, 1994, 1996; Philips, 1972; Rogoff, Mistry, Göncü, & Mosier, 1993).
    keywords: anglo; children; clips; differences; helping; heritage; mexican; pairs; patterns; research; rogoff; statements; talk
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        item: #10 of 19
          id: ijep-264
      author: Caputo, Andrea
       title: Psychological Correlates of School Bullying Victimization: Academic Self-concept, Learning Motivation and Test Anxiety
        date: 2014-02-24
       words: 8316
      flesch: 50
     summary: = 36.83, p < .01 which confirm that school bullying victimization is significantly present at grade 6 (29.50%) and then tends to decrease to grade Caputo –School Bullying 82 8 (18.66%). Then, bullied student also have reduced emotional engagement in school activities and show some negative emotions such as boredom, anxiety, sadness, and fear while at school (Fredricks et al., 2004).
    keywords: anxiety; bullying; concept; doi; grade; journal; learning; math; motivation; psychology; reading; school; self; students; study; test; victimization
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        item: #11 of 19
          id: ijep-289
      author: Mahn, Holbrook
       title: Vygotsky’s Analysis of Children’s Meaning Making Processes
        date: 2012-06-25
       words: 8823
      flesch: 37
     summary: The concept of perezhivanie, experience in a social situation of development, is key to understanding the role social 1 1 2 Mahn - Vygotsky’s Analysis of Children’s Meaning Making The basic finding of our research is that relationships of generality between concepts are closely associated with the structure of generalization (i.e., they are closely associated with the stages of concept development that we studied in our experimental research). …Thus, in concept development, the movement from the general to the specific or from the specific to the general is different for each stage in the development of meaning depending on the structure of generalization dominant at that stage.
    keywords: analysis; development; meaning; processes; speaking; thinking; thinking system; vygotsky
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        item: #12 of 19
          id: ijep-290
      author: Petreñas, Cristina
       title: Developing Destinies. A Mayan Midwife and Town
        date: 2012-06-25
       words: 793
      flesch: 48
     summary: In her analysis, Barbara Rogoffcombines the life story ofChona, the cultural practices of the community of San Pedro where Chona lives, and Chona’s perspective on cultural traditions to elaborate a view of culture as a form of community life, as something dynamic, and as receiving continuous influence from individuals when they engage in community activities. And when we transform cultural practices, we make them part of Cristina Petreñas - Developing destinies 177 Cristina Petreñas Caballero University ofBarcelona cristinapetrenas@ub.edu our future development and that of others.
    keywords: community; practices
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        item: #13 of 19
          id: ijep-298
      author: R de Mello, Roseli
       title: From Constructivism to Dialogism in the Classroom. Theory and Learning Environments
        date: 2012-06-25
       words: 8399
      flesch: 47
     summary: Overall, the review of the literature and the findings about the perceptions on learning in interactive groups inform us about the need and benefits for transforming school learning environments to make them align with the current tendencies and claims regarding how people learn and develop. More recently, delving deeper into the relationship between know- ledge and meaning, principally under the influence of the Soviet school, constructivist approaches of psychology have focused on the study of the relationship between meaning and sense in learning processes, which has led constructivist scholars to point to the need to consider dialogic and communicative perspectives ofinteractions.
    keywords: classroom; development; dialogic; groups; interaction; knowledge; learning; mello; new; psychology; social; students; volunteers
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        item: #14 of 19
          id: ijep-305
      author: Gatt, Suzanne; Sordé, Teresa
       title: ICT Alone Is Not Enough, The Whole Village Is Needed. A Community-based and Dialogic Approach to Technology in Schools
        date: 2012-06-25
       words: 7709
      flesch: 53
     summary: Thus, schools cannot ignore neither the transformations shaping their surrounding societies, but be an active part of them, nor what those transformations mean for school learning. A community-based and dialogic approach to technology in schools.
    keywords: ariño; case; children; community; dialogic; ict; information; involvement; learning; members; school; students; teachers; use
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        item: #15 of 19
          id: ijep-307
      author: None
       title: 508 Resource Limit Is Reached
        date: None
       words: 27
      flesch: 64
     summary: 508 Resource Limit Is Reached Resource Limit Is Reached The website is temporarily unable to service your request as it exceeded resource limit. Please try again later.
    keywords: limit
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        item: #16 of 19
          id: ijep-380
      author: Iran-Nejad, Asghar
       title: The Paradox of the Missing Biological Function in Understanding: Implications for Moral and General Education
        date: 2013-02-24
       words: 5769
      flesch: 36
     summary: By contrast, psychological understanding is something the understander causes deliberately using the psychological or mind theories provided spontaneously by biofunctional understanding. The immediate implication for schooling for moral and general education is to focus on enriching the pretheoretical sources of biofunctional understanding by virtue of its overt symptoms, while scientists are learning to close the gap between psychological understanding and biofunctional understanding (Donoghue, Nurmikko, Black, & Hochberg, 2007).
    keywords: education; function; iran; journal; moral; nejad; ofthe; paradox; people; psychology; theories; understanding
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        item: #17 of 19
          id: ijep-398
      author: Chan, Carol K.K.; Lam, Ivan C.K.; Leung, Raymond W.H.
       title: Can Collaborative Knowledge Building Promote Both Scientific Processes and Science Achievement?
        date: 2012-10-24
       words: 8785
      flesch: 41
     summary: Keywords: knowledge building, scientific inquiry, collaboration, technology- mediated learning. This study reports on an approach that is based on knowledge building, mediated by a computer-supported collaborative learning environment called Knowledge Forum® that focuses on students working collaboratively as members of a scientific community advancing the frontiers oftheir knowledge.  
    keywords: alcohol; building; chan; community; discourse; forum; inquiry; international; journal; knowledge; knowledge building; learning; level; questions; science; students; understanding
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        item: #18 of 19
          id: ijep-562
      author: Hoffman, Bobby
       title: Student Perceptions of Cognitive Efficiency: Implications for Instruction
        date: 2013-06-24
       words: 10053
      flesch: 40
     summary: CE research is typically situated within the framework of cognitive load theory, which assumes a limited capacity working memory, and in absence of automatic information processing, Bobby Hoffman - Perceptions ofCognitive Efficiency112 the need to dedicate more cognitive resources and effort when learning intrinsically complex material (Kalyuga, 2007). Analysis of results revealed that student perceptions of CE predominantly focused on malleable aspects of self-regulated and reflective cognition, aligning with many descriptions of expert teaching.
    keywords: cognition; doi; efficiency; hoffman; journal; knowledge; learners; learning; ofeducational; perceptions; processing; psychology; research; resources; strategies; student; task; teaching; van
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        item: #19 of 19
          id: ijep-97
      author: Valdez, Carmen; Budge, Stephanie
       title: Addressing Adolescent Depression in Schools: Evaluation of an In-service Training for School Staff in the United States
        date: 2012-10-24
       words: 9049
      flesch: 48
     summary: School staff also reported connecting with adolescents by seeking involvement from others, with 18% of school staff involving other school staff and other students, and 8% contacting parents. School staff viewed the in-service as a valuable tool for their school and provided suggestions for the refinement of the in-service.
    keywords: adolescents; depression; evaluation; focus; groups; parents; program; psychology; school; school staff; service; staff; strategies; students; teachers; time; training; video
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