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), 363-381. (20 sider) Blamey, A. & MacKenzie, M. (2007). Theories of Change and Realistic evaluation. Evaluation, 13(4), 439-455. (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), 236-247. (11 sider) Cousins, J. B. & Whitmore, E. (1998). Framing Participatory Evaluation. New Directions for Evaluation, 80, 5-22. (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), 80-90. (10 sider) Engeström, Y. (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. (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.86-117). Cambridge, UK: Cambridge University Press. (32 sider). Farrell, P. (2010). School psychology: Learning lessons from history and moving forward. School Psychology International, 31(6), 581-598. (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. 821-839). 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, 7 33. (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), 187-205. (19 sider).
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. 23-44). København: Dansk Psykologisk Forlag. (12 sider) Højholt, C. (2001). De professionelles orienteringsprocesser. I: Samarbejde om børns udvikling (s. 207-236). København: Gyldendal. (30 sider) Jensen, Anders Fogh (2009). Projektsamfundet (Kapitel 16: Pædagogik, siderne 301-326) 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), 7-16. (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. 133-159). 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, 1-24. (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. 110-129). 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. 161-185). 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), 389-400. (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).
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), 77 83. (6 sider) Riber, J. (2004). Gennem forståelse til anerkendelse. I: B. Hertz & F. Iversen (red.), Anerkendelse i børnehøjde (s. 55-84). Virum: Psykologisk Forlag. (29 sider). Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. (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, 485-502. (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, 503-504. [2 sider] og Rosenfield, S. (2000). Commentary Sheridan and Gutkin: Unfinished Business. School Psychology Review, 29, 505-506. (2 sider) Tanggaard, L. (2006). Konsultation i teori og praksis. Pædagogisk Psykologisk Rådgivning, 43(5), 380-398. (18 sider) Tetler, Susan (2004). Delagtighed et specialpædagogisk kernebegreb? I: N. Egelund (red.), Specialpædagogisk praksis indspil og udspil (s. 57-68). 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), 269-276. (8 sider)
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), 145-166. (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. 591-636). 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), 1-24. (24 sider). Jonasson, C. (2011). The dynamics of absence behaviour: interrelations between absence from class and absence in class. Educational Research, 53(1), 17-32. (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 161-226] (65 sider) Kazi, M. (2003). Realist evaluation for Practice. British Journal of Social Work, 33, 803-818. (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. 245-265). 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), 239-252. (14 sider) Nordahl, T. (2005). Læringsmiljø og pedagogisk analyse. En beskrivelse og evaluering av LP-modellen (kapitel 2 og 3). Oslo: NOVA (50 sider)
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. 39-56). 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)