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dc.contributor.authorPapadopoulos, Timothy C.en
dc.creatorPapadopoulos, Timothy C.en
dc.date.accessioned2017-07-27T10:22:08Z
dc.date.available2017-07-27T10:22:08Z
dc.date.issued2002
dc.identifier.issn0267-1611
dc.identifier.issn2396-8702
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37547
dc.description.abstractProvides a framework to understand the deployment of educational psychology practices in Cyprus and their current role in a unified educational system. It begins with an overview and general outline of the foundations and a rationale for educational psychology activities in the Cypriot schools today, by providing the appropriate historical background. The role of the Cypriot Psychological Association (CPA) and that of the University of Cyprus are discussed as influential in expanding the educational psychology profession and reformulating the legislation to increase services and enhance existing programmes. A presentation of the fundamental principles and techniques utilized in offering relevant services follows. Particular emphasis is given to specific key areas of practice, such as early identification and/or intervention and the retention policy for low-achieving students, which probably exercise a powerful influence in schools today. The paper ends with a short review of a number of studies conducted in Cyprus, addressing topics such as parent-teacher partnerships, development of assessment tools, and early intervention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)en
dc.sourceEducational and Child Psychologyen
dc.subject2002
dc.subjectEducational psychology practicesen
dc.subjectLow-achieving studentsen
dc.subjectFundamental principlesen
dc.subjectHistorical backgrounden
dc.subjectEarly interventionen
dc.subjectEducational systemen
dc.subjectRelevant servicesen
dc.subjectRetention policyen
dc.subjectCyprusen
dc.subjectEducational psychologyen
dc.subjectSpecial educationen
dc.subjectSpecial needsen
dc.subjectAcademic achievementen
dc.subjectHistoryen
dc.subjectPolicy makingen
dc.subjectSchool retentionen
dc.titleThe impact of inclusion policy on educational psychology practices: The Cypriot realityen
dc.typeinfo:eu-repo/semantics/article
dc.description.volume19
dc.description.issue2
dc.description.startingpage33
dc.description.endingpage45
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Ψυχολογίας / Department of Psychology
dc.type.uhtypeArticleen
dc.description.notesID: 2002-15936-004; Accession Number: 2002-15936-004. Partial author list: First Author & Affiliation: Papadopoulos, Timothy C.; U Cypress, Dept of Education, Psychology Section, Cyprus. Release Date: 20020904. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Early Intervention; Educational Psychology; Special Education; Special Needs. Minor Descriptor: Academic Achievement; History; Policy Making; School Retention. Classification: Educational Psychology (3500). Population: Human (10). Location: Cyprus. References Available: Y. Page Count: 13. Issue Publication Date: 2002.en
dc.contributor.orcidPapadopoulos, Timothy C. [0000-0002-5541-568X]


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