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search results for `psychology and social` |u:www.educ.cam.ac.uk
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Final seminar synthesis
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfive/Final%20seminar%20synthesis.pdf20 Oct 2020: from education, criminology, law, social work and social policy, and key figures from the public, legal and voluntary sectors involved in Restorative Approaches (RA). ... Findings from Thematic Analysis. • Contestation. • Culture and Context. • -
The Parliamentary Office of Science and Technology, Westminster,…
https://www.educ.cam.ac.uk/people/staff/demetriou/all_publications/POST-PN-0583.pdf27 May 2020: 11 Goodman et al. (2015). Social and Emotional Skills in Childhood and Their. ... The. Right Skills: Celebrating Skills in the Arts, Humanities and Social Sciences (AHSS). -
1 Seminar series themes Contestation Researching RJ Restorative…
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfive/Seminar%20series%20themes.pdf20 Oct 2020: Can any educational process (restorative or otherwise) truly ‘transform’ people and social structures and. ... educational processes can restore pupils to. Social and emotional aspects of learning should involve. -
ESRC_Feb 2010-1
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/ESRC_Feb%202010-1.pdf20 Oct 2020: Dialogue (Bulletin of the Society for Personality and Social Psychology), 18, 22–25. ... British Journal of Social Psychology, 45, 1–40. Jennings, P. and Greenberg, M. -
flash mobs and swimming pools
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfour/G%20McCluskey.pdf20 Oct 2020: While aware that different political and social contexts will necessarily give rise to different. ... educational psychology, social work, parents and sometimes individual young people. themselves, which aim to provide a multi-agency response to -
enhancing 'variety' [MC/En; VC/Ma; CC/Ma;TC/Ma; CC/Sc] and…
https://www.educ.cam.ac.uk/research/programmes/istl/WP041.doc20 Oct 2020: social world, and of providing a code for social exchange amongst the members of a community (Farr & Moscovici, 1984). ... This contrast between expert theories and social representations has already been hinted at in reviewing earlier studies which -
WP041
https://www.educ.cam.ac.uk/research/programmes/istl/WP041.pdf20 Oct 2020: These are systems of values, ideas and practices. which have the dual function of enabling people to construe and master their material and social. ... produced and consumed… should be richer than expert theories”. This contrast between expert -
Conceptual integration and science learners - do we expect too much
https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.doc20 Oct 2020: How many children are exposed to discussions of atoms exchanging electrons and the like in their social hours! ... Certainly the common ‘octet’ framework includes ways of thinking that seem to have been imported (directly or through teaching) from -
Taber (CSSME, Leeds, 2005) 1 Conceptual integration and science ...
https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.pdf20 Oct 2020: exchanging electrons and the like in their social hours! Certainly the common ‘octet’. ... teaching) from social life: what atoms want and need – how they try to get full shells and. -
UBUNTU: THE MISSING CULTURAL LINK IN RA
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminartwo/LEPHALALA%20%20UBUNTU-RA%20-%20PAST%20PRESENT.pdf20 Oct 2020: people as social and co-dependent beings. This is an ideal which expresses the. ... 2004) Conferencing in schools: punishment, restorative justice and the productive importance of the process of conversation, Journal of Community and Applied Social
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