Grundfag B: Pædagogisk Psykologi Psykologisk Institut, Forår 2013

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1 Grundfag B: Pædagogisk Psykologi Psykologisk Institut, Forår 2013 Indhold (del 1) Astbury, B. & Leeuw, F.L. (2010). Unpacking Black Boxes: Mechanisms and Theory Building in Evaluation. American Journal of Evaluation, 31(3), (20 sider) Blamey, A. & MacKenzie, M. (2007). Theories of Change and Realistic evaluation. Evaluation, 13(4), (16 sider) Conoley, C. W., Conoley, J. C. & Reese, R. J. (2009). Changing a Field of Change. Journal of Educational and Psychological Consultation, 19 (3), (11 sider) Cousins, J. B. & Whitmore, E. (1998). Framing Participatory Evaluation. New Directions for Evaluation, 80, (18 sider) Dennison, A., McBay, C., & Shaldon, C. (2006). Every team matters: The contribution educational psychology can make to effective teamwork. Educational & Child Psychology, 23 (4), (10 sider) Engeström, Y. (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), (24 sider) Engeström, Y. (2008). Crossing Boundaries in Teacher Teams. In From teams to knots. Activity-theoretical studies of collaboration and learning at work (Kap. 5, s ). Cambridge, UK: Cambridge University Press. (32 sider). Farrell, P. (2010). School psychology: Learning lessons from history and moving forward. School Psychology International, 31(6), (18 sider) Farrell, P. T., Howes, A. J., Jimerson, S. R & Davis, S. M. (2009). Promoting Inclusive Practice in Schools: A challenging Role for School Psychologists. In T. B. Gutkin & C. R. Reynolds, The Handbook of School Psychology (4 th ed., Kap. 38, s ). Hoboken: Wiley & Son. (18 sider) Graham, L. J. (2007). From ABCs to ADHD: the role of schooling in the construction of behaviour disorder and production of disorderly objects. International Journal of Inclusive Education, 12(1), January 2008, (27 sider). Hedegaard, M. (2005). Strategies for Dealing with Conflicts in Value Positions between Home and School: Influences on Ethnic Minority Students Development of Motives and Identity. Culture & Psychology, 11(2), (19 sider).

2 Hundeide, K. (2004). Børns livsverden og sociokulturelle rammer (siderne 17-84). København: Akademisk Forlag. (67 sider) Indhold (del 2) Højholt, C. (2005). Præsentation af praksisforskning. I: C. Højholt (red.), Forældresamarbejde. Forskning i fællesskab (s ). København: Dansk Psykologisk Forlag. (12 sider) Højholt, C. (2001). De professionelles orienteringsprocesser. I: Samarbejde om børns udvikling (s ). København: Gyldendal. (30 sider) Jensen, Anders Fogh (2009). Projektsamfundet (Kapitel 16: Pædagogik, siderne ) Århus: Aarhus Universitetsforlag. (25 sider) Kaufman, A.S. (2000). Intelligence tests and school psychology: predicting the future by studying the past. Psychology in the Schools, 37(1), (10 sider) Kelly, J. G., Ryan, A. M., Altman, B. E., & Stelzner, S. (2000). Understanding and changing social systems: An ecological view. In J. Rappaport & E. Seidman (Eds.), The Handbook of Community Psychology (pp ). New York: Plenum, (27 sider) Kristensen, O. S. (2008). Hvordan kan man håndtere den vanskelige balance mellem pædagogik og målinger? I: K. Tuft,. & C. Aabro (red.), Faget Pædagogik. København: Billesø & Baltzer. (25 sider) Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, (24 sider) McNamee, S. (2002). Værdsættende samtale og social konstruktion i praksis. I: C. Dalsgaard, T. Meisner, & K. Voetman (red.), Forvandling værdsættende samtale i teori og praksis (s ). København: Psykologisk Forlag. (19 sider). Merrell, K. W. et al. (2006). The School Psychologist s Role in Assessment Models, Methods, and trends in gathering, organizing, and analyzing data. In School Psychology for the 21st Century foundations and practices (kap. 8, pp ). New York: The Guilford Press. (24 sider) Miller, A. & Leyden, G. (1999). A Coherent Framework for the Application of Psychology in Schools. British Educational Research Journal, 25(3), (12 sider). Nielsen, K. & Jørgensen, C. R. (2009). Patologisering af uro? I: S. Brinkmann (red.), Det diagnosticerede liv - sygdom uden grænser. Århus: Klim. (30 sider).

3 Ogden, T. & Halliday-Boykins, C. A. (2004). Multisystemic Treatment of Antisocial Adolescents in Norway: Replication of Clinical Outcomes Outside of the US. Child and Adolescent Mental Health, 9(2), (6 sider) Riber, J. (2004). Gennem forståelse til anerkendelse. I: B. Hertz & F. Iversen (red.), Anerkendelse i børnehøjde (s ). Virum: Psykologisk Forlag. (29 sider). Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), (8 sider) Sheridan, S. M. & Gutkin, T. B. (2000). The ecology of School Psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, (17 sider). Kommentarer af: Pianta, R. C. (2000). Commentary Sheridan and Gutkin s Vision of the Future: Information Will Help Us There. School Psychology Review, 29, [2 sider] og Rosenfield, S. (2000). Commentary Sheridan and Gutkin: Unfinished Business. School Psychology Review, 29, (2 sider) Tanggaard, L. (2006). Konsultation i teori og praksis. Pædagogisk Psykologisk Rådgivning, 43(5), (18 sider) Tetler, Susan (2004). Delagtighed et specialpædagogisk kernebegreb? I: N. Egelund (red.), Specialpædagogisk praksis indspil og udspil (s ). København: Danmarks Pædagogiske Universitet. (12 sider) Weinstein, C., Curran, M. & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), (8 sider)

4 Ud over disse er følgende tekster på pensum: Dixon, R. (2007). Systemic Thinking: A Framework for Research into Complex Psychosocial Problems. Qualitative Research in Psychology, 4(1), (22 sider) Gutkin, T. B. & Curtis, M. J. (2009). School-based Consultation: The Science and Practice of indirect service delivery. In T. B. Gutkin & C. R. Reynolds, The Handbook of School Psychology (4 th ed., kap. 28, s ). Hoboken: Wiley & Son. (45 sider). Hundeide, K. (2010): Relationsarbejde I institution og skole (siderne 41-51). Frederikshavn: Dafolo. (10 sider) Hörne, E. & Säljö, R. (2004). There Is Something About Julia : Symptoms, Categories, and the Process of Invoking Attention Deficit Hyperactivity Disorder in the Swedish School: A Case Study. Journal of Language, Identity, and Education, 3(1), (24 sider). Jonasson, C. (2011). The dynamics of absence behaviour: interrelations between absence from class and absence in class. Educational Research, 53(1), (15 sider) Kampwirth, T. J. & Powers, K. M. (2012). Collaborative Consultation in the Schools. Effective Practices for Students with Learning and Behavior Problems. New Jersey: Pearson Education [chapter 6: Consulting about student with emotional or behavioral problems and chapter 7: Consulting about students with Academic Learning Problems, pages ] (65 sider) Kazi, M. (2003). Realist evaluation for Practice. British Journal of Social Work, 33, (15 sider) Kelly, B., Woolfson, L. & Boyle, J. (2008). Frameworks for practice in educational psychology. London: Jessica Kingsley Publ. (256 sider) Kristensen, O. S. & Andersen, T. (2006). Det er mere sprog end metode. I: O. S. Kristensen (red.), Mellem Omsorg og Metode. Viborg: forlaget PUC. (32 sider) Nielsen, K. (2011). Hvad siger international forskning om frafald? Et forsøg på et overblik. I: Christian Helms Jørgensen (red.), Frafald i erhvervsuddannelserne (s ). Frederiksberg: Roskilde Universitetsforlag. (20 sider). Nilholm, C. & Alm, B. (2010). An inklusive classroom? A case study of inclusiveness, teacher strategies, and children s experiences. European Journal of Special Needs Education, 25(3), (14 sider) Nordahl, T. (2005). Læringsmiljø og pedagogisk analyse. En beskrivelse og evaluering av LP-modellen (kapitel 2 og 3). Oslo: NOVA (50 sider)

5 Ogden, T., Sørlie, M-A, Arnesen, A. & Meck-Hansen, W. (2012). The PALS school-wide positive behavior support model in Norwegian primary schools. In J. Visser, H. Daniels, & T. Cole (eds.), Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties (pp ). Bingley: Emerald Group. (17 sider) Strømgaard, R. (in press). PPR mellem teori & praksis; kan vi overhovedet det vi skal? (20 sider) Strømgaard, R. (in press). Testbatteriet som en del af den konsultative værktøjskasse: et metodisk og erkendelsesmæssigt paradoks? (20 sider)