Complete samenvatting onderwijsfactoren van orthopedagogiek

Deze samenvatting (+ aantekeningen van hoorcolleges) is bedoeld voor studenten die de opleiding Pedagogische wetenschappen volgen aan Universiteit Leiden en in het 2e leerjaar zitten. Het bevat de stof dat wordt getoetst voor het vak orthopedagogiek: onderwijsfactoren in blok 3. Literatuur dat hiervoor is gebruikt: 1. Higgen, S., & Mösko, M. (2020). Mental health and cultural and linguistic diversity as challenges in school? An interview study on the implications for students and teachers. 2. McCoy, S., & Banks, J. (2012). Simply Academic? Why children with special educational needs don’t like school. 3. Walker, S., & Graham, L. (2021). At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. 4. McCoy, S., Shevlin, M., & Rose, R. (2020). Secondary school transition for students with special educational needs in Ireland. 5. Zurbriggen, C.L.A., Hofmann, V., Lehofer, M., & Schwab, S. (2023). Social classroom climate and personalized instruction as predictors of students’ social participation. 6. Grütter, J., & Meyer, B. (2014). Intergroup friendship and children’s intentions for social exclusion in integrative classrooms: the moderating role of teachers’ diversity beliefs. 7. Trane, F.E., & Wilcutt, E.G. (2023). Attention-Deficit/Hyperactivity Disorder and academic functioning: Reading, writing, and math abilities in a community sample of youth with and without ADHD. 8. Morgan, P. L., Farkas, G., Hillemeier, M. M., Pun, W. H., & Maczuga, S. (2019). Kindergarten children's executive functions predict their second‐grade academic achievement and behavior. 9. Garcia, T., Rodriguez, C., Betts, L., Areces, D., & Gonzalez-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. 10. Kroesbergen, E.H., Huijsmans, M.D.E., & Kleemans, T. (2022). The heterogeneity of mathematical learning disabilities: Consequences for research and practice. 11. Catts, H.W., & Petscher, Y. (2022). A cumulative risk and resilience model of dyslexia. 12. Griskell, H.L., Gámez, P.B., & Lesaux, N.K. (2020). Assessing middle school dual language learners’ and English-only students’ motivation to participate in classroom discussion. 13. Prunty, M., & Barnett, A.L. (2017). Understanding handwriting difficulties: A comparison of children with and without motor impairment. 14. Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. 15. Hulme, M., Adamson, C., & Griffiths, D. (2023). What helps young people at risk of exclusion to remain in high school? Using Q methodology to hear student voices. De kleuren in de tekst geven belangrijke punten aan. Geel: belangrijk onderwerp/begrip Groen: subonderwerp/hoort bij belangrijk begrip Grijs: overige belangrijke woorden/woorden die bij groen horen Roze: belangrijke personen