Not just a school: the concept of behavior setting as an analytical tool for the study of developmental possibilities in institutional settings

Sofie Pedersen

Not just a school: the concept of behavior setting as an analytical tool for the study of developmental possibilities in institutional settings

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review

Originalsprog	Engelsk
Publikationsdato	20 aug. 2017
Status	Udgivet - 20 aug. 2017
Begivenhed	The 17th Biennial Conference of the International Society for Theoretical Psychology: The Ethos of Theorizing - Rikkyo University, Tokyo, Japan Varighed: 21 aug. 2017 → 25 aug. 2017 Konferencens nummer: 17 https://www2.rikkyo.ac.jp/web/istp2017/index.html https://www2.rikkyo.ac.jp/web/istp2017/topic4.html

Konference

Konference	The 17th Biennial Conference of the International Society for Theoretical Psychology
Nummer	17
Lokation	Rikkyo University
Land/Område	Japan
By	Tokyo
Periode	21/08/2017 → 25/08/2017
Internetadresse	https://www2.rikkyo.ac.jp/web/istp2017/index.html https://www2.rikkyo.ac.jp/web/istp2017/topic4.html

Citer dette

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title = "Not just a school: the concept of behavior setting as an analytical tool for the study of developmental possibilities in institutional settings",

author = "Sofie Pedersen",

year = "2017",

month = aug,

day = "20",

language = "English",

note = "The 17th Biennial Conference of the International Society for Theoretical Psychology 2017 : The Ethos of Theorizing, ISTP 2017 ; Conference date: 21-08-2017 Through 25-08-2017",

url = "https://www2.rikkyo.ac.jp/web/istp2017/index.html, https://www2.rikkyo.ac.jp/web/istp2017/topic4.html",

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Not just a school: the concept of behavior setting as an analytical tool for the study of developmental possibilities in institutional settings. / Pedersen, Sofie.
2017. Abstract fra The 17th Biennial Conference of the International Society for Theoretical Psychology, Tokyo, Japan.

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › peer review