This work further investigates key topics such as the defining properties of the bio-ecological model, developmental science, and a biological model of the nature/nurture concept with an emphasis on research, policy and practice.
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
The purpose of this paper is to discuss the role of conversation in shaping interventions and to explain why conversation is important in intervention efforts in health care organizations. We draw on literature from sociolinguistics and complex adaptive systems theory to create an interpretive framework and develop our theory.
In this article, a four-point framework is described, which has been found to be helpful for general practitioners who try to achieve greater breadth in each consultation.
Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning.
This chapter describes the wisdom of practice that explains the lessons learned from the study of highly effective tutors. This chapter presents that in the 21st century, tutoring remains the ideal of education.
This study investigates interpersonal processes underlying dialog by comparing two approaches, interactive alignment and interpersonal synergy, and assesses how they predict collective performance in a joint task.
The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.
This study describes and validates a model of teaching in early elementary grades that teachers can use to infuse these activities into existing curricula and programs.
Recent advances in systems neuroscience-based approaches to brain dysfunction have facilitated the development of models of ADHD pathophysiology that encompass a number of different large-scale resting-state networks.
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