Cho, Joo-Yun; Dubinsky, Janet M.
Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy. PMID:29401508
Im, Soo-Hyun; Cho, Joo-Yun; Dubinsky, Janet M; Varma, Sashank
Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.
Full Text Available Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.
Multiple studies have analyzed the aims, resources, and approaches to undergraduate and graduate history of psychology education in several countries. Argentina is one of the countries with the highest historiographical production in Latin America. However, to date, there are no published studies on the collective debates among professionals, institutions, and associations that were instrumental in the development of the historiography of science becoming a mandatory part of the curriculum in Argentinian psychology programs. This study describes and analyzes the role of undergraduate history of psychology courses in official debates that took place during the last 30 years regarding Argentinian psychologists' training and education, in the context of regional and international historiography. Data was retrieved from several primary sources, such as minutes and official dossiers, working documents on accreditation standards, and nationwide curricular diagnoses on undergraduate psychology education, as well as individual scholars' ideas. Our findings suggest that, in line with regional and international historiography, history of psychology courses in Argentina have repeatedly been considered as core content in debates and discussions about psychology education, from the restoration of democracy in 1983 to the present day, in which they are currently considered to be mandatory minimum curricular content. Although throughout its history Argentinian psychology has largely been reduced to the teaching of Freudian and Lacanian psychoanalysis, historical education has been perceived as a gateway toward a more plural and critical local psychology. We conclude by discussing some potential and actual concerns that pose a threat to Argentinian undergraduate history courses. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Melita Puklek Levpušček
Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.
M. A. Salyuk
Full Text Available Some principles on which it is expedient to lean in the process of the development of materials of distant educational courses are considered: support on multiplicity of form of representation of information in consciousness; an account of conformity to law of maintenance of information in semantic memory of man; integration of educational information in the personal experience; orientation on the future real professional activity at the design of base of executive knowledge. Application of principles is illustrated by the examples of tasks in the distance educational course «Experimental psychology».
Borg, Mark C.; Falzon, Joseph M.
A study investigated relationships between entry qualifications, area of specialization, and sex of students (n=313) in an undergraduate education program and overall program performance. Performance in educational psychology was an efficient predictor of overall program achievement. Math/science specialists performed better in educational…
Negash, Sesen; Cravens, Jaclyn D; Brown, Preston C; Fincham, Frank D
This study evaluated the impact of a relationship education program, delivered as part of a college course, among students (N = 152) who reported experiencing psychological aggression in their exclusive dating relationship. Preliminary results showed that compared to those in the control group, participants receiving relationship education were significantly more likely to end their romantic relationship, even after controlling for relationship satisfaction. Furthermore, when relationship termination occurred, those in the intervention group were significantly more likely to attribute the breakup to their participation in the class as compared to those in the control group. The tentative findings are an important preliminary step in assessing the benefits of relationship education in reducing the risk of psychological aggression among college students.
Bartels, Jared M; Hinds, Ryan M; Glass, Laura A; Ryan, Joseph J
The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.
Roberts, Thomas Bradford; Clark, Frances Vaughan
The introduction to this booklet states that transpersonal psychology focuses attention on the human capacity for self-transcendence as well as self-realization, and is concerned with the optimum development of consciousness. This booklet attempts to illustrate the value of this psychology in education, not as a complete substitute for traditional…
Chisvert-Perales, Mauricio; Monteagudo-Soto, María J; Mestre, Vicenta
Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities. (c) 2016 APA, all rights reserved).
Lazar, Alon; Litvak-Hirsch, Tal; Bar-On, Dan; Beyth-Marom, Ruth
While Holocaust related activities and educational programs around the world are growing in number, published reports on their impact are scarce, especially on the university level. The free responses of 94 Jewish-Israeli university students who took the course "Psychology of the Holocaust" yielded eight themes. The results reflect a…
Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan
College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…
Von Stumm, S.; Deary, I. J.; Hagger-Johnson, G.
Abstract: Objectives: Early life factors, like intelligence and socioeconomic status (SES), are associated with health outcomes in adulthood. Fitting comprehensive life-course models, we tested (1) the effect of childhood intelligence and SES, education and adulthood SES on psychological distress at midlife, and (2) compared alternative measurement specifications (reflective and formative) of SES. Design: Prospective cohort study (the Aberdeen Children of the 1950s). Setting: Aberdeen, Scotla...
Hoover, Stephanie M; Luchner, Andrew F; Pickett, Rachel F
Because abnormal psychology courses presuppose a focus on pathological human functioning, nonpathologizing interventions within these classes are particularly powerful and can reach survivors, bystanders, and perpetrators. Interventions are needed to improve the social response to trauma on college campuses. By applying psychodynamic and feminist multicultural theory, instructors can deliver nonpathologizing interventions about trauma and trauma response within these classes. We recommend class-based interventions with the following aims: (a) intentionally using nonpathologizing language, (b) normalizing trauma responses, (c) subjectively defining trauma, (d) challenging secondary victimization, and (e) questioning the delineation of abnormal and normal. The recommendations promote implications for instructor self-reflection, therapy interventions, and future research.
Holmström, Stefan; Lindberg, Erik; Jansson, John
The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students' attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-stud...
von Stumm, Sophie; Deary, Ian J; Hagger-Johnson, Gareth
Early life factors, like intelligence and socioeconomic status (SES), are associated with health outcomes in adulthood. Fitting comprehensive life-course models, we tested (1) the effect of childhood intelligence and SES, education and adulthood SES on psychological distress at midlife, and (2) compared alternative measurement specifications (reflective and formative) of SES. Prospective cohort study (the Aberdeen Children of the 1950s). Aberdeen, Scotland. 12 500 live-births (6282 boys) between 1950 and 1956, who were followed up in the years 2001-2003 at age 46-51 with a postal questionnaire achieving a response rate of 64% (7183). Psychological distress at age 46-51 (questionnaire). Childhood intelligence and SES and education had indirect effects on psychological distress at midlife, mediated by adult SES. Adult SES was the only variable to have a significant direct effect on psychological distress at midlife; the effect was stronger in men than in women. Alternative measurement specifications of SES (reflective and formative) resulted in greatly different model parameters and fits. Even though formative operationalisations of SES are theoretically appropriate, SES is better specified as reflective than as a formative latent variable in the context of life-course modelling.
Stoyer, Michael Ryan
This study examined the relationship between course pedagogy and supportive group factors with variables of multicultural competency and multicultural counseling self-efficacy at the completion of a multicultural psychology course. The participants were students in graduate clinical psychology, counseling psychology, and school psychology programs…
Cargill, Kima; Kalikoff, Beth
To enhance student performance, prevent attrition, and build a learning community, two courses were linked together by requiring concurrent enrollment. "Writing Effectively," an upper-division composition course, was linked with "Abnormal Psychology," an upper-division clinical psychology course, requiring concurrent enrollment in both. In short,…
Merced, Matthew; Stutman, Zachariah E.; Mann, Sandra T.
Psychology graduate students in the United States are expected to demonstrate competency in the history of psychology. Despite the topic's importance, there are limited guidelines. The present study examined history and systems of psychology (HSP) course syllabi from American Psychological Association accredited Doctor of Psychology programs. Of…
Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…
Blomstedt, Bob; And Others
Several concepts detailed in Gestalt psychology/therapy appear to have a close relationship with many concepts being applied in bilingual education. The primary contribution of Gestalt psychology to learning theory in the U.S. is an emphasis on perception and reintegration of relationships within an organized whole. To the teacher this means that…
Harris, Karen R.
In my response to Alexander's (2018) paper marking the 125th anniversary of the American Psychological Association and the field of educational psychology, I have taken the perspective of a member of our discipline from some time in the future who is contributing to a larger work looking back at the history and development of our field (thus, a…
Goodwin-Smith, Ian; Pearson, Elissa; Ranzijn, Rob; Campbell, Alan; Lushington, Kurt
This work identifies the human service sector as an important and growing destination for psychology graduates. It further identifies a number of key themes which flow from that observation and which are important to configuring psychology education in a way which takes account of emerging trends. The major theme identified in the research is the…
In this article, I describe Writing in Psychology, a semester-length 3-credit elective course designed to improve students' writing skills, familiarize them with psychology's writing conventions, and teach them American Psychological Association (APA) style. Students produced a case report, a report of an empirical study, a conference abstract,…
The Affordable Care Act (ACA) represents a paradigm shift in the U.S. healthcare system, which has implications for psychology programs producing the next generation of trainees. In particular, the ACA has established the Patient-Centered Outcomes Research Institute (PCORI), which has been tasked with developing national priorities and funding research aimed at improving healthcare quality by helping patients and providers to make informed healthcare decisions. PCORI's national priorities span five broad domains: person-centered outcomes research, health disparities research, healthcare systems research, communication and dissemination research, and methodologic research. As these national priorities overlap with the knowledge and skills often emphasized in psychology training programs, initiatives by training programs to bolster strengths in these domains could place trainees at the forefront of this emerging research paradigm. As a part of a new Masters program in behavioral health, our program developed a health psychology course modeled around PCORI's five national priorities, and an initial evaluation in a small sample supported student learning in the five PCORI domains. In summary, the current report has implications for familiarizing readers with PCORI's national priorities for U.S. healthcare, stimulating debate surrounding psychology's response to the largest healthcare paradigm shift in recent U.S. history, and providing a working model for programs seeking to implement PCORI-related changes to their curricula. PMID:26843899
Blake, Peter R.; Gardner, Howard
We describe what may well be the first course devoted explicitly to the topic of Mind, Brain, and Education (MBE). In the course, students examine four central topics (literacy, numeracy, emotion/motivation, and conceptual change) through the perspectives of psychology, neuroscience, genetics, and education. We describe the pedagogical tools we…
Bock, Frances A.
Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)
Evans, Joy; Hsieh, Peggy Pei-Hsuan; Robinson, Daniel H.
Previously, Robinson, McKay, Katayama, and Fan (1998) examined women's involvement in six educational psychology journals ("American Educational Research Journal," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," "Journal of Experimental Education," and "Journal of Educational Psychology") from…
Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E
Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych. (c) 2016 APA, all rights reserved).
Takooshian, Harold; Gielen, Uwe P; Plous, Scott; Rich, Grant J; Velayo, Richard S
How can we best internationalize undergraduate psychology education in the United States and elsewhere? This question is more timely than ever, for at least 2 reasons: Within the United States, educators and students seek greater contact with psychology programs abroad, and outside the United States, psychology is growing apace, with educators and students in other nations often looking to U.S. curricula and practices as models. In this article, we outline international developments in undergraduate psychology education both in the United States and abroad, and analyze the dramatic rise of online courses and Internet-based technologies from an instructional and international point of view. Building on the recommendations of the 2005 APA Working Group on Internationalizing the Undergraduate Psychology Curriculum, we then advance 14 recommendations on internationalizing undergraduate psychology education--for students, faculty, and institutions. (c) 2016 APA, all rights reserved).
Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society's 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999-2000 are summarised and discussed in the light of these new requirements. While…
Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.
Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…
Pettijohn, Terry F., II; Pettijohn, Terry F.
We conducted 2 studies that investigated student outcomes when using discussion Web pages in psychology classes. In Study 1, we assigned 213 students enrolled in Introduction to Psychology courses to either a mandatory or an optional Web page discussion condition. Students used the discussion Web page significantly more often and performed…
Bartels, Jared M.; Milovich, Marilyn M.; Moussier, Sabrina
The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage,…
Ripple, Richard E.
In response to renewed interest in undergraduate instruction and to the undergraduate's participation in a humanistic revolt against depersonalization and "scientism," a new educational psychology course has been instituted at Cornell. The 100 to 150 students of varying purposes and interests who enroll in the course are not a coherent group…
Szulevicz, Thomas; Jensen, Mogens
This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating ...
Leit, Richard A.; Humphries, Gail
Presents a course that integrates psychology and drama in order to study drama therapy and psychodrama. Explains that the instructors utilized both a lecture method and an active learning approach to increase student motivation. Describes the course, addresses the benefits for the students, and discusses the students' reactions to the course. (CMK)
Pauker, Jerome D.
The relationship between the ratings students assigned to an evening undergraduate abnormal psychology class and their scores on objective personality tests and course examinations was investigated. Students (N=70) completed the MMPI and made global ratings of the course; these scores were correlated separately by sex with the T scores of 13 MMPI…
Velkova, K.; Stoeva, M.; Cvetkova, S.; Hilendarov, A.; Petrova, A.; Stefanov, P.; Simova, E.; Georgieva, V.; Sirakov, N.
Emergency radiology is the part of radiology primarily focused on acute diagnosing conditions in ER patients. This advanced area of radiology improves the quality of care and treatment of patients and of the emergency medicine as a whole. The educational course in Emergency (ER) Radiology is available for medical students in their 8th and 9th semester. The main objective of the ER course is to obtain knowledge about the indications, possibilities and diagnostic value of the contemporary imaging methods in ER cases. Therapeutic methods under imaging control are also covered by the course. The curriculum of the course consists of 6 lectures and 12 practical classes. (authors)
Full Text Available Resuming the framework outlined in a previous analysis, the present work describes a proposal for teaching systems of psychology based on parameters of meta-theoretical analysis and specific meta-scientific models, with the aim of relocating psychological systems’ courses in systematology of psychology as a component of the epistemology of psychology. Three central issues for systematology in psychologists’ education are described: the importance of working with primary sources through specific pedagogical resources with the aim of developing scientific competences and attitudes, the need to have one (or several sets of fixed parameters to comparatively analyze theoretical systems, and the problems, criteria and options available when contextualizing such comparative meta-theoretical analysis in comprehensive meta-scientific models which belong to the philosophy of science and of psychology. We conclude on the need to transcend the teaching of systematology as a verbal enunciation of concepts proposed by 'great authors', and on certain risks and limitations regarding the teaching of psychological systems conceived as an epistemological exercise.
Wang, Chin-Chiang; Ku, Heng-Yu
The purpose of this study was to identify the components of a framework for affective education implementation based on a positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated in a 13-week long affective education course that consisted of six units: Self-discovery, Love and…
Terras, Melody M.; Ramsay, Judith
Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the learner. Therefore, it is essential to understand learner behaviour. This paper examines the psychological considerations inherent…
This study evaluates the impact of teaching basic qualitative methodology to preservice teachers enrolled in an educational psychology course in the quality of observation journals. Preservice teachers enrolled in an educational psychology course requiring 45 hr of field experience were given qualitative methodological training as a part of the…
Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based…
Developed jointly by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, Standards for Educational and Psychological Testing (Revised 2014) addresses professional and technical issues of test development and use in education, psychology, and employment. It includes changes in federal law and measurement trends affecting validity, testing individuals with disabilities or different linguistic backgrounds, and new types of tests, as well as new uses of existing tests.
The article describes a report stemming from the development and application of a Suicide Opinion Questionnaire (SOQ)--a 100 item attitudinal and factual instrument designed to cover a wide range of suicidal concerns. Subjects of the study were 17 college students drawn at random from 89 students enrolled in an abnormal psychology course. Results…
Willis, Sandra A.
Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…
Stansbury, Jessica A.; Earnest, David R.
Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can…
Christopher, Andrew N.; Marek, Pam; Benigno, Joann
To enhance student interest in research methods, tests and measurement, and statistics classes, we describe how teachers may use resources from economic psychology to illustrate key concepts in these courses. Because of their applied nature and relevance to student experiences, topics covered by these resources may capture student attention and…
Nuccitelli, D. A.; Cook, J.
In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.
田積, 徹; 石原, 俊一; 嶋原, 栄子; 谷口, 麻起子; 新美, 秀和; 炭谷, 将史; 李, 艶; 高橋, 宗; 高橋, 啓子
This study sought to reveal the association between results on a psychology proficiency test (PPT) and academic performance in psychology courses of students studying psychology at a small local college. This study controlled for factors of metacognition and motivation to achieve that are presumably related to results on the PPT. Two scores served as indicators of performance in psychology courses. These scores were calculated for students taking psychology courses, which included those cours...
The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we ...
Thieman, Thomas J.; Clary, E. Gil; Olson, Andrea M.; Dauner, Rachel C.; Ring, Erin E.
For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in…
Roscoe, Lauren J.; McMahan, Ethan A.
University career courses have become a more standard offering at many colleges and universities over the past few decades. Similarly, there has been an increase in the number of psychology departments offering a careers course for psychology majors or an introduction to the psychology major course. This study examines the outcomes of a course…
Full Text Available The ideological and political course is the main channel and the main front for ideological education of the college students, which shoulders the mission of cultivating a higher political quality, as well as a lofty mission and sacred duty of comprehensively and sound developing the scientific outlook on world, outlook on life and values as a qualified socialistic builder. This paper carries out the quantitative analysis about the efficacy and implementation of the course in the construction of the college students’ harmonious psychology based on the analytic hierarchy process model. The construction of the college students’ harmonious psychology is the function of the ideological and political course. This paper also carries out the quantitative analysis of the reasons for the problems in the development of the college students’ physical and mental harmony, and each factor in the construction based on three indicators of the ideological and political course in the construction of the college students’ harmonious psychology. On the basis of clarifying the definition of the harmonious psychology, accurately grasping the positioning of the ideological and political course and analyzing the psychological problems of the college students in their growth, this paper finds out the ways and methods to solve the psychological problems of the college students based on the ideological and political course, thus striving to construct a harmonious psychology of the college students, and promoting an overall healthy development of the college students.
Johnson, E. Jean; Tuskenis, Albert D.; Howell, Glenna L.; Jaroszewski, Kimberly
The authors developed and assessed a new undergraduate psychology course: Thinking and Writing in Psychology. A description of how the course was developed using the APA learning goals as well as results from an analysis of the course's effectiveness are offered. The course demonstrated a positive impact on the overall grade point average and…
Butler, Allison G.; Lenore, Sandra; Nunez, Jenifer
An innovative learning partnership took place between undergraduates in an educational psychology course and fifth graders at a local elementary school. The goals for the partnership were: (a) to use videoconferencing to provide educational psychology students with a window into a live classroom, thus allowing opportunities to see theories and…
Jun, Eun Jeong
This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks' five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for…
This monograph explores implications of the psychology of consciousness for education. The psychology of consciousness encompasses the relationships among behavior, experience, and states of consciousness. It is interpreted to include different states of consciousness, paranormal phenomena, mystical experiences, dreams, psychic healing, and other…
Crozier, W. Ray
Psychology has been closely involved with educational research, policy and practice since its emergence as a scientific discipline in the late 19th century but it has occupied a less certain place in recent years. This paper describes aspects of the organisational framework of psychology as a discipline and draws upon Research Assessment Exercise…
American Psychologist, 2013
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…
Pettijohn, Terry F., II; Walzer, Amy S.
Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We…
Full Text Available This paper is meant to outline the modalities in which psychology has influenced humanist education in the USA, starting with a historical background and presenting its major trends: positive psychology, transcendentalism, the trend based on new discoveries in genetics and neurology with special focus on the third force psychology. It encourages self-actualization, enabling students to express themselves, to act, to experiment, to make mistakes, to discover and to self-discover. The major objectives of humanist education work together for free manifestation of human individuality and the elimination of any coercion and oppression which may suppress the individual.
Bas, Asli Uz
The purpose of this study was to assess the "Positive Psychology" course according to comments and life satisfaction levels of counselor candidates. The course was offered in Guidance and Psychological Counseling undergraduate program as an elective course. The participants of the study were 56 senior undergraduate students attended…
Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy
Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…
American Psychologist, 2011
The principles for undergraduate education in psychology presented here are designed for creating a world-class educational system that provides students with the workplace skills needed in this information age; a solid academic background that prepares them for advanced study in a wide range of fields; and the knowledge, skills, and abilities…
This research paper presents guiding on how to design social media into higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about guiding on how to design social media into higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results were the lecturers' opinions concerning the designing social media into higher education ...
Glenwick, David S.; Slutzsky, Mitchel R.; Garfinkel, Eric
Describes an 11-week course given at a nursing home to nursing home aides that focused on abnormal psychology and behavior intervention skills. Discusses the course goals, class composition, and course description. Addresses the problems and issues encountered with teaching this course to a nontraditional population in an unconventional setting.…
Sex education is not included in Turkey's national curriculum and is rarely referenced in school and university curricula. This is even true for those undertaking training in psychological counselling where the need may be great. Only a very few university schools of education offer an elective sex education course. A group of 64 guidance and…
Elizalde, A; Perez, E E; Sriaroon, P; Nguyen, D; Lockey, R F; Dorsey, M J
A one-day intensive educational course on allergy and immunology theory and diagnostic procedure significantly increased the competency of allergy and immunology fellows-in-training. © 2012 John Wiley & Sons A/S.
Halonen, Jane S.; Dunn, Dana S.
Despite the popularity of the psychology major, complaints regularly arise about the value of majoring in psychology. This article reviews the workforce advantages that accrue to successful psychology students and encourages new strategies for emphasizing the professional development goal in the American Psychological Association's…
Clarke, Simon P.; Holttum, Sue
This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a…
American Educational Research Association (AERA), 2014
Developed jointly by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, "Standards for Educational and Psychological Testing" (Revised 2014) addresses professional and technical issues of test development and use in education, psychology, and…
DeCuir-Gunby, Jessica T.; Schutz, Paul A.
In this article, we question why race as a sociohistorical construct has not traditionally been investigated in educational psychology research. To do so, we provide a historical discussion of the significance of race as well as present current dilemmas in the exploration of race, including an examination of the incidence and prevalence of…
Hathcoat, John D.
The semantics, or meaning, of validity is a fluid concept in educational and psychological testing. Contemporary controversies surrounding this concept appear to stem from the proper location of validity. Under one view, validity is a property of score-based inferences and entailed uses of test scores. This view is challenged by the…
Rubin, Rosalyn A.; And Others
Psychological and educational correlates of prematurity in children during four periods, the last at 7 years of age, were assessed as part of a prospective longitudinal study of 241 infants classified by birth weight, gestational age, and sex to determine later functioning in school. (Author/MC)
Locke, Don C.; Gerler, Edwin R., Jr.
The study investigated the effects of two psychological education programs (Developing Understanding of Self and Others--DUSO, and Human Development Program--HDP or Magic Circle) on the affective growth of 42 visually impaired children in grades kindergarten through 3. (Author/SBH)
Osin, E. N.
This paper discusses the explanatory possibilities and limitations of the concept of alienation within the framework of educational psychology studies. Research into various phenomena associated with alienation (frustration and burnout, extrinsic motivation, cynicism, etc.) is often limited by the ontological realm of the individual, whereas the…
Nelissen, Jo M. C.; Tomic, Welko
This paper discusses the cultural-historical school founded by Vygotsky, Luria, and Leontiev as the theoretical background of Russian educational psychologists who have been studying how children learn to reflect. Two approaches to reflection are examined within the cultural-historical tradition: first, reflection--like other higher psychological…
Nelissen, J.M.C.; Tomic, W.
The present article explores the theoretical underpinnings upon which Russian psychologists base their analysis of reflection. The intention is to arrive at a clearer understanding of their research aims and research methods, and to explore the relevance of their research to educational practice.
Quirk, Thomas J
This book shows the capabilities of Microsoft Excel in teaching educational and psychological statistics effectively. Similar to the previously published Excel 2013 for Educational and Psychological Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical education and psychology problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in education and psychology courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Educational and Psychological Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and man...
Henderson, Dawn X.
This article describes an undergraduate course in community psychology at an Historically Black University. The course integrated community engagement using a local neighborhood revitalization project as a platform for students to volunteer, prepare a historical analysis, and sense of community project. The course aims to fulfill a requirement…
... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.
Morganett, L. Lee
The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…
Procidano, Mary E.
Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…
Dalton, James H.; And Others
Maintains that a comprehensive understanding of abnormal psychology requires coverage of recent advances in primary prevention. Describes a conceptual scheme and recommends resources and teaching methods for instructors. Asserts that clinical and community psychology are conceptually distinct but complementary fields. (CFR)
Ponterotto, Joseph G.; Reynolds, Jason D.; Morel, Samantha; Cheung, Linda
Psychobiography holds an important position in the history of psychology, yet little is known about the status of psychobiographical training and dissertation research in psychology departments. This brief report identified psychobiography courses throughout North America and content analyzed a sample of 65 psychobiography dissertations to discern the theories and methods that have most commonly anchored this research. Results identified few psychology courses specifically in psychobiography, with a larger number of courses incorporating psychobiographical and/or narrative elements. With regard to psychobiography dissertations, the majority focused on artists, pioneering psychologists, and political leaders. Theories undergirding psychobiographical studies were most frequently psychoanalytic and psychodynamic. Methodologically, a majority of the dissertations were anchored in constructivist (discovery-oriented) qualitative procedures, with a minority incorporating mixed methods designs. The authors highlight the value of psychobiographical training to psychology students and present avenues and models for incorporating psychobiography into psychology curriculums. PMID:27247670
Patrick, Helen; Anderman, Lynley H.; Bruening, Paige S.; Duffin, Lisa C.
We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note…
The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and…
Sibicky, Mark E.
This article describes an assignment in a History of Psychology course used to enhance student retention of material and increase student interest and discussion of the long-standing debate between humanistic and mechanistic models in psychology. Adapted from William James's (1955) automatic sweetheart question, the assignment asks students to…
A social change agenda is central in feminist psychology. In creating learning outcomes for a psychology of women course, instructors might wish to facilitate processes that have the potential to move individuals from acceptance of a status quo toward various degrees of feminist thinking. This agenda could include endorsing social constructionist…
Goodmon, Leilani B.; Middleditch, Ashlea M.; Childs, Bethany; Pietrasiuk, Stacey E.
The purpose of this study was to determine the influence of a positive psychology course on student well-being, depressive symptoms, and stress in a repeated measure, nonequivalent control design. As hypothesized, the positive psychology students reported higher overall happiness, life satisfaction, routes to happiness, and lower depressive…
Ward, Wendy; Zagoloff, Alexandra; Rieck, Cortney; Robiner, William
This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.
Rowe, Matthew P.; Gillespie, B. Marcus; Harris, Kevin R.; Koether, Steven D.; Shannon, Li-Jen Y.; Rose, Lori A.
Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561
Buckle, Jennifer L
This study provides an in-depth investigation of the motivations, goals, and impact on 23 university students enrolled in a Psychology of Death and Dying course. Through a grounded theory analysis of precourse perspective and postcourse reflection assignments, several key themes emerged. Participants were motivated to enroll in the course by their self-identified lack of knowledge on the topic and its professional and personal relevance. They identified three main course goals: cognitive comfort, preparation to support others, and personal growth. At the end of the course, participants noted heightened awareness of personal mortality and increased comfort with death-related topics, as well as reduced fear, surprise at the depth of the thanatology field, and enriched context for their experiences with death and dying. The implications of the results for death educators, researchers, and students are discussed.
Dahlgren, Madeleine Abrandt
Compares the role of course objectives in relation to students' study strategies in problem-based learning (PBL). Results comprise data from three PBL programs at Linkopings University (Sweden), in physiotherapy, psychology, and computer engineering. Faculty provided course objectives to function as supportive structures and guides for students'…
Goldstein, Susan B.
In response to recent research indicating that the benefits of study abroad are significantly enhanced by pre-departure training, tertiary institutions are increasingly offering pre-departure courses to students preparing to study abroad. Teachers of psychology are well positioned to contribute to such courses in that a large number of…
Harris, Roma M.
Feminist therapy, a form of psychotherapy which reflects an androgynous view of sex roles, strives to identify the constraints of traditional sex role expectations and to help women take control of their lives. Women's studies courses may also achieve similar goals. Female students (N=32) enrolled in a psychology of women course were tested to…
Dottolo, Andrea L.
This article will describe an exercise the author uses within the first week (usually the second day) of her Psychology of Women courses in order to (a) quickly introduce basic principles of feminism, (b) dispel some of the myths and stereotypes about feminists, and (c) address some students' fears and misconceptions about feminism and the course.…
Quirk, Thomas J
This is the first book to show the capabilities of Microsoft Excel to teach educational and psychological statistics effectively. It is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical problems in education and psychology. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and practitioners, is also an effective teaching and learning tool for quantitative analyses in statistics courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2013 for Educational and Psychological Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and practitioners how to apply Excel to statistical techniques necessary in their courses and work. E...
Green, Heather J.; Hood, Michelle; Neumann, David L.
Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…
Carroll, David W.
History of psychology students wrote essays about historical figures and counterfactual events. A linguistic analysis of the essays revealed that counterfactual assignments included more auxiliary verbs and more references to tentativeness and the future. More important, scores on the counterfactual assignments but not the historical figure…
Jones, Sara J.; Fong, Carlton J.; Torres, Laura G.; Yoo, Julia H.; Decker, Mark Lowry; Robinson, Daniel H.
Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist's productivity from 1991 to 2002. "Contemporary Educational Psychology,…
Ali, Azad; Smith, David
A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…
Rowe, Matthew P; Gillespie, B Marcus; Harris, Kevin R; Koether, Steven D; Shannon, Li-Jen Y; Rose, Lori A
Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. © 2015 M. P. Rowe, B. M. Gillespie, et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve…
Norcross, John C.; Sommer, Robert; Clifford, Jennifer S.
Explores six methods for incorporating into courses published autobiographies written by individuals suffering from mental disorders: (1) outside readings; (2) examples for classroom lectures; (3) primary texts for discussion sections; (4) remedial or extra-credit assignments; (5) information resources; and (6) source books for topical seminars.…
Greenbaum, Hannah; Meyer, Lisa; Smith, M. Cecil; Barber, Amanda; Henderson, Heather; Riel, David; Robinson, Daniel H.
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals ("Cognition and Instruction," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," and "Journal of…
Ejsing-Duun, Stine; Karoff, Helle Skovbjerg
Does play belong to the learning situation? What kind of sociability is promoted when gamifying education. This article explores how students' behaviours and interaction change when introducing game elements into a university course such as awarding points for different types of active participat......Does play belong to the learning situation? What kind of sociability is promoted when gamifying education. This article explores how students' behaviours and interaction change when introducing game elements into a university course such as awarding points for different types of active...... participation during lessons. On the basis of the students’ response to and actions in course as well as the teachers’ experiences and observations, the article underlines the importance of understanding how the teacher can affect students' motivation, social contact and experience in the learning situation...... contributes with a discussion of and findings in relation to the interaction we design for, when using game elements in a learning context. It is through these interactions with peers and teachers as well as by experimenting that students learn about the topic at hand. Inviting students to participate...
Bodnar, Richard J.; Stellar, James R.; Kraft, Tamar T.; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M.; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqvi, Naveen
In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food ...
Karlshøj, Jan; Vestergaard, Flemming
The Technical University of Denmark has included open BIM in its BIM or BIM-related courses for bachelor, master and PhD students studying civil or architectural engineering. A majority of students are introduced to open BIM during their education, and those who are selecting courses in advanced...... BIM or building design are becoming more familiar with the concept. A number of students are including open BIM in their bachelor projects or master theses. The main reason for including open BIM in teaching is that open BIM has been a mandatory deliverable in Denmark since 2007 in state......-financed construction projects through the IFC format. From 2013 the requirements also included social housing and all public building projects. Students are exploring the capabilities of open BIM, and have been able both to identify satisfactory results as well as propose enhancements in order to compensate...
Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.
The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…
Goto, Stanford T.; Martin, Connie
Of the many barriers that prevent adults from continuing their education, psychological barriers are least often addressed by educators. This is an important area of concern because psychological factors influence how prospective students respond to other barriers. This qualitative study was conducted to describe how adults negotiate…
Full Text Available There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association (APA has highlighted the importance of ensuring the effectiveness of online psychology courses. Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a case study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting online students with an equivalent learning experience, we recommend that future research investigates means of successfully facilitating collaborative group-work assessment
Full Text Available In the paper the development of educational psychology as a scientific discipline is presented, and the history of its development in Slovenia is described in detail. The key scientific research and professional areas of educational psychologists are outlined. The fact is that the educational psychology in the broader Euro-American psychological context has a relatively longer tradition than in Slovenia. However, the analysis of various sources shows that the Slovene educational psychologists with their contributions have established a strong position in the modern international flows, both in the areas of educational psychological issues as well as in the methodology of the research. Nowadays Slovene educational psychologists with their research results, teaching and professional work offer an important contribution to the understanding, quality and the development of educational practice.
Cartwright, G. Phillip
Pennsylvania State University has developed, evaluated, and implemented a series of modules and an entire three-credit teacher education course which is offered completely by microcomputer. The course is entitled "Educating Special Learners." The modules use the Apple II series and the IBM PC series. Evaluation of the course, based on…
Berta, Michael Raymond
In the Fall 2010 semester, student enrollment in distance education courses increased in the United States to over 6.1 million students taking at least one distance course. Distance education allows institutions to meet increasing demands from the government and business sectors for more graduates in ways that face-to-face courses cannot meet with…
Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit
The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…
Sakuraba, Kazuhiro; Nakamura, Hideo; Ukai, Mitsuko
The Courses of Study are provided as the standards for educational courses in all schools in Japan. The new Courses of Study have been started this year. In this research, we revealed the ways how to teach radiation using the Courses of Study (2009). Education for radiation was first opened for the third grade of secondary school children. The contents in terms of radiation education in this Courses of Study (2009) are the characterization and application of radiation. To promote this new study courses, the knowledge about radiation of young man and woman were also studied. We concluded it is necessary to start radiation education from elementary school. Furthermore to apply the Courses of Study effectively, we need the comments on radiation education from the researcher of radiation. After the comments, teachers are able to make precise educational materials for their own children. (author)
Phoenix Union High School District, AZ.
THIS GUIDE FOR GRADES 9 TO 11 WAS DEVELOPED FROM MANY SOURCES BUT WITH MAJOR CONTRIBUTIONS FROM TEACHERS WHO USE IT IN A SPECIAL EDUCATION PROGRAM TO PARTIALLY MEET DIPLOMA REQUIREMENTS. UNITS ARE IN ENGLISH, MATHEMATICS, SCIENCE, SOCIAL STUDIES, AMERICAN HISTORY AND GOVERNMENT, ECONOMICS, HOME ECONOMICS, FOOD SERVICE, AND SHOP. EACH COURSE PLAN…
American Psychologist, 2007
The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The…
Glenwick, David S.
A multidisciplinary undergraduate course in correctional psychology is described, noteworthy features of which include field work experiences in criminal justice agencies, discussions with criminal justice personnel from a variety of disciplines and professions, and in-class role-playing exercises, as well as more traditional coursework. (Author)
Edmonds, Christopher L.
One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…
Oakland, Thomas; Wechsler, Solange Muglia
This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…
Forden, Carie L.; Carrillo, Amy M.
There is a demand for the integration of global learning/diversity across the curriculum. A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA. In these assignments, students collected data and applied course concepts to real-life problems, then…
Stanley, Christopher T.; Robbins, Jamie E.
Given the growth of Sport and Exercise Psychology (SEP) in recent decades, and the interdisciplinary nature of research and practice in the field, it may be particularly relevant in undergraduate courses and textbooks. However, no studies to date have examined the relative presence of the field. Accordingly, a primary aim of the study described in…
Bhullar, Naureen; Rose, Karen C.; Utell, Janine M.; Healey, Kathryn N.
The authors assessed the impact of peer review on student writing in four sections of an undergraduate Developmental Psychology course. They hypothesized that peer review would result in better writing in the peer review group compared to the group with no peer review. Writing was rated independently by two instructors who were blind to the…
Kelly, Kiesa; Jones, Linda; Brinthaupt, Thomas M.; Hart, Wendy
This paper describes the development of a regional psychology teaching organisation, Psychology Educators of Tennessee (PET). PET is designed to enhance collaboration among teachers from local colleges, universities, and high schools. We discuss the history of PET, the themes and pragmatics associated with our annual conference, plans for…
Dawson, Joe; Singh-Dhesi, Davinder
This article presents one English local authority's educational psychology service's approach to supporting children and young people's psychological well-being. Evidence for the effectiveness of the therapeutic approaches adopted by one intervention (the Child Behaviour Intervention Initiative [CBII]) is presented. The statistical analysis…
Gillard, Ellen; Van Dooren, Wim; Schaeken, Walter; Verschaffel, Lieven
Research in the psychology of mathematics education has been confronted with the fact that people blatantly fail to solve tasks they are supposed to be able to solve correctly given their available domain-specific knowledge and skills. Also researchers in cognitive psychology have encountered such phenomena. In this paper, theories that have been…
Winter, Laura Anne; Burman, Erica; Hanley, Terry; Kalambouka, Afroditi; Mccoy, Lauren
There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships…
Full Text Available Objective To explore the effect of psychological education adaptability on the mental quality and mental health of recruits of field army units. Methods A total number of 1244 recruits who joined the army in 2012 were tested with Mental Quality Questionnaire of Armyman (MQQA, Symptom Checklist 90 (SCL-90, Self-rating Anxiety Scale (SAS, Selfrating Depression Scale (SDS, State-Trait Anxiety Inventory (STAI, and self-compiled questionnaire for adaptability psychological education. 568 recruits received adaptability psychological education for 10 times (sessions in the experimental group, and 676 in the control group did not receive the education. Results After intervention, each dimension score of experimental and control groups on MQQA significantly increased (P0.05. Psychological education showed a significant effect on improving mental quality (P0.05. After education, the anxiety, depression, state-trait anxiety scores of the two groups reduced significantly (P<0.001; compared with the control group, the anxious emotion was effectively relieved by psychological education in experimental group (P<0.001. The recruits in the experimental group showed significant difference in 30 subjective evaluation items between before- and after-education periods (P<0.001. Conclusions The adaptability psychological education has a significant effect on promoting the mental quality, mental health, emotional state and positive cognition of the recruits in field army units. DOI: 10.11855/j.issn.0577-7402.2015.06.15
Analyn Q. Villaroman
Full Text Available Taking into account the increased research on the status of women and on gender concerns which lead to question the stereotyped assumptions about gender elations and the roles and responsibilities of men and women, the study determined the gender mainstreaming in the General Education and Professional Education Courses in one Higher Education Institution in the Philippines where there were 21 participants interviewed through two sets of focus group discussion. The result of the study showed that there is an apparent inclusion of gender and development in General Education and Professional Education Courses which can be categorized into explicit or implicit integration. Moreover, there were variety of teaching strategies and materials used inintegrating Gender and Development (GAD. It ranges from film showing followed by critical discussions, research output presentations, role-play, class discussions, art analysis, literary analysis, and lecture/forum of an expert. From the employed strategies and materials, it articulates the meaning of GAD that men and women must be provided with equal opportunities to realize their full potentials. Such articulation, however, requires committed interpretation especially from the faculty members. From there, it gives students an awareness and to an extent of self-interpretations. The university can further help in GAD initiatives by defining the university’s GAD framework so as to integrate GAD in the level of the curriculum, research, extension, planning, materials, policies, and budget.
Mills, David H.
Provides an overview of the formal ethics system within psychology. Describes the structure of the American Psychological Association (APA) and state ethics systems, functions of APA's Committee on Scientific and Professional Ethics and Conduct, and its procedures for handling complaints. (Author/CMG)
This article reviews psychology's attempts to influence public attitudes about both the science and the profession of psychology. The early history of the profession is reviewed, and the efforts of the American Psychological Association (APA) to shape the public's perception of psychology are discussed. The rise of social media is reviewed, and important social media outlets relevant to psychology are identified. The activities of the Society for Media Psychology and Technology (APA Division 46) are illustrated, and the presidents of the Division are identified. The work of those psychologists who are noted public intellectuals or who have received Nobel prizes or National Medal of Science awards for their research is briefly reviewed, and the public notoriety of 4 prominent media celebrities (Joy Browne, Joyce Brothers, Laura Schlessinger, and Phil McGraw) is discussed. Several controversies in the field of psychology that have influenced the public and their attitudes about psychology are also briefly reviewed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Leron, Uri; Hazzan, Orit
Research in mathematics education usually attempts to look into students' learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical…
Roehling, Patricia V.; Root Luna, Lindsey M.; Richie, Fallon J.; Shaughnessy, John J.
Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We…
Full Text Available Tulisan ini berupaya menjelaskan pendidikan Islam dalam kajian Psikologi Islam. Psikologi Islam adalah suatu pendekatan studidalam memahami kejiwaan dan perilaku manusia yang berdasarkan konsep tauhid, dengan cara integrasi antara ilmu dan iman. PsikologiIslam adalah sebuah bentuk psikologi yang berlandaskan citra manusiamenurut ajaran Islam, mempelajari keunika n dan pola perilaku manusia sebagai ungkapan pengalaman interaksi dengan diri sendiri, lingkungan sekitar, dan alam rohani dengan tujuan meningkatkan kesehatan mentaldan kualitas hidup keberagamaan, serta menggapai kebahagiaan hidup di dunia dan di akhirat. Salah satu upaya untuk dapat membangunkem bali peradaban manusia dan penyempurnaan konsep perilaku manusia itu adalah dengan berpendidikan dan memahami konsepkonsep pendidikan dalam Islam, serta penyempurnaan jiwa yang diisi dengan iman dapatlah dibahas dalam kajian ilmu Psikologi Islam yang berlandaskan pada Al-Qur’an dan Hadist. Dalam pendidikan Islam telah diletakkan dasar-dasar Al-Qur’an yang berkenaan dengan tujuan pendidikan Islam dan materi-materi yang harus diajarkan dalam pendidikan Islam. Materi-materi yang akan disampaikan sebaiknya menggunakan metode yang menarik dan menjadi persoalan esensial dalam rangka tercapainya tujuan pendidikan Islam yang diharapkan. Berdasarkan pada begitu eratnya antara tugas psikologi Islam yang lebih menekankan pada jiwa ini sangat berpengaruh dalam ilmu pendidikan Islam. Jiwa yang bersih tentunya akan mudah dalam menerima dan mengaplikasikan konsep-konsep pendidikan Islam yang berdasarkan pada Al-Qur’an dan Sunnah Rasulullah SAW. Di atas kedua pilar ini lah dibangun konsep dasar pendidikan Islam. Titik tolaknya dimulai dari konsep manusia menurut IslamKeywords: Islamic Psychology, Islamic Education, Human, Life, Behavior
The first comprehensive, research-based textbook on Internet-infused education, "Educational Psychology and the Internet" offers students an accessible guide to important issues in the field. Michael Glassman begins with an overview of the history that traces the evolution of the Internet and its significance for education. He outlines…
The area of gender variance appears to be more visible in both the media and everyday life. Within educational psychology literature gender variance remains underrepresented. The positioning of educational psychologists working across the three levels of child and family, school or establishment and education authority/council, means that they are…
Taylor, Christina J; Galasso, Rosemarie
The coverage of religion and mythology in undergraduate courses in the Psychology of Women was explored by (a) surveying a sample of undergraduate instructors (N=72); and (b) examining coverage in textbooks on the Psychology of Women (N=95). 48.6% of teachers said they include some coverage, while 43.1% said they never do. The total percentage of coverage in textbooks is small, ranging from a mean of 2.0% in the 1970s to 1.1% in the current decade.
One of the objectives of education in schools is to acquire values. In this sense, history courses are among the important courses in which students can acquire values. Students can acquire values such as justice, peace, honesty, empathy, tolerance, human rights, respect, love, responsibility, charity, patriotism, etc. through history courses.…
Hershkovitz, Arnon; Nachmias, Rafi
This research consists of an empirical study of online persistence in Web-supported courses in higher education, using Data Mining techniques. Log files of 58 Moodle websites accompanying Tel Aviv University courses were drawn, recording the activity of 1189 students in 1897 course enrollments during the academic year 2008/9, and were analyzed…
Emerly, Robert J.; And Others
Designed for secondary school students who are interested in becoming machinists, this beginning course guide in machine shop practice is organized into the following sections: (1) Introduction, (2) instructional plan, (3) educational philosophy, (4) specific course objectives, (5) course outline, (6) job sheets, and (7) operation sheets. The…
Shepperson, Tara L.
This exploratory study investigated the prevalence of single evaluation methods courses in doctoral education leadership programs. Analysis of websites of 132 leading U.S. university programs found 62 evaluation methods courses in 54 programs. Content analysis of 49 course catalog descriptions resulted in five categories: survey, planning and…
Career and technical educators are constantly being challenged to have their courses meet the changing needs of their students in this fast-paced world people live in. As the name implies, the hybrid online course is a melding of traditional and online learning. In this article, the author describes her experience designing hybrid courses that…
This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Award for Distinguished Contributions to Education and Training in psychology recognizes a specific contribution to education and training. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2017 recipients of the APA Education and Training Contributions Awards were selected by the 2016 Education and Training Awards Committee appointed by the Board of Educational Affairs (BEA). Members of the 2016 Education and Training Awards Committee were Erica Wise, PhD (Chair); Ron Rozensky, PhD; Jane D. Halonen, PhD; Sharon Berry, PhD (Chair Elect); Emil Rodolfa, PhD; and Sylvia A. Rosenfield, PhD. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Developed for use in Technical and Further Education (TAFE) teacher education, this module is intended to widen teachers' knowledge and understanding of the psychology of psychomotor skills to improve teaching of psychomotor skills in the TAFE classroom or workshop. The module is divided into two parts: basic and advanced. The first part,…
This research paper presents lecturers' experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers' experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by…
Full Text Available Considering the long-term talent development, from the moment of its recognition to the moment when an adult is confronted with the necessity of integration in the professional music and life streams, we wonder whether education satisfies the needs of talents and provides, in the long run, the necessary knowledge and skills. The aim of this research was to investigate: (1 the initial motivation for learning music and expectations from music education; (2 the course of development of young musicians (the degree of self-actualisation, developmental perspectives, evaluation of music education and (3 outcomes of music education and development of the professional career. The sample (N=487 consisted of five subsamples: music kindergarten pupils, students of primary music schools, students of secondary music schools, university students of music and teachers at music schools and universities. The paper analyses psychological, educational and professional aspects of education of musically gifted pupils and students, as well as music teachers in five successive age groups. The results indicate that with an increase in age there is a considerable increase in the variety and scope of expectations and a higher aspiration towards personal, educational and professional lifelong improvement, while, at the same time, there is a considerable decrease in the level of fulfilment of expectations and the level of assessment of self-actualisation. This is indicative of a continuously present feeling of “hidden underachievement” in the group of (relatively successful young musicians and professionals. Analysis of respondents’ answers points out to the existence of still traditional system of music education, which lacks flexibility and innovation and fails to provide a sufficient level of transferable knowledge and skills. The findings point out to a whole cluster of controversies demanding further reconsideration and (redesigning of the curriculum of (high
Salman Amur Alhajri
Full Text Available The role of creativity in graphic design education has been a central aspect of graphic design education. The psychological component of creativity and its role in graphic design education has not been given much importance. The present research would attempt to study ‘creativity in graphic design education from psychological perspectives’. A thorough review of literature would be conducted on graphic design education, creativity and its psychological aspects. Creativity is commonly defined as a ‘problem solving’ feature in design education. Students of graphic design have to involve themselves in the identification of cultural and social elements. Instruction in the field of graphic design must be aimed at enhancing the creative abilities of the student. The notion that creativity is a cultural production is strengthened by the problem solving methods employed in all cultures. Most cultures regard creativity as a process which leads to the creation of something new. Based on this idea, a cross-cultural research was conducted to explore the concept of creativity from Arabic and Western perspective. From a psychological viewpoint, the student’s cognition, thinking patterns and habits also have a role in knowledge acquisition. The field of graphic design is not equipped with a decent framework which necessitates certain modes of instruction; appropriate to the discipline. The results of the study revealed that the psychological aspect of creativity needs to be adequately understood in order to enhance creativity in graphic design education.
Kim, Dong-il; Koh, Hye-jung; Jo, Su-yeon; Nam, JeeEun Karin; Kim, Myeung-chan
Educational psychology has seen rapid growth as an academic discipline in recent years. The current study reviewed research articles published in "Asia Pacific Education Review" ("APER"), a journal that has been gaining greater international recognition, to reveal recent trends in educational psychology research in Asia…
Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer
The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…
Cognitive psychology offers relevant insights into improving the teaching and learning process. The author has selected ten questions from a graduate class in cognition and learning taken at The Teachers College, Columbia University. The questions will be used to examine the most effective ways to learn and recall information.
Ten Wolde, Geeske Brecht; Dijkstra, A.; Van Empelen, P.; Neven, A. Knuistingh; Zitman, F. G.
Objective General practitioners and pharmacists do not properly educate their patients about the disadvantages of benzodiazepines. In order to increase and improve education, this study will investigate which psychological factors (i.e., beliefs, outcome expectation, social norm and self-efficacy)
Novak, Joseph D.
Reviews the basic precepts of the learning theories of Piaget and Ausubel. Although Piaget is credited for his contributions to educational psychology, the author supports Ausubel's theory of meaningful learning as more significant for future contributions in science and mathematics education. (CP)
Thorndike, Robert M.; Thorndike-Christ, Tracy M.
In this classic introduction to educational and psychological measurement, Thorndike and Thorndike-Christ provide all of the pertinent information future professionals need to know in order to develop the skills to use test information wisely. Incorporating standard measurement concepts as they apply to both educational and psychological…
Full Text Available Background: After disaster, physical symptoms are common although seldom recognized due to lack of knowledge of the course of symptoms and relation to more studied psychological symptoms. Objective: This study aimed to investigate the change in the reporting of different physical symptoms after a disaster, including possible factors for change, and whether psychological symptoms predict physical symptoms reporting at a later point in time. Method: A longitudinal study of citizens of Stockholm who survived the 2004 Indian Ocean tsunami. A total of 1,101 participants completed questionnaires on somatic symptoms, general distress, posttraumatic stress, exposure, and demographic details 14 months and 3 years after the disaster. Physical symptoms occurring daily or weekly during the last year were investigated in four symptom indices: neurological, cardiorespiratory, gastrointestinal, and musculoskeletal. We used generalized estimating equations (GEE analysis to determine odds ratios for a change in symptoms, and pathway analysis to predict the influence of psychological symptoms on physical symptoms. Results: There was a general decrease of reporting in all physical symptom indices except the musculoskeletal symptom index. The change in the neurological symptom index showed the strongest association with exposure, and for women. General distress and posttraumatic stress at 14 months postdisaster predicted physical symptoms at 3 years. Conclusion: Physical symptoms were predicted by psychological symptoms at an earlier time point, but in a considerable proportion of respondents, physical symptoms existed independently from psychological symptoms. Physicians should be observant on the possible connection of particular pseudoneurological symptoms with prior adversities.
Conner, Nathan W.; Stripling, Christopher T.; Blythe, Jessica M.; Roberts, T. Grady; Stedman, Nicole L. P.
Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…
White, Geoffry D.
Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)
Ding, Cody S
This book explores the fundamentals of multidimensional scaling (MDS) and how this analytic method can be used in applied setting for educational and psychological research. The book tries to make MDS more accessible to a wider audience in terms of the language and examples that are more relevant to educational and psychological research and less technical so that the readers are not overwhelmed by equations. The goal is for readers to learn the methods described in this book and immediately start using MDS via available software programs. The book also examines new applications that have previously not been discussed in MDS literature. It should be an ideal book for graduate students and researchers to better understand MDS. Fundamentals of Applied Multidimensional Scaling for Educational and Psychological Research is divided into three parts. Part I covers the basic and fundamental features of MDS models pertaining to applied research applications. Chapters in this section cover the essential features of da...
Spinhoven, Philip; Elzinga, Bernet M.; Van Hemert, Albert M.; de Rooij, Mark; Penninx, Brenda W.
Background: Childhood maltreatment and maladaptive personality are both cross-sectionally associated with psychological distress. It is unknown whether childhood maltreatment affects the level and longitudinal course of psychological distress in adults and to what extent this effect is mediated by
LaDue, D. S.
The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives
Domenech Rodriguez, Melanie M.; Erickson Cornish, Jennifer A; Thomas, Janet T; Forrest, Linda; Anderson, Austin; Bow, James N
Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators fro...
Arnold, Christopher, Ed.; Horan, Jacqueline, Ed.
The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don't adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will…
Vieira, Rodrigo Drumond; Kelly, Gregory J.
In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, affords opportunities for analysts to perform a theoretically based detailed analysis of discourse events. Along with the presentation of analysis, we show and discuss how the articulation of different levels offers interpretative criteria for analyzing instructional conversations. We synthesize the results into a model for a teacher's practice and discuss the implications and possibilities of this approach for the field of discourse analysis in science classrooms. Finally, we reflect on how the development of teachers' understanding of their activity structures can contribute to forms of progressive discourse of science education.
Ten Cate, Olle; Durning, Steven
Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.
Mandemakers, Jornt J; Monden, Christiaan W S
This paper investigates whether education buffers the impact of physical disability on psychological distress. It further investigates what makes education helpful, by examining whether cognitive ability and occupational class can explain the buffering effect of education. Two waves of the 1958 British National Child Development Study are used to test the hypothesis that the onset of a physical disability in early adulthood (age 23 to 33) has a smaller effect on psychological distress among higher educated people. In total 423 respondents (4.6%) experienced the onset of a physical disability between the ages of 23 and 33. We find that a higher educational level cushions the psychology impact of disability. Cognitive ability and occupational class protect against the effect of a disability too. The education buffer arises in part because individuals with a higher level of education have more cognitive abilities, but the better social position of those with higher levels of education appears to be of greater importance. Implications of these findings for the social gradient in health are discussed. Copyright 2010 Elsevier Ltd. All rights reserved.
Krause, Jackie; Dias, Laura Portolese; Schedler, Chris
The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…
Blocker, Danielle; Wahl-Alexander, Zachary
At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill…
Susan J. Martin
Full Text Available This paper will share with the members of the conference the findings from the final study. This study contains five semesters of analyzed data which compares the retention of students, final grades for students, grades for five specific tasks that were given in blended in-class courses and in the totally online courses, and a comparison of data by GPA, gender, and by class level. All courses were American Politics PLSC 111. Each semester one or two American Politics courses were conducted in the classroom and one American Politics distance education course was conducted totally online. Each time the courses were given, it was during the same semester and by the same professor who is the researcher.
Fluellen, J. E., Jr.
How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally,…
Fagette, Paul; Chen, Shih-Jiun; Baran, George R.; Samuel, Solomon P.; Kiani, Mohammad F.
The Department of Mechanical Engineering at our institution created two engineering courses for the General Education Program that count towards second level general science credit (traditional science courses are first level). The courses were designed for the general student population based upon the requirements of our General Education Program…
and Key Words Title: Outdoor Education Course- The New Product of a Company Offer Aim: Analysis and evaluation of needs and attitudes of the present company clients of Firma na zážitky, s.r.o. company in the outdoor education field to frame a pilot project of an outdoor course programme. Method: Method of questionnare was used to analyse and evaluate needs and attitudes ofthe company clients. Results: A project of outdoor course programme was created according to results of realized research....
Bodnar, Richard J; Stellar, James R; Kraft, Tamar T; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqvi, Naveen; Kim, Jung-Yo
In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food addiction and preferences, drug seeking and craving, analgesic pain-inhibitory systems activated by opiates and stress, neuroeconomics, unconscious decision-making, empathy, and modern neuroscientific techniques (functional magnetic resonance imaging and event-related potentials) presented by the co-instructors and other Psychology professors. With no formal assigned textbook, all lectures were PowerPoint-based, containing links to supplemental public-domain material. PowerPoints were available on Blackboard several days before the lecture. All lectures were also video-recorded and posted that evening. The course had a Facebook page for after-class conversation and one of the co-instructors communicated directly with students on Twitter in real time during lecture to provide momentary clarification and comment. In addition to graduate student Teaching Assistants (TAs), to allow for small group discussion, ten undergraduate students who performed well in a previous class were selected to serve as discussion leaders. The Discussion Leaders met four times at strategic points over the semester with groups of 20-25 current students, and received one credit of Independent Study, thus creating a course within a course. The course grade was based on weighted scores from two multiple-choice exams and a five-page writing assignment in which each student reviewed three unique, but brief original peer-review research articles (one page each) combined with expository writing on the first
Full Text Available The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.
The internationalisation of higher education has led some UK and Australian universities to deliver transnational higher education (TNHE) post-registration top-up nursing degree courses in Malaysia. These are bridging courses that allow registered nurses to upgrade their diploma qualifications to degree level. What is not sufficiently explored in the literature is nurses' evaluation of these courses and the impact of TNHE qualifications. A hermeneutic phenomenology approach was used to explore the views of 18 Malaysian nurses from one Australian and two UK TNHE universities. Semi-structured interviews were conducted to enable the Malaysian nurses to evaluate the courses. Data were analysed by thematic analysis. Findings showed a gap between Malaysian and Western teaching and learning outlook, professional values and clinical practices. The data give important insights at a time when the aim of Malaysia's investment in TNHE courses is to attain a graduate workforce with changed mindsets and enhanced patient care.
Smith, Robert L.; Troth, William A.
Investigated the achievement motivation training component of psychological education. The subjects were 54 late-adolescent pupils. The experimental training program had as its objectives an increase in academic achievement motivation, internal feelings of control, and school performance, and a reduction of test anxiety. Results indicated…
Magnello, M. Eileen
An inventory was administered to 161 college students in the late fall of 1977 in an attempt to predict the academic major of either psychology or special education students. The predictors were from the following series of items: demographic characteristics, academic information, occupational interests, and utility of their college program. A…
Nihalani, Priya K.; Mayrath, Michael C.
The following paper emphasizes the importance of publishing and learning how to publish in educational psychology journals. We have compiled a set of recommendations based on advice from editors in the field and several other sources on how to publish. Additionally, this paper provides a step-by-step guide that graduate students and junior faculty…
Mayrath, Michael C.
Are there similarities in the writing approaches and practices among the top-producing authors in our field? If so, perhaps knowing this information may benefit graduate students or recent graduates. In this paper, I asked 13 authors to explain why they were so productive in terms of publishing in educational psychology journals. Four categories…
At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of…
Regehr, Glenn; Norman, Geoffrey R.
Research developments in cognitive psychology, and their implications for teaching and learning at the level of professional education, are summarized. Areas discussed include organization of long-term memory, influences on storage and retrieval from memory, problem solving and transfer/use of analogy, concept formation/categorization/pattern…
Sweet, Tracy M.
Social networks are especially applicable in educational and psychological studies involving social interactions. A social network is defined as a specific relationship among a group of individuals. Social networks arise in a variety of situations such as friendships among children, collaboration and advice seeking among teachers, and coauthorship…
Illovsky, Michael E.
This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education…
This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their…
Dixon, Robert J.
The author is convinced that the school psychology profession needs to develop innovative programs to address the shortages of school psychologists across the nation, specifically, online programs that can reach the rural and underserved districts of each state. Current educators seeking to expand their skill set can be the untapped answer to…
Richardson, Michael J.; Slife, Brent D.
We explore the possibility that a priori philosophical commitments continue to result in a narrowing of inquiry in moral psychology and education where theistic worldviews are concerned. Drawing from the theories of Edward L. Thorndike and John Dewey, we examine naturalistic philosophical commitments that influenced the study of moral psychology…
Dyscalculia has been described as a specific learning difficulty affecting the ability to acquire arithmetical skills. In recent years, it has become a topic for discussion in the popular media, yet there has been little research undertaken by educational psychologists. This paper provides a summary of neuroscientific research into the development…
Quan, Stuart F.; Anderson, Janis L.; Hodge, Gordon K.
Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Results: Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p sleep habits after participation in the extra credit sleep activity (p sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course. Citation: Quan SF; Anderson JL; Hodge GK. Use of a supplementary internet based education program improves sleep literacy in college psychology students. J Clin Sleep Med 2013;9(2):155-160. PMID:23372469
Moyer, Anne; Franklin, Nancy
Participating in research must be an educational experience for students in order to ethically justify its inclusion as a requirement in college courses. Introductory Psychology students (N = 280) completed a written class assignment describing their research participation as a means to enhance this educational mission. Approximately half of students spontaneously mentioned something positive about the significance of the research or what they learned, with the remainder providing neutral, mixed, or negative comments. Students could articulate clearly and knowledgeably about the research in which they had participated. Such an assignment is an effective means to foster an understanding of the science of psychology.
Full Text Available The article regards the phenomenon of a psychological risk in education as exemplified by modern scholars abroad. The article introduces the detailed analysis and thorough review of approaches and techniques used for solution of tight situations in which adolescents and senior schoolchildren may get into. The article presents data received in course of fundamental and applied studies in order to disclose the current state of events and look for the way of overcoming the factors of psychological risks in education as they are presented in scientific literature abroad.
Full Text Available BACKGROUND: The complications of cardiovascular diseases (CVDs include psychological stresses such as anxiety, depression, and hostility. They cause disease exacerbation and prolongation and delayed improvement. Some studies have reported rehabilitation and stress management interventions to be helpful in reducing such stresses. Due to the high prevalence of CVDs in Isfahan, Iran, the present study evaluated the effects of a cardiac rehabilitation course on psychological stresses in an Iranian population. METHODS: A total number of 190 patients (40 females and 150 males, who have been introduced by cardiologists to Isfahan Cardiovascular Research Center for rehabilitation following the myocardial infarction and open heart surgery, participated in this study. Patients all took part in an exercise program including 24 one-hour sessions (three sessions per week. Each session consisted of warm-up (20 minutes, aerobic exercise and relaxation (40 minutes. Cognitive-therapeutic group therapy sessions, supervised by a psychiatrist, were also held for 1-2 hours weekly. Furthermore, patients' nutritional pattern was controlled by a nutritionist. All the individuals underwent exercise test at the beginning and the end of the exercise. In addition, anxiety, depression, and hostility were assessed by symptom checklist-90 (SCL-90 before and after the course. The data was analyzed by paired-t and independent-t tests in SPSS. RESULTS: The exercise volume in all the patients (42.7 ± 81.56 in males and 39.88 ± 33.36 in females significantly increased at the end of the course. Moreover, scores of anxiety (-17.86 ± 68.49 in males and -32.33 ± 49.53 in females, depression (-12.80 ± 67.4 in males and -16.50 ± 57.84 in females, and hostility (-19.26 ± 71.86 in males and -12.80 ± 123.60 in females showed a significant reduction at the end of the course (P < 0.001. Similar results were seen in both sexes. CONCLUSION: According to the changes found after
A course entitled "Science and Engineering Education: Interdisciplinary Aspects" was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is…
Elsden-Clifton, Jennifer; Jordan, Kathy
There are increasing calls to improve the quality of Teacher Education by reconceptualising the connection between university-based coursework and the teaching practicum. In response, the School of Education at RMIT University, Melbourne, Victoria redesigned courses in its first year program to interconnect the two spaces of universities (first…
Zhang, XiaoJie; Lin, YuanFang; Liu, Xu; Liu, XiangDong; Cen, ZhaoFeng; Li, XiaoTong; Zheng, XiaoDong; Wang, XiaoPing
In order to realize the sharing of high quality course resources and promote the deep integration of `Internet+' higher education and talent training, a new on-line to off-line specialized courses teaching mode was explored in Chinese colleges and universities, which emphasized different teaching places, being organized asynchronously and localized. The latest progress of the Chinese National Optical Education Small Private On-line Course (CNOESPOC) system set up by Zhejiang University and other colleges and universities having disciplines in the field of optics and photonics under the guidance of the Chinese National Steering Committee of Optics and Photonics (CNSCOP) was introduced in this paper. The On-line to Off-line (O2O) optical education teaching resource sharing practice offers a new good example for higher education in China under the background of Internet +.
Rafael López Bracho
Full Text Available In the problem of scheduling of courses, it is generally assumed that the allocation of subjects to teaching periods is an input of the problem, which is defined by the academic authorities. This paper presents a methodology that makes use of linear programs with 0-1 integer variables, to establish the assignment of subjects to teaching periods, which takes into account the degree of difficulty of each subject and academic requirements of these, with the objective of minimizing the differences in degree of difficulty between the various academic periods.
Full Text Available The article is a synthetic analysis of the Outdoor Adventure Education model in the context of three elementary components: the environment – in relation to the theory of space from the perspective of sociological and pedagogical theory of space; personal perspective and growth as well as social development – in relation to psychological phenomena that accompany the individual and group involved in the process of Outdoor Adventure Education. The aim is to present how these processes determine the effects of education and what personalities’ elements are involved.
Сергей Дмитриевич Каракозов
Full Text Available The article discusses the phenomenon of MOOC (Massive Open Online Courses, which opened up new opportunities for the distance learning. Shows the advantages and disadvantages of the MOOC, the prospects of their use in the education system of Russia and in particular in the sector of teacher education. Research is executed within the State task Ministry of Education and Science of the Russian Federation, number of the state registration - 01201153724.
Rafael Bisquerra Alzina
Full Text Available Positive psychology has multiple applications. This article is focused on formal education, from the ages of 3 to 18 years. The development of well-being should be one of the aims of education, which would affect teachers, students, families and by extension society at large. This has been a clear aim for emotional education (Bisquerra, 2000, 2009, from the outset. With the emergence of positive psychology, there was a renewed effort in this direction, as a means of providing a better foundation. GROP (Grup de Recerca en Orientación Psicopedagógica [Research in Psychopedagogical Education Group] at the University of Barcelona is conducting research on this subject. The Happy Classrooms (“Aulas felices” program developed by the SATI team is the first program in Spanish aimed at working on positive education. It is designed for children and youths in pre-school, primary and secondary education. The program focuses its applications on character strengths and mindfulness. It is freely available for access and distribution. This article argues for the importance of enhancing well-being in education. Practical activities and intervention strategies are presented, with special reference to the importance of teacher training.
In this paper, the authentic education system defined with multidisciplinary perspectives (Watagodakumbura, 2013a, 2013b) is viewed from an additional perspective of analytical psychology. Analytical psychology provides insights into human development and is becoming more and more popular among practicing psychologist in the recent past. In…
Nakashima, Satoru; Inada, Kuninobu; Matsushima, Akihito; Koba, Ryoji; Teramoto, Hiroaki; Yamasaki, Naomi; Shizuma, Kiyoshi
A Virtual Reality System was introduced into the Education and Training Course. This system covers a 2 hr lesson in the safe handling of radioisotopes. Students took this course with great interest. Questionnaires revealed that they learned how to handle radioisotopes safely. Some students, however, did not understand the meaning of the experiments, because they did not know the kind of radiation from radioisotopes used. It was suggested that the system combined with an effective lecture would have a greater effect. (author)
Full Text Available The paper focuses on the explanatory power and limitations of the concept of alienation in educational research. Psychological studies of the phenomena associated with alienation (burnout, extrinsic motivation, cynicism, etc. are limited by the context of individual mind, whereas the concept of alienation refers to a set of processes unfolding at both individual and sociocultural levels. The paper demonstrates the heuristic possibilities offered by the cultural-historical activity approach to meaning and meaning regulation in the analysis of alien-ation phenomena. The author reviews the findings of empirical studies of alienation in education, as well as existing theoretical works discussing the genesis of alienation and ways to overcome it. According to these works, the ongoing growth of the body of human knowledge results in increasing alienation in the educational context, but individual activity aimed at finding the meaning of collective action and of one’s place in it may help to overcome the challenge of alienation. Despite being too abstract to serve as a tool for designing psychological studies, the category of alienation may be useful for their interpretation, helping to integrate psychological findings into the interdisciplinary context, in order to review and improve existing educational institutions and practices.
Chubarkova, Elena V.; Sadchikov, Ilya A.; Suslova, Irina A.; Tsaregorodtsev, Andrey ?.; Milova, Larisa N.
Article actuality based on fact that existing knowledge system aimed at future professional life of students: a skillful use game activity in educational process will teach students to look for alternative ways solving of real problems. The purpose of article lies in theoretical substantiation, development and testing of criteria, which must be…
Smeyers, Paul; Depaepe, Marc
Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives…
From a sport and exercise psychology viewpoint, this article describes the increasing professionalization of youth sport and how many well-intentioned people are using misconceptions or myths to organize and administer youth sport programs. For example, professionalization has led to specialization and year-round training, while playing multiple…
Firdyiwek, Yitna; Scida, Emily E.
This study reports on a sequence of iterative redesigns of a graduate-level foreign language teacher education course. The study describes the interplay between technology and pedagogy that resulted in important curricular changes, from a focus on individual to social and then holistic reflection. Using a team-based design model, instructional…
Hager, Lisa D.
To understand the relevance of cognitive psychology, students in a cognitive psychology course were required to complete a detailed plan for a public service announcement focusing on environmental issues. The final exam was a Microsoft Office PowerPoint presentation incorporating at least eight concepts from the course. Students in the course…
Bir, Devayan Debashis
With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.
Full Text Available This study is part of a broader research which will be found in future work, Psychology and epistemology of mathematical creation, complementary work of experimental research psychology mathematics, whose investigative approach, promoting the combination type cross section paradigms and quantitative methods and qualitative and comparative method and the analytic-synthetic, based on the following idea: to make learning as efficient, contents and methods must be appropriate to the individual particularities of the pupils, a measure of the balance between converging and diverging dosing tasks as a promising opening to the transition from education proficiency in math performance. At this juncture, mathematical existence as ontological approach against the background of a history of "abstraction" mathematical and theoretical observations on the abstraction, realization and other mathematical thought processes, explanatory approach fulfills the context in which s mathematics constituted an important factor in psychological and methodological perspective, in a context of maximizing the educational effectiveness that depends on the quality of the methods used in teaching, focused on knowledge of the general principles of psycho-didactics not only mathematical and mental organization individual student or knowledge of the factors that make possible psycho-educational learning process.
Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. The review covers a range of SEN and children from pre-school to the end of compulsory education. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001-2005 (N=1373): Journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, Journal of Learning Disabilities, Remedial and Special Education, British Journal of Special Education, European Journal of Special Needs Education, and the International Journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not
Full Text Available The article reveals the essence of the concept of "educational web-Quest" proved its application in the study of elective courses in physics, methodical advice for teachers on the design features of elective courses in physics through the use of educational web-quest.
This book presents a social-psychology model delineating the factors that may influence in an altruistic manner sustainable behaviour (SB) of students, faculty and administrators in four higher education institutions (HEI) with very different economic and social characteristics. It presents the areas where these individuals work (education and community management), and in which of them education for sustainability is promoted, focusing on four alternative methods of learning: play, art, group therapy, and personnel management. The book is intended for bachelors and graduated students, as well as researchers in social psychology, environmental psychology, conservation psychology, environmental education, education for sustainable development, cross-cultural psychology, and social sciences.
Maria Marques Zanforlin Pires de Almeida, Inês; Francesca Conte de Almeida, Sandra
This article aims to address the topic of continued teacher education, one of the main themes of the PhD thesis in psychology Re-definition of the Role cif Educational Psychology in Continued Education of Science and Mathetnatics Teachers. By tracing the historical path of the different trends, concepts and movements regarding continued education and the relationship between psychology and education, it has been possible to develop severa! guidelines and reflections related to pedagogical...
Levit Binnun, Nava; Tarrasch, Ricardo
This article examines the relation of contemplative exercises with enhancement of students' experience during neuroscience studies. Short contemplative exercises inspired by the Buddhist tradition of self-inquiry were introduced in an undergraduate neuroscience course for psychology students. At the start of the class, all students were asked to participate in short “personal brain investigations” relevant to the topic presented. These investigations were aimed at bringing stable awareness to a specific perceptual, emotional, attentional, or cognitive process and observing it in a non-judgmental, non-personal way. In addition, students could choose to participate, for bonus credit, in a longer exercise designed to expand upon the weekly class activity. In the exercise, students continued their “personal brain investigations” for 10 min a day, 4 days a week. They wrote “lab reports” on their daily observations, obtained feedback from the teacher, and at the end of the year reviewed their reports and reflected upon their experiences during the semester. Out of 265 students, 102 students completed the bonus track and their final reflections were analyzed using qualitative methodology. In addition, 91 of the students answered a survey at the end of the course, 43 students participated in a quiz 1 year after course graduation, and the final grades of all students were collected and analyzed. Overall, students reported satisfaction from the exercises and felt they contributed to their learning experience. In the 1-year follow-up, the bonus-track students were significantly more likely than their peers to remember class material. The qualitative analysis of bonus-track students' reports revealed that the bonus-track process elicited positive feelings, helped students connect with class material and provided them with personal insights. In addition, students acquired contemplative skills, such as increased awareness and attention, non-judgmental attitudes, and
Hsu, Yu-Chang; Ching, Yu-Hui; Baldwin, Sally
This research explored how K-16 educators learned physical computing, and developed as maker-educators in an online graduate course. With peer support and instructor guidance, these educators designed maker projects using Scratch and Makey Makey, and developed educational maker proposals with plans of teaching the topics of their choice in STEAM…
Droms, Courtney; Stephen, Sheryl-Ann K.
Individual and corporate social responsibility has been gaining more and more attention over the last several years. We examine the effectiveness of incorporating social responsibility courses into the curriculum in higher education, with a specific look at Butler University. In general, the results indicate that implementing this type of…
Dutke, Stephan; Barenberg, Jonathan
We introduce a specific type of item for knowledge tests, confidence-weighted true-false (CTF) items, and review experiences of its application in psychology courses. A CTF item is a statement about the learning content to which students respond whether the statement is true or false, and they rate their confidence level. Previous studies using…
van Dooren, Silvia; Seynaeve, Caroline; Rijnsburger, Adriana J.; Duivenvoorden, Hugo J.; Essink-Bot, Marie-Louise; Tilanus-Linthorst, Madeleine M. A.; Klijn, Jan G. M.; de Koning, Harry J.; Tibben, Aad
In this article we determined the course of psychological distress during a breast cancer surveillance program in women at increased risk of developing hereditary breast cancer (BC). The sample comprised of 357 unaffected women (mean age 40.5 years) adhering to a surveillance programme
Mortimer, Jeylan T.
Grounded in social structure and personality, life course, and status attainment perspectives of social psychology, the Youth Development Study (YDS) has followed a cohort of teenagers from the beginning of high school through their mid-thirties. Evidence for the effective exercise of agency derives from diverse adolescent work patterns leading to…
Cai, Qijie; Wong, Ka-Wah
In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State
Full Text Available The article considers the problem of modelling the specific structure of social psychological support of students with disabilities in the context of inclusive education development. The article reveals the functions, system character and means of application of this structure in the course of realization of professional and educational paths. The authors analyze different models of social psychological support in the university and address the question of the efficiency of these models and their compliance with resources and demands of the university. The problem of the optimal model is considered. The authors suggest outsourcing as a solution for universities with limited number of assistive resources and small amount of students with disabilities. Developing the model implies taking into account perceptions and assessments of social psychological support in students with disabilities in each step of their professional path.
Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.
In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…
Francesco La Barbera
Full Text Available The effect of communicating social psychology research findings on ingroup bias in a classroom setting has been investigated. Two hundred and twenty one high school students either read or did not read a brief report about three classical social psychological studies, then completed evaluation scales for the ingroup and the outgroup. Participants’ motivation was manipulated, and the messages were different as regards the congruency between the content and participants’ actual intergroup experience. Results showed that communication exerted a significant effect in reducing ingroup bias for participants in the high motivation/high congruency condition, that is, the communication effect was moderated by the individual’s level of motivation and the content of the arguments proposed in the report. Practical implications of results for education work and stereotype change, limitations of the study, as well as possible directions for future research are discussed.
Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W
Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.
Olsen, Stig Irving; Fantke, Peter; Laurent, Alexis
is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels...... in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses....
Full Text Available Recently, the requirement for learning is constantly increasing. MOOC – massive open online courses represent educational revolution of the century. A MOOC is an online course accessible to unlimited number of participation and is an open access via the web. Mayor participants in the MOOCS are: Coursera, Udacity (Stanford, since 2012 and edX (Harvard, MIT, since 2012. In this paper two MOOCs are considered: Introduction for Robotics and Robotics Vision, both from the Queensland University of Technology, Brisbane, Australia.
Quan, Stuart F; Anderson, Janis L; Hodge, Gordon K
Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p students enrolled in an introductory college psychology course.
Full Text Available This article points that the inclusion of veteran students of the Course of Pedagogy of UFSC the labor market and contribute to the debate on the formation and identity of (a education (a. This interest is justified because the current curriculum has undergone an overhaul in 1995, when the base became the common teaching of the initial grades of elementary school (1st to 4th series. In the last year is that students may choose the qualifications: Guidance Education, School Supervision, Special Education and Childhood Education (0 to 6 years. As a tool for data collection was a questionnaire prepared and sent to the graduates of the course and details of where they are working. The return of some questionnaires show that most professionals have experience in Child Rearing, but not all currently work in this area. The activity of these ex-students in other levels of education, especially in the initial series, the show that not all still working in the area in which they formed.
Evald F. Zeer
Full Text Available The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of education – individual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular
Evald F. Zeer
Full Text Available The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of education – individual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular
Stürmer, Kathleen; Könings, Karen D; Seidel, Tina
Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.
Perry, Chris; Ball, Ian
This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…
Ashitaka, Yuki; Shimada, Hiroyuki
No research has empirically explored the non-academic concept of psychology itself (implicit theories) in non-Western cultures despite a widely held belief that this understanding differs cross-culturally. This study examined whether the non-academic concept of psychology among inexperienced Japanese students differed from the concept held by students of other countries. In Japanese, psychology is referred to as , which includes the ideographic character , literally meaning heart. This fact led us to hypothesize that psychology will be disproportionately associated with emotion among Japanese students. Indeed, our findings among Japanese students produced a J-curve, indicating that our prediction was true. We posit that this issue has never been discussed in Japan because a majority of people share this concept of psychology. In our second study, we examined not only preference in students' association of intelligence or emotion but also heart or mind with psychology. Finally, we identified whether students' believe that psychology encompasses both the heart and the mind. We conclude with a discussion of the importance of explicitly defining the non-academic concept of psychology in early psychology education in Japan. © 2013 International Union of Psychological Science.
Carlos E. Zerpa
Full Text Available This paper briefl y presents some basic ideas on how to organize and write review papers for scientifi c journals. Prescriptions are derived from Publication Manual-APA, as well as precise indications from a famous editor of a prestigious publication (Daryl Bem along with an expert in research methods (José Galván. Moreover, some common errors when writing an article are presented; at last, an integration of the different text composition stages with some self regulation strategies is proposed, as a possible guide to orientate the strategic activity used by the authors when approaching the process of writing a review article in Education and Psychology.
At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction. PMID:26157196
At a time of great change for educational psychology services in England, this paper reviews current theories of leadership and proposes how an integration of key aspects of these can be applied to support a self review of leadership practice, both by individual leaders and by services. The message from current theory is that in the midst of complexity and rapid change, a primary focus on the head of service is outdated; there should instead be a focus to develop the leadership capacity of the service as a whole. Key constructs considered are systems thinking, social identity, authenticity, and leadership as social construction.
The proliferation of massive open online courses (MOOCs) has stirred a fervent debate about global access to higher education. While some commentators praise MOOCs for expanding educational opportunities in a more open and accessible fashion, others criticize this trend as a threat to current models of higher education and a low-quality substitute…
Graybill, Emily C.; Varjas, Kris; Meyers, Joel; Greenberg, Daphne; Roach, Andrew T.
The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and…
Full Text Available Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects.
The author employs grounded theory to investigate the teaching process of an interdisciplinary general education course at A University as a case. The author finds that under the condition of rather concrete relations between the subject of a major-based course and that of an elected general education course, if the major course is taught with a…
Fagan, Thomas K.
Discusses the history of school psychology, emphasizing the work of L. Witmer (1897, 1907, 1910, 1922) and G. S. Hall (1911, 1923). Providing psychological services in the schools is among the earliest instances of applied psychology. School psychology was one of many child-saving services originating from 1890 to 1920. (SLD)
Tajik, Leila; Pakzad, Kazem
Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers…
Chan, Kevin; Ng, Eddie; Chan, Charles C.
This article chronicles a service-learning (SL) subject on community psychology in Hong Kong (n = 26) and elaborates on how students experience concepts, frameworks, and values in community psychology and put them into practice at servicelearning settings. Upon acquiring basic concepts in community psychology, including sense of community,…
Joy, Rhonda; Paul, Heather; Adey, Keith; Wilmott, Angela; Harris, Gregory E.
Educational psychology is an important profession in the Newfoundland and Labrador school system. Educational psychologists have core training in the areas of education and psychology and offer a variety of services to students, families, and teachers in the school system. This article builds on Martin's reflections by exploring the evolution of…
Schnall, Eliezer; Schnall, David
Positive psychology is a rapidly growing area of study for research psychologists, and more recently for school psychologists and educators as well. Yet religious education researchers and practitioners have yet to embrace this exciting new field. The current article introduces positive psychology to clergy and educators in religious institutions.…
Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti
The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…
Rebecca M. Bustamante; Julie P. Combs
Master’s degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvem...
Full Text Available This article discusses the teaching of education policy and administration in pre-service teacher education courses from a theoretical-critical and non-linear perspective of education policy study. The data was collected during a semester in two mixed classes totaling 65 students from the Physical Education, Literature, Biology, Chemistry, Mathematics and Physics undergraduate courses. As part of the integration project of the graduate program in education with the undergraduate program, the professor of the policy line of the program in education began using methodologies focused on research activities in their undergraduate classes, aiming to broaden learning and to familiarize students with themes related to education policies. The research results indicate that the learning process in the area goes from the initial rejection to the construction of a critical position on political and governance issues surrounding Brazilian education.
Leser, Roland; Baca, Arnold; Uhlig, Johannes
Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects. Key pointsMultimedia-assisted learning showed no positive learning effects on technical skills in soccer.Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer.Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects.
Leser, Roland; Baca, Arnold; Uhlig, Johannes
Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn’t affect the learning effects. Key points Multimedia-assisted learning showed no positive learning effects on technical skills in soccer. Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer. Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects. PMID:24149313
Gallagher, Stephen; Wallace, Sarah; Nathan, Yoga; McGrath, Deirdre
Psychology is viewed by medical students in a negative light. In order to understand this phenomenon, we interviewed 19 medical students about their experiences of psychology in medical education. Interviews were transcribed verbatim and analysed using thematic analysis. Four main themes were generated: attitudes, teaching culture, curriculum factors and future career path; negative attitudes were transmitted by teachers to students and psychology was associated with students opting for a career in general practice. In summary, appreciation of psychology in medical education will only happen if all educators involved in medical education value and respect each other's speciality and expertise. © The Author(s) 2013.
Pricing online courses is an important issue for managing online education. This research note reports a statistical analysis of price differences between online courses and on-campus courses at 103 US educational institutions based on the data available on the Internet. The finding indicates that educational institutions set significantly lower…
Jared H. Sun
Conclusion: Violence and emergencies are having a deep, negative impact on the psychology of the Cape Flats’ community members. First responder training is one intervention that can provide stress relief to the community, increase the likeliness community members will help each other during an emergency, and increase their confidence while helping. This was true even for those who were not trained voluntarily, and the more a trainee learned in the course the more likely they improved in initiative and confidence.
Houge Mackenzie, Susan; Son, Julie S.; Hollenhorst, Steve
This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state…
Amanda Nathale Soares
Full Text Available The objective of this study was to evaluate the potential of a Role Playing Game as an educational strategy in Undergraduate Nursing course, emphasizing its subjective implications in understanding aspects of the profession. This is a qualitative study, conducted through an evaluative research, of deployment analysis type. Nursing students of the 3rd period participated. The instrument to collection was Memories of Game, reports prepared by students after game sessions. The game is a non-traditional educational strategy that enabled approach to students through professional practice, active participation, self-reflection and reflection on professional practice. This strategy favored individualization processes, allowing students to experience situations similar to the nursing practice and exercise skills such as teamwork and creativity. The expansion of studies that address the subjective processes in higher education, through simulation games, can contribute to better design of health development processes.
Heaney, Caroline A; Walker, Natalie C; Green, Alison J K; Rostron, Claire L
Sport psychology education has been shown to have a positive impact on the practice of sport injury rehabilitation professionals (SIRPs). The purpose of this paper is to review recommendations relating to such education. The paper presents a review of existing literature relating to the content and mode of delivery for a sport psychology education programme for SIRPs. The review seeks to address four questions: (1) What topic areas do researchers suggest should be integrated into the sport psychology education of SIRPs? (2) What topic areas are currently being recommended by professional bodies? (3) What are the findings of research examining the impact of sport psychology education on SIRPs? and (4) What do researchers recommend to be the most appropriate mode of delivery for sport psychology education for SIRPs? The findings of the review suggest that in order to maximise adherence amongst already qualified SIRPs sport psychology education should be delivered in a flexible short duration package. Additionally three broad areas that sport psychology education should cover emerged: (1) understanding of the psychological impact of injury, (2) interventions and psychological skills/techniques, and (3) referral and professional boundaries. This has important implications for the future training of SIRPs. Copyright © 2014 Elsevier Ltd. All rights reserved.
Full Text Available At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky, techniques "Diagnosis of the level of burnout" (V.V. Boyko, methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin, and methods for rapid assessment of health, activity, mood (SAN. We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education
Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive
This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist…
The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…
Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L
When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.
Molozhavenko A. V.
Psychological preparation of teachers we associate with the humanitarian and holistic approach. It is therefore assumed an active and interested participation, the student teacher in the educational process and educational activity is thought of as a co-activity.
Ali Jafari Nodoushan
Full Text Available Introduction: Presence of mentally retarded children in every family affects on the structure and mental health of family specially parents. The purpose of this research is the comparison of the mean of psychological well-being, mental health and self-esteem between parents of normal and educable students. Materials & Methods: This was causal- comparative and retrospective study and the instruments were three questionnaire of self-esteem, public mental health GHQ and psychological well-being. Self-esteem questionnaire is including three scales of academic performance, social evaluation and external evaluation. The GHQ questionnaire is consisted of 28 items while psychological well-being questionnaire include 19 item for life satisfaction, 13 item for happiness and optimism, 8 item for growth and development, 8 item for positive relationship with others and 10 item for autonomy. The results were analysed by SPSS software. Results: This research showed that normal students parents have more psychological well-being than educable students’ parents, moreover two groups of educable and normal students parents are equal in mental health and self-esteem structure and there isn't significant difference between them. Conclusion: This research showed that psychological well-being in educable students’ parents is lower than normal students’ parents. Thus it is suggested that educational organization of exceptional children arrange courses for improving psychological well-being of educable students’ parents.
Fierro, Catriel; Ostrovsky, Ana Elisa; Di Doménico, María Cristina
This study is an empirical analysis of the field's current state in Argentinian universities. Bibliometric parameters were used to retrieve the total listed texts (N = 797) of eight undergraduate history courses' syllabi from Argentina's most populated public university psychology programs. Then, professors in charge of the selected courses (N =…
Rash, Agnes M.; Fillebrown, Sandra
This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…
de Vries, Jan M A; Timmins, Fiona
This paper highlights the relevance of psychology for nurses and the issues around the inclusion of psychology as an essential part of nursing education. Considerable international variations in the extent to which psychology is incorporated in nursing education suggest a need for discussion and reflection on this topic. This paper aims to (a) examine and reflect on scholarly literature in English addressing psychology of nursing in education and (b) present and reflect on an example of psychology teaching in a school of nursing and midwifery in Ireland. A review of the literature took place, which included a search of various databases and an analysis of emerging psychology for nursing textbooks over the period 1906-2011. Findings were used as a framework for reflection on a local example. The literature review yielded numerous commentaries, discussion papers, textbook reviews and editorials but very few empirical studies. Three topics were identified as appearing most frequently in the literature: the relevance of psychology in the nursing curriculum; depth and content of coverage; and whether integrated or separate instruction of psychology should be chosen. Findings suggest that overall the relevance of psychology to nursing education is not contested, but debates have emerged regarding how best to approach and integrate psychology. The outcomes of these debates are mostly inconclusive at present. Educators are encouraged to become active in these discussions and reflections, which are hampered by lack of empirical evidence. Copyright © 2012 Elsevier Ltd. All rights reserved.
As online education has entered the main stream of the U.S. higher education, quality assurance in online course development has become a critical topic in distance education. This short article summarizes the major benchmarks related to online course development, listing and comparing the benchmarks of the National Education Association (NEA),…
... officiating, or other sport or athletic courses, except courses of applied music, physical education, or... programs of education. 21.7120 Section 21.7120 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational...
Schafer, Rachel M; Handal, Paul J; Brawer, Peter A; Ubinger, Megan
This study was a follow up investigation of Brawer et al.'s (Prof Psychol Res Pr 33(2):203-206, 2002) survey of education and training of clinical psychologists in religion/spirituality. Directors of clinical training were surveyed to determine whether changes had occurred in the coverage of religion and spirituality through course work, research, supervision, and in the systematic coverage of the content area. Results indicated an increased coverage in the areas of supervision, dedicated courses, inclusion as part of another course, and research. There was no increase in systematic coverage, but significantly more programs provided at least some coverage. The current study also assesses other areas of incorporation as well as directors' opinions regarding the importance of religion/spirituality in the field of psychology.
Nolen, Amanda L.
Educational psychology as a field of study has encountered a lack of distinction by overlapping with other fields of study or disciplines. Consequently, educational psychology continues to have difficulty claiming jurisdiction over bodies of research knowledge and has been encroached upon by other more crystallized disciplines. The purpose of this…
Gross, Anita R; Kaplan, Faith; Huang, Stacey
To conduct an overview on psychological interventions, orthoses, patient education, ergonomics, and 1⁰/2⁰ neck pain prevention for adults with acute-chronic neck pain.......To conduct an overview on psychological interventions, orthoses, patient education, ergonomics, and 1⁰/2⁰ neck pain prevention for adults with acute-chronic neck pain....
Alexander, Patricia A.
On the occasion of the 125th anniversary of the American Psychological Association, the legacies and progenies of the discipline of educational psychology are explored. To capture those legacies, transformational and influential contributions by educational psychologists to schools and society are described as key themes. Those themes entail: the…
Gibbs, Simon; Papps, Ivy
This article provides an account of a small-scale pilot study of the cost and perceived benefits of the educational psychology services in two comparably small local authorities in England. This study is preparatory to a more detailed examination of the costs and likely benefits of state provision of educational psychology services in England. The…
Full Text Available Leptin, a hormone secreted by adipose tissue, appears to play a major role in the homeostasis of body weight and psychobiological processes associated with anorexia nervosa (AN. However, there is scarce data on its exact influence on this disorder, in particular data over time.The present study addresses whether leptin changes during inpatient treatment play a role for treatment outcome and psychological factors in underweight AN patients.In order to understand whether leptin's role differs in relation to AN severity, data were assessed from 11 patients with a very low BMI and a higher chronicity (high severity group; HSS; mean BMI at the beginning of the study = 13.6; mean duration of illness = 5.1 years vs. nine with less severe symptoms (LSS; mean BMI = 16.2; mean duration of illness = 3.7 years. During the course of treatment, serum leptin concentrations were assessed weekly while weight (BMI was assessed twice per week. Concomitantly, psychological variables were obtained by means of electronic diaries. Unconditional linear growth models were calculated to evaluate the temporal course of leptin in relation to BMI. For HSS patients, two phases of treatment (BMI < 16 and BMI ≥ 16 kg/m2 were investigated.Leptin increased significantly with BMI in both groups of patients. For HSS patients, the increase of leptin in the first treatment phase did not predict later increases in BMI. Furthermore, the relationship of leptin and psychological factors was modulated by symptom severity. In HSS patients, higher leptin levels were associated with greater feelings of depression, anxiety, and stress whereas in LSS patients a higher leptin level showed the trend to be associated with lower psychological symptom burden.Our results suggest that leptin changes are differently associated with weight gain and psychological symptoms depending on the severity of starvation.
Cabral, Vagner Kunz; Valentini, Dirceu Felipe; Rocha, Marcos Vinícius Vieira; de Almeida, Carlos Podalírio Borges; Cazella, Sílvio Cesar; Silva, Denise Rossato
Continuing education of healthcare workers (HCWs) is an essential strategy for the control of tuberculosis (TB) transmission, enabling HCWs in early detection and appropriate treatment of TB cases. We developed a distance learning (DL) course on TB for nurses. We conducted a quasi-experimental before and after study to evaluate the DL community at the participant's learning level. In addition, to evaluate the DL community at the level of participant satisfaction, a cross-sectional study was carried out after the course. Nurses involved in active inpatient or outpatient care of patients were recruited to participate in the study. Sixty-six participants started and completed the course and they were included in the analysis. The overall mean pretest and post-test scores were 10.3 ± 2.2 and 11.4 ± 2.7, respectively. Participants increased their knowledge to a statistically significant degree (p improvement in knowledge among nurses. The baseline knowledge was low regarding TB epidemiologic data, concepts on LTBI, and active case finding. This finding emphasizes the need to further improve the competencies and knowledge of nurses.
Bustamante, Rebecca M.; Combs, Julie P.
Master's degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements,…
Benton, Stephen L.; Li, Dan
This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students…
Full Text Available The article describes self-education activities features of primary school teachers in the period between training courses. The basic conditions and areas of self-education activities features of primary school teachers in the period between training courses is singled out. The interpretations of the self-education definition are considered. The primary school teachers' self-education activities components are carried out. The period between training courses in training primary school teachers is defined.
Carr, John E
For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.
Belsky, Daniel W; Moffitt, Terrie E; Corcoran, David L; Domingue, Benjamin; Harrington, HonaLee; Hogan, Sean; Houts, Renate; Ramrakha, Sandhya; Sugden, Karen; Williams, Benjamin; Poulton, Richie; Caspi, Avshalom
Previous genome-wide association analysis (GWAS) of >100,000 individuals identified molecular-genetic predictors of educational attainment. We undertook in-depth life-course investigation of the polygenic score derived from this GWAS using the four-decade Dunedin Study (N=918). There were five main findings. First, polygenic scores predicted adult economic outcomes over and above completed education. Second, genes and environments were correlated; children with higher polygenic scores were born into better-off homes. Third, polygenic scores predicted children’s adult outcomes net of social-class origins; children with higher scores tended to be upwardly-socially-mobile. Fourth, polygenic scores predicted behavior across the life-course, from learning to talk earlier to acquiring reading skills more quickly, through geographic mobility and mate choice, on to financial planning for retirement. Fifth, polygenic-score associations were mediated by psychological characteristics including intelligence, self-control, and interpersonal skill. Effects were small. Factors connecting DNA sequence with life outcomes may provide targets for interventions to promote population-wide positive development. PMID:27251486
Ligia Marcia Martins
Full Text Available This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.
Spinhoven, Philip; Elzinga, Bernet M; Van Hemert, Albert M; de Rooij, Mark; Penninx, Brenda W
Childhood maltreatment and maladaptive personality are both cross-sectionally associated with psychological distress. It is unknown whether childhood maltreatment affects the level and longitudinal course of psychological distress in adults and to what extent this effect is mediated by maladaptive personality. A sample of 2947 adults aged 18-65, consisting of healthy controls, persons with a prior history or current episode of depressive and/or anxiety disorders according to the Composite Interview Diagnostic Instrument were assessed in six waves at baseline (T0) and 1 (T1), 2 (T2), 4 (T4) and 6 years (T6) later. At each wave psychological distress was measured with the Inventory of Depressive Symptomatology, Beck Anxiety Inventory, and Fear Questionnaire. At T0 childhood maltreatment types were measured with a semi-structured interview (Childhood Trauma Interview) and personality traits with the NEO-Five Factor Inventory. Using latent variable analyses, we found that severity of childhood maltreatment (emotional neglect and abuse in particular) predicted higher initial levels of psychological distress and that this effect was mediated by maladaptive personality types. Differences in trajectories of distress between persons with varying levels of childhood maltreatment remained significant and stable over time. Childhood maltreatment was assessed retrospectively and maladaptive personality types and level of psychological distress at study entry were assessed concurrently. Routine assessment of maladaptive personality types and possible childhood emotional maltreatment in persons with severe and prolonged psychological distress seems warranted to identify persons who may need a different or more intensive treatment. Copyright © 2015 Elsevier B.V. All rights reserved.
McCarthy, Bridie; Trace, Anna; O'Donovan, Moira
The inclusion of the social, behavioural and bio-sciences is acknowledged as essential to the development of the art and science of nursing. Nonetheless, the literature highlights on-going debate about the content and delivery of these subject areas in undergraduate nursing education. The bio-sciences and social sciences in particular have received much attention but more recently the inclusion of psychology in nursing curricula is gaining momentum. Studies conducted on nursing students' views of these supporting sciences have also highlighted problems with their understanding, relevance and application to nursing practice. Although broad guidelines are given as to what should be included, no detail is given as to how much detail or at what level these subjects should be taught. Subsequently, approved institutions are responsible for their own course content. This has resulted in inconsistent and varied approaches to integrating the sciences in undergraduate nursing curricula. Following a recent review of the undergraduate nursing curriculum in one university in the Republic of Ireland a decision was made to combine the teaching, learning and assessment of Applied Psychology with Interpersonal Communication skills. This paper will describe the developmental process and evaluation of the integrated module. Copyright © 2014 Elsevier Ltd. All rights reserved.
Danielle Aparecida Nascimento dos Santos
Full Text Available We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA.The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special educationin public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.
This paper makes an attempt to highlight the significance of Chomskyan concepts of linguistic and cognitivism in restructuring educational ideals and directions regarding learning in Educational Psychology. His specific views on educational aspects are the need of the hour in education scenario especially in the context of globalization. This…
Urciuoli, Jannette Alejandra; Bluestone, Cheryl
This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project…
Shi, Ru; Shan, Shou-qin; Tian, Jian-quan
The Myers-Briggs Type Indicator (MBTI) was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment…
The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2014 recipient of this award is Julio J. Ramirez, for "creating a national infrastructure to support education and training in behavioral neuroscience and biological psychology, for playing a seminal role in creating an undergraduate neuroscience education journal, and for creating a nationally recognized mentoring program for junior faculty in the neurosciences, particularly with underrepresented groups." Ramirez's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Wayte, Gillian; Wayte, Nick
Examines why art and design educators resist the modularization of degree-level courses. Identifies key characteristics of art education in England through an ethnographic study. Discusses government policy and rationales for modular and integrated courses. Concludes that the holistic approach to education allows students to expound and develop…
Connors, M. G.
Open Course Ware (OCW) allows the highest quality educational materials (including videos of lectures from the best classroom lecturers) to find a wide audience. This audience may include many who wish to obtain credentials for formal study yet who are unable to be campus-based students. This opens a role for formal, credentialed and accredited distance education (DE) to efficiently integrate OCW into DE courses. OCW materials will in this manner be able to be used for education of credential-seeking students who would not otherwise benefit from them. Modern presentation methods using the Internet and video (including mobile device) technologies may offer pedagogical advantages over even traditional classroom learning. A detailed analysis of the development of Athabasca University’s PHYS 302 Vibrations and Waves course (based mainly on MIT’s OCW), and application of lessons learned to development of PHYS 305 Electromagnetism is presented. These courses are relevant to the study of geophysics, but examples of GEOL (Geology) courses will also be mentioned, along with an broad overview of OCW resources in Geoscience.
This paper outlines a new method of teaching health informatics to large numbers of students from around the world through a Massive Open Online Course (MOOC). The Health Informatics Forum is a social networking site for educating health informatics students and professionals [corrected]. It is running a MOOC for students from around the world that uses creative commons licenced content funded by the US government and developed by five US universities. The content is delivered through narrated lectures with slides that can be viewed online with discussion threads on the forum for class interactions. Students can maintain a professional profile, upload photos and files, write their own blog posts and post discussion threads on the forum. The Health Informatics Forum MOOC has been accessed by 11,316 unique users from 127 countries from August 2, 2012 to January 24, 2014. Most users accessed the MOOC via a desktop computer, followed by tablets and mobile devices and 55% of users were female. Over 400,000 unique users have now accessed the wider Health Informatics Forum since it was established in 2008. Advances in health informatics and educational technology have both created a demand for online learning material in health informatics and a solution for providing it. By using a MOOC delivered through a social networking platform it is hoped that high quality health informatics education will be able to be delivered to a large global audience of future health informaticians without cost.
Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan
The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…
Mitchell, Rebecca; Laski, Elida
Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…
Sheikh, Mashhood Ahmed
We assessed the mediating role of education in the association between childhood disadvantage and psychological distress in adulthood using longitudinal data collected in three waves, from 1994 to 2008, in the framework of the Tromsø Study (N = 4530), a cohort that is representative of men and women from Tromsø. Education was measured at a mean age of 54.7 years, and psychological distress in adulthood was measured at a mean age of 61.7 years. Ordinary least square regression analysis was used to assess the associations between childhood disadvantage, education, and psychological distress in adulthood. The indirect effects and the proportion (%) of indirect effects of childhood disadvantage (via education) on psychological distress in adulthood were assessed by mediation analysis. Childhood disadvantage was associated with lower education and higher psychological distress in adulthood (p childhood disadvantage and psychological distress in adulthood was mediated by education. Childhood disadvantages were measured retrospectively. The association between childhood disadvantage and psychological distress in adulthood is primarily independent of education. Copyright © 2017 Elsevier B.V. All rights reserved.
Fong, Carlton J.; Yoo, Julia H.; Jones, Sara J.; Torres, Laura G.; Decker, Mark Lowry
Robinson, McKay, Katayama, and Fan ("Contemporary Educational Psychology," 23, 331-343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson ("Educational Psychology Review,"…
Sato, Takahiro; Haegele, Justin A; Foot, Rachel
The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.
Hyun Kyoung Kim
Full Text Available Purpose: This study aimed to evaluate the program outcome in nursing baccalaureate in Korea. The analysis based on course embedded assessment. The concrete objectives were establishment of program outcome assessment, confirmation of student competency through weighting of program outcomes, and using the results of the evaluation in the circular feedback process in a nursing school in Korea. Methods: This study was conducted with a nursing education curriculum in a Korean nursing school. Data were collected through 28 students’ program outcome measurement from January 2013 to December 2014. Data were analyzed using a pairwise comparison method and analytic hierarchy process. Results: There were 1 to 3 direct and indirect assessment tools and for each program outcomes and each tool had measurable rubrics. There were 1 to 3 direct assessment tools for each program outcome, and each tool had measurable rubrics. This model derived rank of program outcomes from "care integration" to "global perception" through weight calculation. All direct assessment results were over 70%. The indirect assessment results were over the cutoff except for program outcomes 4 and 7. Conclusion: Each step of course embedded assessment was adaptive in nursing program outcome measure. The achievement of learning outcome provided reasonable tools for faculty and students.
Roos, Leslie L; Wall-Wieler, Elizabeth
Understanding the processes across childhood and adolescence that affect later life inequalities depends on many variables for a large number of individuals measured over substantial time periods. Linkable administrative data were used to generate birth cohorts and to study pathways of inequity in childhood and early adolescence leading to differences in educational attainment. Advantages and disadvantages of using large administrative data bases for such research were highlighted. Children born in Manitoba, Canada between 1982 and 1995 were followed until age 19 (N = 89,763), with many time-invariant measures serving as controls. Five time-varying predictors of high school graduation-three social and two health-were modelled using logistic regression and a framework for examining predictors across the life course. For each time-varying predictor, six temporal patterns were tested: full, accumulation of risk, sensitive period, and three critical period models. Predictors measured in early adolescence generated the highest odds ratios, suggesting the importance of adolescence. Full models provided the best fit for the three time-varying social measures. Residence in a low-income neighborhood was a particularly influential predictor of not graduating from high school. The transmission of risk across developmental periods was also highlighted; exposure in one period had significant implications for subsequent life stages. This study advances life course epidemiology, using administrative data to clarify the relationships among several measures of social behavior, cognitive development, and health. Analyses of temporal patterns can be useful in studying such other outcomes as educational achievement, teen pregnancy, and workforce participation.
Leslie L Roos
Full Text Available Understanding the processes across childhood and adolescence that affect later life inequalities depends on many variables for a large number of individuals measured over substantial time periods. Linkable administrative data were used to generate birth cohorts and to study pathways of inequity in childhood and early adolescence leading to differences in educational attainment. Advantages and disadvantages of using large administrative data bases for such research were highlighted.Children born in Manitoba, Canada between 1982 and 1995 were followed until age 19 (N = 89,763, with many time-invariant measures serving as controls. Five time-varying predictors of high school graduation-three social and two health-were modelled using logistic regression and a framework for examining predictors across the life course. For each time-varying predictor, six temporal patterns were tested: full, accumulation of risk, sensitive period, and three critical period models.Predictors measured in early adolescence generated the highest odds ratios, suggesting the importance of adolescence. Full models provided the best fit for the three time-varying social measures. Residence in a low-income neighborhood was a particularly influential predictor of not graduating from high school. The transmission of risk across developmental periods was also highlighted; exposure in one period had significant implications for subsequent life stages.This study advances life course epidemiology, using administrative data to clarify the relationships among several measures of social behavior, cognitive development, and health. Analyses of temporal patterns can be useful in studying such other outcomes as educational achievement, teen pregnancy, and workforce participation.
This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students' moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework.
Full Text Available This paper analyzes the representations of the major educational process participants (students, teachers and representatives of the school administration concerning the various elements of the socio-psychological situation in the educational institution. We assumed that the substantive characteristics of socio-psychological situation are reflected in the representations of the major participants of the educational process, which can help to define the degree of homogeneity of representations in students and teachers, as well as the uniqueness of socio-psychological situation in an educational institution. We describe the progress and the results of research conducted in Moscow on the basis of state educational institutions of various profiles (gymnasium with intensive study of English secondary school with ethno-cultural component, which was attended by 308 people, 235 of whom were students, and 73 were teachers and representatives of the school administration. We reveal the features of representation of different participants of the educational process about such elements of socio-psychological situation as leadership style, the type of organizational culture and the parameters of social and psychological climate in the educational institution. We describe significant differences in the expression of the elements of social and psychological situation in educational institutions of various types.
Full Text Available Since the beginning, mathematics courses are inherent within architecture education. In Indonesia, the legacy from Dutch education system has influenced most of the architectural schools and this courses stand as one of basic engineering courses for architecture education system. This situation has been remaining well adopted until recently, some of architectural schools are tailoring mathematics to shape with contemporary challenges particularly regards to the digital tools. This paper aims to present brief information about mathematics courses in architectural schools in Indonesia, the importance of mathematics in learning digital design tools and propose thoughts to upgrade mathematics content in architectural education towards new emerging design tools.
Goomas, David T.; Weston, Melissa B.
Students enrolled in two general psychology classes at El Centro College (ECC) of the Dallas County Community College District (DCCCD) were offered the opportunity to earn extra credit by performing up to 20 hours of service learning. Benefits of service learning were observed in student development, including exploration of career possibilities,…
Bernhardt, P. C.
The author examined Wikipedia's use as an instructional tool in two studies. The widespread use of Wikipedia indicates that students need to learn more about its workings and validity. Wikipedia articles relevant to psychology were edited by students in one class and critiqued in another class. Analysis of the subsequent editing of students'…
Miller, Richard L., Ed.; Balcetis, Emily, Ed.; Burns, Susan R., Ed.; Daniel, David B., Ed.; Saville, Bryan K., Ed.; Woody, William Douglas, Ed.
The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When…
Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.
While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…
Wewer Albrechtsen, Nicolai J; Poulsen, Kristina W; Svensson, Lærke Ø
, millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment...... educational benefits, improved knowledge about the prevention and treatment therapies of diabetes and furthermore improved professional life and practice. Over 40% reported that their professional network expanded after course participation. Study participants who did not complete all modules of the course......-reports from course participants, MOOC based medical education seems promising with respect to providing accessible and free research-based education to health professionals in both developing and developed countries. Course participants from developing countries report more benefits from course participation...
Kulikova, Tatyana I.
Full Text Available In the modern world, the environment of any educational institution represents a spectrum of ethnic groups and subcultures: a multicultural educational environment. Pupils who are aware of their national identity often demonstrate intolerance toward students of other nationalities, which threatens pupils’ psychological safety. In this article, we present the results of pilot research examining the level of a pupil’s psychological safety in the multicultural educational environment and identifying the criteria that influence a pupil’s psychological safety. The research sample comprised 127 pupils aged 13–14 years from different schools living in various places that differed by the type of settlement, industrial development and level of science and culture. We isolated the following criteria for a pupil’s psychological safety in the multicultural educational environment: satisfaction with the educational environment, protection from psychological abuse and self-confidence. According to pupils, the essential characteristics of safety in the educational environment, regardless of school category and type, are being able to ask for help, protection of personal dignity, interactions with other students, and self-respect. Empirical data reveal the current status of the psychological safety of the entire sample group (n = 127 and compare indices of psychological safety in the educational institutions under study. Analysis of the results of our research indicates that protecting a pupil’s personality in the multicultural educational environment has the greatest influence on his/her psychological safety. In addition, a comfortable psychological atmosphere, mutual aid and support of pupils and low levels of classmates’ and coevals’ aggression positively influence the protection experience.
Maynard, Douglas C.; Bachiochi, Peter D.; Luna, Ana C.
Evaluates four modules, created by the Society for Industrial and Organizational Psychology, for educating students about industrial/organizational (I/O) psychology. Reports that students' knowledge about I/O increased, and their interest in taking an I/O psychology course also increased. (CMK)
Noguchi, Toru; Yoshikawa, Kozo; Nakamura, Masato; Kaneko, Katsuhiko
New education programs for engineering graduate courses, and the achievements are described. Following the previous reports on overseas and domestic internship2) , 3) , this article states other common programs ; seminars on state of technologies in industries, practical English and internationalization programs, and a program to accept overseas internship students. E-learning system to assist off-campus students is also described. All these programs are developed and conducted by specialist professors invited from industries and national institutions, in collaboration with faculty professors. Students learn how the engineering science apply to the practical problems, acquire wider view and deeper understanding on industries, and gain abilities to act in global society including communication skill, those are not taught in classrooms and laboratories. Educational effects of these industry collaborated programs is significant to activate the graduate course education, although the comprehensive evaluation is the future subject.
Juliana Pereira Araújo
Full Text Available The Licentiate Course in Rural Education with a degree in Nature Sciences from the Federal University of Goiás - Region Catalão was created in 2014 and since then has been facing challenges for its consolidation. Besides the implementation of a new curriculum design and the training of teacher trainers who also approach field issues, we notice from our daily practice the need to establish anchorage in concepts and theories that actually act for the benefit of the project itself in training for the field. It is in this context, from the absence of anchorages, that we carry out a reflexive study about the concept of sustainability, seeking both the understanding about it and the evaluation of the possibilities of its use as a guide to the practice or theoretical-methodological inspiration. The result of this study indicates that the concept of sustainability is more complex than it seems and requires greater understanding, however, we consider that it derives from it possibilities that should be admitted as the assumption of another role for education in the dimension of sustainable development.
Willingham, Daniel T.
Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…
Positive psychology is influencing educational policy and practice in Britain and North America. This article reveals how this psychological discourse and its offshoot school-based training programs, which stress happiness, self-improvement and well-being, align with an emergent socio-economic formation: cognitive capitalism. Three key points are…
Strapp, Chehalis M.; Drapela, Danica J.; Henderson, Cierra I.; Nasciemento, Emily; Roscoe, Lauren J.
This study investigated the accuracy of psychology majors' expectations regarding careers. Psychology majors, including 101 women and 35 men (M[subscript age] = 23 years; standard deviation[subscript age] = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students'…
Kennedy, Emma Kate; Cameron, R. J.; Monsen, Jeremy
How should applied psychology practitioners be prepared to meet an increasingly challenging and unpredictable working context? This article explores some of the key current issues for educational and child psychology practitioners and their professional trainers in the UK with regard to the topic of effective consultation. The article argues that…
Wininger, Steven R.; Norman, Antony D.
Although Maslow's hierarchy of needs theory (HNT) is one of the most prevalent theories in psychology, the authors argued that it is also one of the most misinterpreted or misrepresented, particularly in educational psychology textbooks. Therefore, after carefully reading Maslow's writings on HNT they conducted a content analysis of 18 educational…
Schepers, J.J.L.; Jong, de A.; Wetzels, M.G.M.; Ruyter, de J.C.
In this paper, the authors propose that psychological safety, a sense of interpersonal trust and being valued in a work team, is an important determinant of groupware technology adoption in an educational setting. They develop and test a model of antecedents and consequences of psychological safety.
Full Text Available The article is devoted to the discussion of the key problems of practical psychology of education and to formulation of the main principles of conception of the psychological service in education, which is considered as one of the most important elements of the whole educational system modernization. Based on the data obtained by the monitoring of the psychological service in Russian education, conducted in 2006-2008, as well as on the analysis of the research materials, the service development strategy is formulated that determines the key directions of its' work till 2020 year. The mechanism of this strategy realization will be formulated as a suggested structural and functional model of the psychological service in education. The variants of organization of psychological service in education on the federal, as well as regional and municipal levels, specified under the regional and other contextual peculiarities, can be applied in creating particular versions of psychological service aimed at the different categories: gifted children and children with special educational needs, orphans and deviant children, children that suffer difficulties in learning, etc. the example of concrete target model of work with child's giftedness is widely described in the article.
Anderman, Eric M.
This is a critical time for the field of educational psychology. As the roles of colleges and schools of education are being examined, the specific relevance of our research also may be questioned. In this article, I argue that educational psychologists need to engage in specific types of outreach activities so that our research can truly impact…
Brown, Jacqueline A.; Jimerson, Shane R.
Although the field of school psychology continues to develop rapidly, few recent studies have examined how it is directly affected by a country's economy and education. This study examined the effect of gross domestic product, public spending on education, and public support for education on the ratio of school psychologists to students, level of…
Gaum, Wilma G.; van Rooyen, Hugo G.
Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…
In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…
Oswalt, Sara B.; Wagner, Laurie M.; Eastman-Mueller, Heather P.; Nevers, Joleen M.
Most research on sexuality courses in US higher education was conducted in the 1980s and 1990s. Less is known about what is being taught in undergraduate sexuality courses today; this study sought to fill that gap. Reviewing content based on 161 courses (provided by 150 different instructors) from all regions of the USA, this study examined…
Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen
High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…
Darlene Araújo Gomes
Full Text Available We present a study about teacher accreditation in rural education at the Federal University at Tocantins (UFT. We analyzed the political and pedagogical aspects of the implementation of the course. We debated the protagonism of social movements in struggles for the right to education and in issues related to higher education policies for rural areas in Brazil. The methodological approach was inspired by oral history, using a qualitative approach. We interviewed teachers who participated in the implementation of the course at UFT, to grasp the expectations and constructions undertaken in the materialization of the accreditation course. The theoretical basis of this study involved a dialogue with authors such as: Caldart, Santos, Molina, Arroyo, Silva and Alberti. We discuss the pedagogy of alternance as a reference to the quality of alternance sought for the accreditation program for rural education and proposals for its enactment. We find that the implementation of the accreditation course in rural education represents an achievement for the population living in rural areas and is in a process of construction, which requires that its organizers adopt new positions in relation to conflicts and confrontations involved in its realization.
Williams, Joshua L.; McCarley, Nancy; Kraft, John
Core curricula are designed, in part, to help undergraduate students become intellectually well-rounded. To merge core curricula with the components of the scholarship of teaching and learning movement, students engaged in core curricula need capstone courses designed to aid them in retaining information over the long term and synthesizing…
Moradi, Bonnie; Yoder, Janice D.
Describes a class exercise where students in three different courses wrote ten responses to the question "Who am I?", in order to increase their understanding of social constructionism. Reveals that students accurately identified the gender of most respondents and saw this as a useful exercise to help them understand social constructionism. (CMK)
Describes a German course for psychologists, given in Italy by the author, using eight original texts by Freud and Mitscherlich. These were assigned for 40-50 hours' continuation reading at home, or were discussed in the 100-120 hours in the classroom. (Text is in German.) (IFS/WGA)
McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley
In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…
Wildermuth, Susan M.; French, Tammy; Fredrick, Edward
This study explores alternative approaches for teaching general education courses burdened with serving extremely large enrollments. It compares the effectiveness of a self-contained course in which each course section is taught by one instructor to a large lecture/small lab format in which all course enrollees attend one large lecture section and…
Rebecca M. Bustamante
Full Text Available Master’s degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvement. Results also suggested a lack of consensus on the importance of developing research skills for school leaders across university education leadership programs. Implications for education leadership preparation programs are discussed with an emphasis on the need for further studies on the research skills required by practicing school leaders.
Brown, Robert C., Jr.; Tedeschi, James T.
Authors' hope that this critical evaluation can place Carl Rogers' assumptions into perspective; they propose a compromise program meant to satisfy the basic aims of a humanistic psychology program. For Rogers' rejoinder see AA 512 869. (MB)
Yang, Stephen C; Vaporciyan, Ara A; Mark, Rebecca J; DaRosa, Deborah A; Stritter, Frank T; Sullivan, Maura E; Verrier, Edward D
Since 2010, the Joint Council on Thoracic Surgery Education, Inc (JCTSE) has sponsored an annual "Educate the Educators" (EtE) course. The goal is to provide United States academic cardiothoracic surgeons (CTS) the fundamentals of teaching skills, educational curriculum development, and using education for academic advancement. This report describes the course development and evaluation along with attendee's self-assessment of skills through the first 5 years of the program. The content of this 2½-day course was based on needs assessment surveys of CTS and residents attending annual meetings in 2009. From 2010 to 2014, EtE was offered to all CTS at training programs approved by the Accreditation Council for Graduate Medical Education. Course content was evaluated by using end-of-course evaluation forms. A 5-point Likert scale (1 = poor, 5 = excellent) was used to obtain composite assessment mean scores for the 5 years on course variables, session presentations, and self-assessments. With 963 known academic CTS in the United States, 156 (16.3%) have attended, representing 70 of 72 training programs (97%), and 1 international surgeon attended. There were also 7 program coordinators. Ratings of core course contents ranged from 4.4 to 4.8, accompanied with highly complementary comments. Through self-assessment, skills and knowledge in all content areas statistically improved significantly. The effect of the course was evaluated with a follow-up survey in which responders rated the program 4.3 on the usefulness of the information for their career and 3.9 for educational productivity. The EtE program offers an excellent opportunity for academic CTS to enhance their teaching skills, develop educational activities, and prepare for academic promotion. With its unique networking and mentorship environment, the EtE program is an important resource in the evolution of cardiothoracic surgical training in the United States. Copyright © 2016 The Society of Thoracic Surgeons
Galina P. Lavrentieva
Full Text Available The article characterizes the psychological and pedagogical factors of effective implementation and use of electronic educational tools in secondary schools. Determination of individual development by complex of psychological and pedagogical, ergonomic, aesthetic and hygienic factors of information technology use is grounded. The basic psychological and educational factors that influence child development are considered. Main groups of ergonomic requirements, which should emphasize the development and evaluation of electronic tools to maximize development and mental and physical health of the child, are described.
Nicic, Sara; Nørby, Karina; Bruun Johansen, Clea
of this study was to investigate the applicability of these concepts of positive psychological theory in a patient education setting. Methods: This pilot study combines participating observation of group based patient education and 8 qualitative interviews with 4 patients with type 2 diabetes. Meaning......Abstract Background: The aim of this pilot study was to explore patient experiences of meaningfulness and flow related to group based patient education in type 2 diabetes. Meaningfulness and flow are underexposed as psychological learning concepts in patient education, and the ambition...
Kalkani, Efrossini C.; Boussiakou, Iris K.; Boussiakou, Leda G.
The primary objective of this paper is to apply the educational theories of Kolb's experiential learning and Bloom's educational taxonomy in restructuring the course "Renewable energy engineering". The steps of the research procedure investigate the application of learning theories to the restructuring of the course and the introduction of…
McInnes, Brian D.
The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of…
O'Malley, Michael; Hoyt, Mei; Slattery, Patrick
This article is a summary of comprehensive units on gender and sexuality diversity that the authors have used in teacher education courses in undergraduate and graduate social foundations of education classes over several years. The course lesson plan includes a five-part analysis of the following categories: biological sex; gender identity/sexual…
This study aims to determine the effect of a listening education course on the listening behaviors of prospective Turkish teachers. The participants of the study are 45 prospective teachers who are studying at a state university in Istanbul and taking a listening education course. The study is an experimental study in the model of "one group…
Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.
The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…
Ferguson, Roger C.; Leidig, Paul M.; Reynolds, John H.
General education is more than a list of required courses a student must take to complete their degree. For most universities, general education is the groundwork for the student's university experience. These courses span multiple disciplines and allow students to experience a wide range of topics on their path to graduation. Programming classes,…
This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba's Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its…
Charles Darwin University (CDU) offers education courses for students who want to teach in Australian schools. The university is unique due to its geographic location, proximity to Asia and its high Indigenous population compared to the rest of the country. Many courses are offered fully online including music education for pre-service teachers.…
Kebritchi, Mansureh; Lipschuetz, Angie; Santiague, Lilia
Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper's framework was conducted to identify…
Mathematics courses are integral part of architectural education. The content and objectives of these courses were determined in the Age of Enlightenment. Although conditions have changed since then, they still exist without being subjected to a radical revision. This study aims to introduce the necessary information for upgrading the content of mathematics courses to contemporary conditions. On these grounds, the historical conditions when these courses were first considered within architect...
Alemi, Farrokh; Maddox, P J
Open courses provide the entire course (lectures, assignments, syllabus, student's discussions, and student's projects) online without revealing student's personal information. We report on our experience in managing 8 open online courses at http://nhs.georgetown.edu/open. Open courses have several advantages over password protected courses: (1) they are available through search engines and thus reduce the program's marketing cost, (2) continuous feedback from the web enables rapid improvements to the course, (3) customer relationship tools, tied to open courses, radically reduce faculty time spent on one-on-one emails while increasing student/faculty interaction. We provide details of one course. In 15 weeks, 803 emails were received by and 1181 sent by the faculty (all within 6% of a working week and 82% savings of faculty time). We show how open courses can be accessed through search engines, how students questions are answered on the web and how student projects, in popular sites such as You Tube and Face Book, improve course marketing. The paper reports that student satisfaction with three open online courses delivered overall several semesters was high.
system in which it operates. Beginning with Ferdinand de Saussure (1857-1914) and his published lectures entitled, Course in General Linguistics (1915...an important contribution was made to the study of language and human communication. Saussure introduced the idea that the study of one language (alone...and by itself) without reference to other language or languages was, indeed, a worthy occupation for a language scientist. Saussure built upon the
Young, Anna M.; Wendel, Paul J.; Esson, Joan M.; Plank, Kathryn M.
Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre- to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM.
Her Majesty's Inspectorate of Education, 2011
This report provides, for the first time, an overview based on inspections of all 32 local authority educational psychology services. The picture it presents is broadly a very positive one although it also points to areas in which there is certainly scope for further improvement. The report shows that services are making a positive difference to…
LaRon Scott; Peter Temple
Online graduate programs have been increasing in number and attendance over the past decade. Ensuring that the quality of teacher preparation programs is maintained in an online learning environment is essential. After reviewing the pedagogies of both special education and online learning, it was determined that Universal Design for Learning (UDL) was the best framework for developing a new graduate online course in a distance learning program. The goal is to highlight a model for designing a...
Garg, Deepti; Garg, Ajay K.
This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses (GECs) under the University of Botswana Computer and Information Skills (CIS) program. An exploratory model was validated for responses from 298 students. The results suggest that resources currently committed to…
In 2010, an interorganizational effort among the American Psychological Association, the Council of Graduate Departments of Psychology, and the Council of Chairs of Training Councils, known as the Health Service Psychology Education Collaborative (HSPEC), was initiated to address mounting concerns related to education and training for the professional practice of psychology. Given that professional psychology includes diverse areas of practice and the mounting concerns about psychology's role in a reformed health care system, HSPEC chose to focus on preparation of psychologists for the delivery of health care services and made seven recommendations that constitute the core of a blueprint for the future. These recommendations require significant changes in graduate education-changes critical to the future of psychology as a health profession. As part of its work, HSPEC developed a statement of core competencies for the preparation of health service psychologists, integrating feedback solicited through public comment and review by the psychology community, including education and training councils and APA governance groups. The articulation of these competencies serves to inform not only the preparation of health service psychologists but students, employers, regulators, and policymakers as well. It also reflects the discipline's commitment to quality and accountability in the preparation of its workforce. HSPEC recognizes that its recommendations to strengthen the core preparation and identity of health service psychologists will result in some limitations on degrees of freedom at the program level but believes such limitation to be in the service of coherent and uniform standards for education and training. This blueprint supports the evolution and development of the profession within a scientific context. It supports standards as meaningful, versus minimum, indicators as part of the profession's obligation to the public. The blueprint also calls for the profession
Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W
Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.
The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2017 recipient of this award is Nancy S. Elman, whose leadership roles have brought significant advancements for the education and training of psychologists. Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Presents Arthur C. Graesser as the 2011 winner of the American Psychological Association Award for Distinguished Contributions of Applications of Psychology to Education and Training. "As a multifaceted psychologist, cognitive engineer of useful education and training technologies, and mentor of new talent for the world of applied and translational cognitive science, Arthur C. Graesser is the perfect role model, showing how a strong scholar and intellect can shape both research and practice. His work is a mix of top-tier scholarship in psychology, education, intelligent systems, and computational linguistics. He combines cognitive science excellence with bold use of psychological knowledge and intelligent systems to design new generations of learning opportunities and to help lay the foundation for a translational science of learning." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved
Entrepreneurship education is a growing field of research within vocational education. During the last decade, an increasing number of empirical studies have been conducted on the impact of entrepreneurship education courses (EECs). Yet studies on entrepreneurship education still lack evidence on how to prepare entrepreneurs to handle dynamism and…
Pedrini, D. T.; Pedrini, B. C.
William James, the turn of the century psychologist, philospher, and educator, was avidly interested in the relationship between psychology and teaching. This paper considers operant conditioning, timing of reinforcers, and programmed instruction--touchstones of B.F. Skinner in the teaching/learning milieu. Of course, materials not just methods…
V. V. Vyun
Full Text Available Tense working conditions unfavorably affect not only the somatic, but also the mental health of people working in conditions of constant neuropsychic and physical stress. The presence of signs of maladaptation (decrease in the level of professional capacity, violation of behavioral regulation, increased conflict with others, tendency to addictive and delictual behavior leads to lack of adequate and purposeful response of such individuals, becomes individual and extreme, and contributes to erroneous actions in the process of professional activity, professional mistakes, and also contributes to further transformation into mental and behavioral disorders. Changes in higher medical education, its integration into the European educational space requires new approaches to postgraduate medical training of a doctor. Conditions for modernization of postgraduate medical education have been created. Therefore, the main tasks of postgraduate education of doctors, especially during the reform period, are to ensure both the improvement of the professional training of internship doctors and the provision of medical and psychological support to the doctors during the period of adaptation to professional activity. on the basis of a systematic approach to the study of mechanisms for the formation of maladaptive states of internship doctors to professional activity, to develop a system of their psychotherapeutic correction. three main levels of adaptation of a doctor to professional activity are identified: The high level (20.1% of men and 13.1% of women is characterized by the high level of work capacity, psychological comfort, availability of reserves for overcoming critical situations, objective difficulties associated with disadvantages in the modern organization of the medical process. The average level (15.4% and 12.2% respectively is characterized by a decrease in the level of efficiency and psychological comfort in crisis situations and in the presence of
Harrington, Ian A
Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick's, Astonishing Hypothesis: "You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules." Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick's hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca(2+) in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other
Harrington, Ian A.
Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick’s, Astonishing Hypothesis: “You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules.” Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick’s hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca2+ in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other
Full Text Available Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students.This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire, coping processes (Ways of Coping Questionnaire and lifestyle behaviour (Lifestyle Behaviour Questionnaire of a total sample (n = 1557 of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n = 59 provided an in-depth understanding of students experiences of psychological distress and coping.A significant percentage (41.9% of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis and unhealthy diet is of particular concern. Statistically significant relationships were identified between "escape-avoidance" and gender, age, marital status, place of residence, programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity.The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also
Alsu Raufovna Kamaleeva
Full Text Available The article presents an experience of educational courses planning and technologies of it realization considering level and type of training at the time of new educational standards introduction in Russia. The research was conducted on the basis of specially developed questionnaire, the experimental educational courses and programs observation, the study of existing teachers experience, that permitted to develop methodical recommendations, didactic and experimental supplies. It reveals that planning of educational course within the framework of educational module and student’s competence forming approaches in accordance with the requirements of The Federal State Educational Standards (FSES, is accompanied with the range of difficulties. They are: determination of the course related to the formation of certain required competences; defining the content of the modules; establishing of inter subject connections (preliminary, parallel, and subsequent; strengthening of student’s vocational determination (professional abilities development of the future employee.
Nurius, Paula S; Green, Sara; Logan-Greene, Patricia; Borja, Sharon
Growing evidence suggests that toxic stressors early in life not only convey developmental impacts but also augment risk of proliferating chains of additional stressors that can overwhelm individual coping and undermine recovery and health. Examining trauma within a life course stress process perspective, we posit that early childhood adversity carries a unique capacity to impair adult psychological well-being both independent of and cumulative with other contributors, including social disadvantage and stressful adult experiences. This study uses data from a representative population-based health survey (N=13,593) to provide one of the first multivariate assessments of unique, cumulative, and moderated effects of adverse childhood experiences (ACEs) toward explaining 3 related yet distinct measures of adult mental health: perceived well-being, psychological distress, and impaired daily activities. Results demonstrate support for each set of hypothesized associations, including exacerbation and amelioration of ACEs effects by adult stress and resilience resources, respectively. Implications for services and future research are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.
The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post-Jungian applications of his concepts and ideas to education. © 2016, The Society of Analytical Psychology.
Full Text Available Although critical thinking and source checking are basic prerequisites to become a psychologist, or a scientist, it is usually difficult to have students interested in experimental methods courses. Most first year students are tempted not to attend these courses. Such behaviors are reinforced by arguments that everybody is different and people are not numbers. Consequently, students have difficulties to develop source and evidence checking skills, and may be more prone to believe in any supposed expert. This paper presents two ways to involve students during lectures and seminars. The first method consists in presenting, during the initial lecture of the year, a fake scientific concept which students will believe as true. This phenomenon is called the Bill Shankly syndrome and it only exists if someone believes that the information is given by a serious lecturer, presenting oneself as a world-class researcher. The second method consists in training students to become reviewers using evidence checking of a mainstream media article which promises scientifically proven ways to be happy. The use of these methods may stimulate students’ interest in research methods and its practical applications from week one.
Negrini, Alessia; Perron, Jacques; Corbière, Marc
Being absent from work because of a psychological disability is costly for both individuals and organizations and frequent in employees working in the field of education. Absenteeism from work has been mostly studied as an organizational withdrawal behavior related to negative factors. The purpose of this longitudinal study is to define the predictors of absenteeism due to psychological disability by taking into account resources, such as Self-determined work motivation and Subjective well-being, as well as symptoms of Psychological distress. The sample consisted of 261 employees from a Canadian public school organization. Independent sample t-tests were conducted to compare the mean scores of participants who were not absent from work and participants who were absent due to psychological disability. Logistic regression analyses were computed for the dependent variable to assess the contribution of the three independent variables. Participants who were absent from work due to psychological disability in the year following the data collection scored significantly lower on resources, and higher on symptoms than those participants who were not absent. The three-predictor model was found to be significant. However, only Self-determined work motivation and Psychological distress significantly predicted absenteeism due to psychological disability. Results are discussed in terms of psychological processes regulating the relationships between the work-related factors (i.e., work motivation) and life-related factors (i.e., psychological distress and subjective well-being) of personal adjustment and accomplishment.
Health sciences educators are faced with creating meaningful, effective and satisfying experiences in interprofessional education (IPE) and cultural competence (CC) required of both students and professionals in practice. This study evaluated the experience and attitudes of the participants in a course combining IPE and CC. A novel, interprofessional course in the Russian language and culture was developed and delivered to a group of medical, nursing, and pharmacy students. One year after the completion of the course, an anonymous, online survey was sent to the participants. Attitudes, comfort, self-efficacy in working with other cultures/healthcare professionals, and comparison of the course to other IPE activities were assessed. The survey suggested that the course was a satisfying and effective combination of IPE and CC in a pre-professional health educational setting. Further work could be undertaken to evaluate the experiences of similar activities in the professional and continuing education arenas.
Martin, Roy P; Dombrowski, Stefan C
..., psychology, medicine, developmental biology) have attempted to determine the causes of these disabilities. Many factors have been isolated including genetics, nutrition, pollutants, inadequate caretaking and social factors linked to poverty. It is the belief of the authors of this book that one set of factors, those that alter the neurological developme...
"Mirrors of the Mind" uses East Asian epistemology and cultural concepts as new conceptual tools to address fundamental questions that educators encounter. The book invites readers to critically reflect on commonly held assumptions about learning, cognition, motivation, development, and other essential areas of educational psychology and learning…
Schlechter, Melissa; Milevsky, Avidan
The purpose of the current study is to determine the interconnection between parental level of education, psychological well-being, academic achievement and reasons for pursuing higher education in adolescents. Participants included 439 college freshmen from a mid-size state university in the northeastern USA. A survey, including indices of…
Adames, Hector Y.; Fuentes, Milton A.; Rosa, Dinelia; Chavez-Dueñas, Nayeli Y.
Educational context plays a role in promoting and maintaining multicultural competence. Whereas in the past decade psychology has considered the impact of multiculturalism in educational training; however, less attention has been paid to the institutional contexts that house these efforts. In this paper, four professional psychologists with…
Jackson-Kersey, Rachel; Spray, Christopher
Physical educators have a responsibility to create a learning environment that is viewed as supportive of students' psychological needs and which helps reduce amotivation. The aim of the current study was to examine the effects of students' perceived need support on four dimensions of amotivation in physical education (PE) ("deficiency in…
The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a…
Andrey Ivanovich Shutenko
Full Text Available The article describes psychological and pedagogical bases for carrying out successful integration of children with disabilities in general education system. Relying on the principle of a complementarity, authors develop the model of such integration in the form of the adaptive educational environment, represent the leading components of the organization of such environment (valeological, personal- focused, axiological, hermeneutical, interindividual, and also a number of the important pedagogical and psychological principles of its functioning in logic of fruitful socialization of children with disabilities in educational process.
Roig Jornet, P; Kalenderian, E
The purpose of this study was to measure the effectiveness of a continuing education course in leadership presented to postdoctoral dentist-leaders. The authors developed a 3-day course on leadership and management with topics including self-awareness, leadership qualities, emotional intelligence, communication skills, social skills, conflict management, personal branding, quality improvement and team motivation. Twenty-two course participants with a median age of 37.5 years and an average of 13.7 years of professional experience were assessed using three different metrics: satisfaction with the course and presenters immediately following the course; pre-course and post-course tests on knowledge of leadership topics; and self-assessments of leadership competency skills prior to the course, immediately following the course and then 6 months after the course. Participant satisfaction with both instructors' effectiveness and the overall course design was very high. A survey 6 months following the course showed that participants were very positive regarding the practical use of the leadership skills they acquired in the course. The average of all participants' scores on the objectively assessed leadership knowledge test showed a statistically significant (P<.001) difference between pre-course and post-course scores. At 6-month follow-up, participant self-assessment of leadership competency significantly improved following the course. A well-designed course in leadership skills can have a positive impact on the leadership knowledge and competency of dentist-leaders. This unique leadership course was effective in increasing leadership knowledge and self-perceived leadership competency. The course and the skilled instructors were rated very highly by participants. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Greenaway, Jean E.
This tentative course outline is for use in one of the Quinmester Program classes, Opaque Watercolor. Designed for students in grades 7-12, with no prerequisite, the course includes the introduction of a variety of techniques in a number of opaque media including tempera, gouache, and cassein. Matting and mounting techniques are also taught. A…
Hall, Sarah; Villareal, Donna
Hybrid courses combine online and face-to-face learning environments. To organize and teach hybrid courses, instructors must understand the uses of multiple online learning tools and face-toface classroom activities to promote and monitor the progress of students. The purpose of this phenomenological study was to explore the perspectives of…
Some U.S. universities use Web-based formats to offer most of the course work required to become a certified teacher of the deaf. Yet little research exists on how students judge the content and delivery of such courses compared to on-campus instruction. Parton (2005) described previous research concerning this topic as descriptive rather than…
Effective integration of learning and practice continues to remain a challenge in leadership preparation. This paper describes a learning module used in a course within the Swedish National Principal Training Program and how it attempts to bridge learning with practice. In this course, each participant conducted a study in a school with the…
THIS OUTLINE FOR A COURSE IN THE ESSENTIALS OF MERCHANDISING IS DESIGNED FOR THE INEXPERIENCED RETAIL EMPLOYEE. THE COURSE IS PLANNED FOR SIX 2-HOUR SESSIONS ON (1) FUNDAMENTALS OF MERCHANDISING, (2) TERMINOLOGY AND MATHEMATICS OF MERCHANDISING, (3) BUYING POLICIES AND PRACTICES, (4) MARKET REPRESENTATIVES, (5) TERMS OF PURCHASE, INCLUDING…
Guidelines for cognitive behavioral training within doctoral psychology programs in the United States: report of the Inter-organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education.
Klepac, Robert K; Ronan, George F; Andrasik, Frank; Arnold, Kevin D; Belar, Cynthia D; Berry, Sharon L; Christofff, Karen A; Craighead, Linda W; Dougher, Michael J; Dowd, E Thomas; Herbert, James D; McFarr, Lynn M; Rizvi, Shireen L; Sauer, Eric M; Strauman, Timothy J
The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice. Copyright © 2012. Published by Elsevier Ltd.
Hunter, Jennifer L
A graduate course on culture, diversity, and cultural competence was developed based on constructivist learning theory and Campinha-Bacote's constructs of cultural awareness, knowledge, skill, and encounters. The epistemology, structure, assignments, and activities used in both online and classroom courses were highly effective and well received by the students. Student course evaluations and outcome assessments of students' cultural competence levels, as compared to precourse levels, provided supportive evidence that the course design produced intended outcomes. Course resources are shared, making them available for use by others in cultural competence education.
Steinberg, Michael; Morin, Anna K
To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.
Heaney, Caroline A; Rostron, Claire L; Walker, Natalie C; Green, Alison J K
The use of sport psychology strategies during sport injury rehabilitation can lead to several positive outcomes such as improved adherence and self-efficacy. The purpose of this study was to compare the sport psychology related attitudes and behaviours of UK sport injury rehabilitation professionals (SIRPs) who had studied the psychological aspects of sport injury to those who had not. Ninety-four SIRPs (54 physiotherapists and 40 sports therapists with a mean of 9.22 years' experience of working in sport) completed an online survey and were grouped according to their level of previous exposure to sport injury psychology education at an undergraduate/postgraduate level. Analyses were undertaken to establish whether there were any differences in sport psychology related attitude (MANOVA), usage (MANOVA), and referral behaviours (chi square) between the groups. The MANOVA and chi square tests conducted revealed that those who had studied the psychological aspects of sport injury reported using significantly more sport psychology in their practice and making more referrals to sport psychologists. It was concluded that sport injury psychology education appears to be effective in increasing the sport psychology related behaviours (use of sport psychology and referral) of SIRPs and should be integrated into professional training. Copyright © 2016 Elsevier Ltd. All rights reserved.
Full Text Available The paper reviews the social situation of development of children and adolescents in the modern society marked by rapid changes. The development of children and adolescents is described as ‘embedding into the culture’ through the education and is closely associated with the formation of their psychological culture. The paper analyses the conditions of personality development in modern children and adolescents, the factors which impede the communication and understanding of other people; it highlights the risks of escaping into the virtual reality or joining asocial groups. The paper also suggests important measures aimed at the formation of psychological culture in children in relation to age-specific tasks of development in primary school and adolescent ages. The development of psychological culture is regarded as the key means of supporting the implementation of modern educational standards as well as the foundation of psychological health in schoolchildren.
Gail D. CARUTH
Full Text Available Online learning is a descendent of distance education. Online education has a shared history with correspondence learning. In 1873, Anna Eliot Ticknor founded the Society to Encourage Studies at Home. Ticknor's Society established one of America’s first correspondence schools, a distance learning option conducted through the mail. This Society was aimed at the education of women and enrolled more than seven thousand women. Education by mail was a quality approach to provide education for all because it allowed universities to access an infinite number of potential students. Today there are institutions that offer only online courses. At the same time, brick and mortar or traditional institutions offer online courses in addition to their face-to-face courses. A review of the literature suggests that as indicated by enrollment figures, the number of students taking online courses is growing and continued growth can be expected in the future.
The article analyses issues in social and psychological adjustment of young adults, grown up in foster families. The psychological and socio-pedagogical factors facilitating professional education, successful employment and financial independence are emphasized. The methods and results of several large simple design researches of adjustment in foster care alumni, conducted in USA, are described. Recommendations for services and specialists working with young adults leaving state care are prov...
M.Ed. Educational psychology honours students and Theraplay: a relational case inquiry. The South African community is moving towards fundamental socio-and-political restructuring. Part of the restructuring process is establishing suitable psychological intervention for the needy black child. From the researcher's understanding of the black child's need and knowledge of the different types of play therapies, the research question pertaining to how black students would relate to Theraplay e...
Cruz, Dina Monteiro; Pimenta, Cibele Mattos; Lunney, Margaret
Continuing education courses related to critical thinking and clinical reasoning are needed to improve the accuracy of diagnosis. This study evaluated a 4-day, 16-hour continuing education course conducted in Brazil.Thirty-nine nurses completed a pretest and a posttest consisting of two written case studies designed to measure the accuracy of nurses' diagnoses. There were significant differences in accuracy from pretest to posttest for case 1 (p = .008) and case 2 (p = .042) and overall (p = .001). Continuing education courses should be implemented to improve the accuracy of nurses' diagnoses.
DiLorenzo, Terry A; Becker-Fiegeles, Jill; Gibelman, Margaret
In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n = 141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.
Schiekirka, Sarah; Raupach, Tobias
Background Student ratings are a popular source of course evaluations in undergraduate medical education. Data on the reliability and validity of such ratings have mostly been derived from studies unrelated to medical education. Since medical education differs considerably from other higher education settings, an analysis of factors influencing overall student ratings with a specific focus on medical education was needed. Methods For the purpose of this systematic review, online databases (Pu...
柴山, 謙二; シバヤマ, ケンジ; Shibayama, Kenji
This is a tentative research on the education of teacher explored in Adlerian Psychology that used the structured group encounter method. The purpose of teacher education by Adlerian Psychology is to develop and deepen social interests of teachers, and to learn this theory and psychological techniques at school. The process of short-time workshop for teachers who were specialized in guidance for pupils was designed and documented for the education of teacher, and the author participated in th...
Brinck, U; Cederblad, M; Gyllensköld, K; Jersild, P C
In connection with experiments for the first three years of study the instruction in medical psychology and community medicine has been widened to comprise a total of seven weeks, three during the first term (lectures on basic principles, days devoted to field work, group work), three at the end of the fifth term, and a total of one week's instruction at various times during the sixth term, when the students are given more direct preparation for contacts with patients.
Ryan C. Svoboda
Full Text Available High school students from lower–socioeconomic status (SES backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students’ and parents’ future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students.
Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…
Dass, Pradeep Maxwell
Science educators have been advocating a broader role for science education--that of helping all students see the relevance of science to their own lives. Yet the only experience with post-secondary science that non-science majors get is through a couple of science courses which are part of the general education requirements (GERs) for a liberal…
Viebahn, Peter; Hilton, Gillian
Scenario writing is a method to promote creative thinking and a proactive approach to dealing with the future. ATEE's Research and Development Centre "Curricula in Teacher Education" has adapted this method for use in teacher education. A Comenius funded course on Scenario writing was run over five days with teachers, teacher--educators,…
Purpose: The purpose of this paper is to assess the status of entrepreneurship courses offered in education schools. It provides recommendations for how to address the existing challenges by developing entrepreneurship initiatives in education schools. Design/Methodology/Approach: A survey was circulated to the management of all education schools…
Lei, Simon A.; Gupta, Rajeev K.
The strategic plan for providing college education outside of the traditional classroom environment has rapidly evolved over the past decade via electronic mediums. Advances in technology, along with increasing student enrollment size, have led many higher education institutions to begin offering distance education (web-based) courses. Current…
These four reports provide details of projects to design and implement courses to be offered as requirements for the associate degree program in composites and reinforced plastics technology. The reports describe project activities that led to development of curricula for four courses: composite materials, composite materials fabrication I,…
Rampho, G. J.; Ramorola, M. Z.
In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.
Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…
Freedman, Debra M.; Bullock, Patricia L.; Duque, Genevieve S.
In this paper the authors explore two pedagogical moments that occurred within a diversity-focused secondary teacher education course, giving specific attention to Genevieve's and Debra's reflections as course instructors. We explore the ways in which instructors find themselves challenged, engaged and provoked to rethink taken for granted ideas…
Full Text Available The purpose of this study was to explore the needs assessment in order to develop the service of Psychological Lab and Counseling Center, Department of Educational Psychology and Guidance, the Faculty of Education, Mahasarakham University. This study aimed to compare the realistic service and the desirable service, as well as, to explore the directions to improve the service of Psychological Lab and Counseling Center among the service recipients based on their gender, age range, and field of studies. A total sample of 150 participants were service recipients; college students, lecturers, staff during the first semester academic year 2014 until the first semester academic year 2015. The instruments used included: the Questionnaire on needs assessment of the development of Psychological Lab and Counseling Center, and a focus group discussion. Frequency distribution, percentage, means, standard deviation, and variance were used to analyze the data. The needs assessment results showed as follows: 1 Overall the realistic basis of Psychological Lab and Counseling Center service was in an “above level of needs” while “the highest level of needs” was found in the desirable qualification. After having divided into categories, the result yielded an “above level” on the realistic basis of the counselor characteristics, task planning, and facility arrangement. For the desired qualification, the results showed that the needs on the counselors’ characteristics, task planning, and facility arrangement were identified as at a highest level of needs. 2 No differences were found on the realistic basis needs of the clients, the services provided, gender, and age range of the clients although they responded differently to the questionnaire. The clients who responded to the questionnaire from different field of studies showed the different needs of services provided in the realistic basis significantly at the level of .05 in which the General Sciences
This article advocates integrating academic integrity education into the business law course. Many have suggested teaching business ethics this way but have ignored the natural overlap in legal content with the traditional business law course. This article focuses on why and how business law instructors should integrate the two. Rather than…
Dade County Public Schools, Miami, FL.
The essential elements of grammar required to write business letters, memorandums, and reports are covered in this quinmester course. The course consists of a complete grammar review and the learning of proofreading skills for students in the Cooperative Business Education program in Dade County High Schools. Instruction techniques include group…
Koenig, Robert J.
Higher education faculty can and do teach courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical…
Haave, Neil C.
Capstone experiences have high educational impact with various approaches available for biology. However, no information exists regarding the pervasiveness of capstone courses in Canadian and American biology programs. This study surveyed the prevalence and character of biology capstone courses in the USA and Canada. The survey included a majority…
Salinas Martínez, N. Patricia; Quintero Rodríguez, Eliud
This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…
Besterfield-Sacre, Mary; Zappe, Sarah; Shartrand, Angela; Hochstedt, Kirsten
Entrepreneurship programs and courses in engineering education have steadily increased in the United States over the past two decades. However, the nature of these entrepreneurship courses and programs and the characteristics of the instructors who teach them are not yet well understood. The paper explores three research questions: 1) What content…
Hovardas, Tasos; Korfiatis, Konstantinos
An environmental education intervention in a university conservation-related course was designed to decrease students' errors in consensus estimates for proenvironmental intentions, that is, their errors in guessing their classmates' proenvironmental intentions. Before and after the course, the authors measured two intentions regarding willingness…
Zhengguo, Zhu; Lili, Lin; Wenzhong, Zhu
In order to develop a more scientific education system of Business English courses, this paper studies the case of Guangdong University of Foreign Studies (GDUFS, one of Chinese top-three foreign language universities) by questionnaires. The result shows that: 1) Most of the students hope that the school could add more business courses in the…
... vocational courses outside a State if the case manager determines that such training is in the best interest... vocational courses outside the United States. 21.130 Section 21.130 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation...
Lamoureux, Marvin E.
Because threshold pricing's scope for course price development had a good potential for application to the marketing of services by nonprofit organizations, this study's purpose was to determine the existence and applicability of course price thresholds or ranges to the decisionmaking framework of adult educators, with special reference to…
Carr, Caleb T.
This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication…
Boling, Erica C.; Holan, Erica; Horbatt, Brent; Hough, Mary; Jean-Louis, Jennifer; Khurana, Chesta; Krinsky, Hindi; Spiezio, Christina
This designed-based research study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can best support student learning. Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction, as…
de Alba-Martinez, D. J.
Astrophysics growing group of the Universidad de Guadalajara situation is shown. Programs and activities developed at different levels are described, as popularization for children and adults (some in colaboration with Tourism Bureau and Jalisco State Education Secretary), licenciatura \\" (\\ BSc) courses actually taugth and posgraduate courses to be taugth in near future. Facilities and some exercises are shown.
Goos, Maarten; Salomons, Anna
Student evaluations of teaching (SETs) are widely used to measure teaching quality in higher education and compare it across different courses, teachers, departments and institutions. Indeed, SETs are of increasing importance for teacher promotion decisions, student course selection, as well as for auditing practices demonstrating institutional…
Önder, Gülten Cüceoglu
The Individual Musical Instrument course is a compulsory part of the curriculum, in the Music Education Departments of universities in Turkey. The main purpose of the course is to ensure that each student is able to play a musical instrument and, use the instrument once they become music teachers. This study aims to determine the attitudes of…
Moreira, José António; José António, Susana; Goulão, Maria de Fátima; Barros, Daniela
This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance…
Dikici, Ayhan; Yavuzer, Yasemin; Gundogdu, Rezzan
Drama at primary teaching course is given as a compulsory course to students enrolling department of the primary teaching in college of education in Turkey. In drama, assessment is problematic as the content of the lesson often deviates from the plan because of spontaneous input from the students and on-the-spot changes in direction by the…
An interdisciplinary undergraduate-level robotics course offers students the chance to integrate their engineering knowledge learned throughout their college years by building a robotic system. Robotics is thus a core course in system and control-related engineering education. This paper summarizes the experience of developing robotics courses…
Agrawal, Rakesh; Golshan, Behzad; Papalexakis, Evangelos
A study plan is the choice of concepts and the organization and sequencing of the concepts to be covered in an educational course. While a good study plan is essential for the success of any course offering, the design of study plans currently remains largely a manual task. We present a novel data-driven method, which given a list of concepts can…
Kung, Susie; Giles, David; Hagan, Bill
While appreciative inquiry (AI) has its origins in organizational development, this article considers the application of AI within a course evaluation in higher education. An AI process was deemed appropriate given its concern for peak performance or life-centric experiences. Former students of a particular course, along with current students,…
Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell
Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…
Educational psychology has recently experienced something of a revival in the provision of psychological therapy. This revival has aligned with general developments in evidence-based psychology. A product of this has been more frequent delivery of empirically supported therapies in practice settings, for example, anxiety reduction programmes in…
Stracke, Christian M.
Paper Presentation at the 25th EDEN Annual Conference 2016, Budapest, Hungary, by Stracke, C. M. (2016, 16 June): "MOOCs are dead! Open Education and the Quality of Online Courses Towards a Common QRF"
Full Text Available . This TPD course was designed for teaching teachers to use mobile technology to enhance their classroom practice. Through several studies which included Information and Communication Technology (ICT) in education it became obvious, that the teacher cannot...
This paper is outline for the development of children's mind in modern family and school, and is reviewed on the development theory of morality and prosociality related to engineering ethics education. In particular we are reviewed on the discipline and education of morality and prosociality from infancy to adulthood.
Full Text Available The authors describe their specially designed educational technology and argue on the effectiveness of interdisciplinary projects that take into account the educational, psychological and social psychological approaches to the problem of development. The analyzed technology, called “Rostok” (“Sprout” and developed by V.V. Stepanova, focuses on the content and dynamics of the emerging system of relationships between children in primary school. The authors come up with a new perspective on the issue of group work in learning, the one that is very different from the concepts of collectively distributed learning activity.
山本, 智広; 山本, 利一
This study is a proposal of instruction process for improvement of language activities in the technology education course in the junior high school in Japan. In this study, two efforts were carried out for the technology concerning material and processing. The first effort was the extraction of the learning situations that develop abilities of thinking, judgment and expression through language activities peculiar to the technology education course. The second effort was the verification o...
Langenbach, Christian; Bodendorf, Freimut
Within an electronic education market, an electronic education mall is defined as a virtual service center to support various transaction processes by providing a technological platform with appropriate value-added services and interfaces for suppliers and customers. In this context, an education broker service is of central importance, because…
Full Text Available Low levels of physical activity (PA are reported to contribute to the occurrence of non-communicable diseases over the life course. Although psychological factors have been identified as an important category concerning PA behavior, knowledge on psychological determinants of PA is still inconclusive. Therefore, the aim of this umbrella systematic literature review (SLR was to summarize and synthesize the scientific evidence on psychological determinants of PA behavior across the life course. A systematic online search was conducted on MEDLINE, ISI Web of Science, Scopus, and SPORTDiscus databases. The search was limited to studies published in English from January 2004 to April 2016. SLRs and meta-analyses (MAs of observational studies investigating the association of psychological variables and PA were considered eligible. Extracted data were evaluated based on importance of determinants, strength of evidence, and methodological quality. The full protocol is available from PROSPERO (Record ID: CRD42015010616. Twenty reviews (14 SLRs and 6 MAs, mostly of moderate methodological quality, were found eligible. Convincing evidence was found for self-efficacy (positive association with PA in children and adolescents, and stress (negative association with PA regardless of age. Most of the evidence revealing an association between psychological determinants and PA is probable and limited, mainly due to differences in the definition of PA and of psychological determinants across reviews. Thus, scholars are urged to reach a consensus on clear definitions of relevant psychological determinants of PA, subsuming cultural biases and allowing the possibility to obtain clear interpretations and generalizability of findings. Finally, most psychological determinants should be considered within a larger framework of other multi-level determinants that may interact or mediate some of the effects.
Stiller-Ostrowski, Jennifer L; Gould, Daniel R; Covassin, Tracey
"Psychosocial Intervention and Referral" is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Observational study. An accredited athletic training education program at a large Midwestern university. Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 +/- 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 +/- 3.8 years, grade point average = 3.27). All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F(2,23) = 29.358, P evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective.
Tian, Hao; Lin, Jin-Mann S; Reeves, William C
To evaluate the web structure of two web-based continuing education courses, identify problems and assess the effects of web site modifications. Markov chain models were built from 2008 web usage data to evaluate the courses' web structure and navigation patterns. The web site was then modified to resolve identified design issues and the improvement in user activity over the subsequent 12 months was quantitatively evaluated. Web navigation paths were collected between 2008 and 2010. The probability of navigating from one web page to another was analyzed. The continuing education courses' sequential structure design was clearly reflected in the resulting actual web usage models, and none of the skip transitions provided was heavily used. The web navigation patterns of the two different continuing education courses were similar. Two possible design flaws were identified and fixed in only one of the two courses. Over the following 12 months, the drop-out rate in the modified course significantly decreased from 41% to 35%, but remained unchanged in the unmodified course. The web improvement effects were further verified via a second-order Markov chain model. The results imply that differences in web content have less impact than web structure design on how learners navigate through continuing education courses. Evaluation of user navigation can help identify web design flaws and guide modifications. This study showed that Markov chain models provide a valuable tool to evaluate web-based education courses. Both the results and techniques in this study would be very useful for public health education and research specialists.
Ana Carolina Gravena Vanalli
Full Text Available This study aimed at verifying the education professionals' perception about the performance of school psychologists. To attain this goal, 24 education professionals were interviewed, being 19 educators and five school psychologists from 11 private and public schools of two cities of São Paulo state. Based on descriptions about the psychologists' performance found in the literature, it is possible to compare them to the school psychologists' performance and to the education professionals' perception. From the data obtained, it was verified that the participants had knowledge, even though in a general perspective, about the performance area and considered important the service of those professionals to the school as an institution. However, it was noticed the difference of perception between the performances reported by the psychologists and these professionals' performance described by the other education professionals interviewed, seeming to generate dissatisfaction and possible conflicts. Therefore, it is necessary that the psychologist attributions become clearer and widespread so their interventions could match educators' expectations, provide satisfying results and be more frequently included in school institutions.
Full Text Available The time course of physiological and psychological markers during cold acclimation (CA was explored. The experiment included 17 controlled (i.e., until the rectal temperature reached 35.5°C or 170 min had elapsed; for the CA-17 session, the subjects (n = 14 were immersed in water for the same amount of time as that used in the CA-1 session head-out water immersions at a temperature of 14°C over 20 days. The data obtained in this study suggest that the subjects exhibited a thermoregulatory shift from peripheral-to-central to solely central input thermoregulation, as well as from shivering to non-shivering thermogenesis throughout the CA. In the first six CA sessions, a hypothermic type of acclimation was found; further CA (CA-7 to CA-16 led to a transitional shift to a hypothermic-insulative type of acclimation. Interestingly, when the subjects were immersed in water for the same time as that used in the CA-1 session (CA-17, the CA led to a hypothermic type of acclimation. The presence of a metabolic type of thermogenesis was evident only under thermoneutral conditions. Cold-water immersion decreased the concentration of cold-stress markers, reduced the activity of the innate immune system, suppressed specific immunity to a lesser degree and yielded less discomfort and cold sensation. We found a negative correlation between body mass index and Δ metabolic heat production before and after CA.
Kathy L. Church, EdD
Full Text Available This article explores the premise of teacher identity development through course experiences directed at inquiry and social awareness. The course exploration examines the use of various strategies used to help promote educators as change agents. Pre-service students enrolled in a one-year master’s program with teaching credential participated in a yearlong course designed to engage them in guided inquiry while making connections between theory and practice. Evaluation of the projects and student perceptions of their work suggest that guided inquiry into educational issues builds critical thinking skills and a sense of purpose, leadership, and service through shaping teacher identity.
Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.
Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios
This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.
Pickering, James D; Henningsohn, Lars; DeRuiter, Marco C; de Jong, Peter G M; Reinders, Marlies E J
Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this twelve tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.
RUBIN, ALAN J.; AND OTHERS
THIS SUGGESTED OUTLINE FOR A BASIC COURSE IN SALES PROMOTION IS DESIGNED FOR NOT LESS THAN FIVE 2-HOUR SESSIONS ON (1) ASPECTS OF SALES PROMOTION, (2) SALES PROMOTION TECHNIQUES, (3) NEWSPAPER ADVERTISING, (4) WINDOW AND INTERIOR DISPLAY PRINCIPLES, AND (5) SELECTED PROMOTIONAL MEDIA AND DEVICES. POSSIBLE TEACHERS INCLUDE A SALES PROMOTION…
MAURO, RALPH N.; AND OTHERS
THIS SUGGESTED OUTLINE FOR A COURSE ON RETAIL ORGANIZATION IS PLANNED FOR FIVE 2-HOUR SESSIONS ON (1) EVOLUTION OF RETAIL ORGANIZATIONAL STRUCTURE, (2) ORGANIZATION, INCLUDING CONCEPTS, PRINCIPLES, AND PRACTICES, (3) TYPICAL RETAIL ORGANIZATION PATTERNS, (4) ORGANIZATIONAL AND FUNCTIONAL ANAYSIS, INCLUDING MERCHANDISING, SALES PROMOTION, AND…
Deschaine, Mark E.; Whale, David E.
Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…
Full Text Available The aim of the research was to evaluate role of socio-psychological factors of satisfaction with university education. Study was conducted in 2 stages. On the first stage data were obtained from 350 respondents, on the second stage from 127 respondents. Sample was divided into four groups: satisfied and dissatisfied with university education students; satisfied and dissatisfied with future profession students. The main factor contributing to students' adaptation to the university, and, consequently, indirectly affecting the satisfaction with educational process is a factor of interpersonal communication: relationship with other students, professors and curator of the group, satisfaction with surroundings and emotional acceptance of other people, social status in the group. Emotional sphere, motivation and socio-psychological adaptation besides methodological aspect are the main factors of satisfaction with university education. Satisfied with university education and future profession individuals are characterized by psychological well-being, while for dissatisfied individuals indifference, renunciation and negation are typical. Conscious choice of university and future profession are also preconditions of satisfaction with education. Results of this study make it possible to expand the existing ideas about components of satisfaction with education at the university. Thus, knowing the possible causes of students' dissatisfaction, we can eliminate negative factors and thereby improve not only satisfaction with university, but university rating, which is very important in today's world.
Alcaraz, M.; Chico, P.; Saura Iniesta, A.; Armero, D.; Vicente, V.
The creation of an interdepartmental project subsidised by the Spanish Ministry of Education has made it possible to create a series of specific didactic materials on Radiological Protection and Quality Assurance in Medical Radiodiagnostic Practices, leading to the publication of a specific manual and practical notebook. As a result, this material now constitutes the working basis for those professionals exposed to ionising radiation who are following the first continuous tele-education training course in Spanish via the Internet on this subject. Interactive multimedia training and tele-education may become one of the alternatives that allow health science professionals to receive continuous training, if adequate content and aims have been established during undergraduate training. (Author) 18 refs
Full Text Available The purpose of this study was to investigate the current status of sustainability education in Massive Open Online Courses (MOOCs. Sample MOOCs were searched for from seven popular platforms and three search engines. After screening, 51 courses were identified as the final sample. Course description, content outlines, reading materials, recommended textbooks and discussion threads were coded to obtain insights into sustainability education learning contents, pedagogical methods, and interaction situations. Results indicated that: (1 Edx and Coursera are platforms that incorporated the most sustainability-related courses, and most instructors were senior academics with the title of professor. American and European countries outperformed other English speaking countries as early birds in sustainability education using MOOCs. The average course length of our MOOC samples is 7.6 weeks, which is much shorter than a typical face-to-face college course; (2 Current MOOCs provided mainly introductory-level courses without prerequisites. Fourteen sustainability-related hot topics and five most popular textbooks were identified; (3 The pedagogical means used most frequently were discussion forums and lecture videos, while pedagogies such as team-based learning were not used to a large extent; (4 Learner interaction flourished in MOOCs, and sub-forums regarding Lecture Reflection, Welcome and Introduction were posted with most threads, replies, and votes. Our findings suggest that the MOOC is an innovative method in sustainability education and research. A variety of information and strategies could be used when preparing sustainability-related MOOCs.
Full Text Available College students’ mental health education research has become an important subject of psychological research in our country. Questionnaire survey and analysis are conducted on the adaptability to the campus life of college students. And we may have better and more effective college English teaching methods through this research. The data used in this paper come from 100 freshmen from Jiujiang University, majoring in Business English. Based on the analysis of the data, the following findings are obtained. By analyzing the psychological problems in college students’ learning process and putting forward the method to solve those problems, universities should carefully summarize the good experience and characteristics, and explore new ideas actively on college students’ psychological health education work to encourage students to learn English better.
Cuevas, Ricardo; Sánchez-Oliva, David; Bartholomew, Kimberley J; Ntoumanis, Nikos; García-Calvo, Tomás
Drawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external validity, as well as internal consistency (α ≥ .81) and invariance across gender. Moreover, burnout was strongly predicted by teachers' perceptions of competence (β = .53, p ≤ .01), autonomy (β = .34, p ≤ .01), and relatedness (β = .31, p ≤ .01) need thwarting. In conclusion, these results support the Spanish version of the PNTS as a valid and reliable instrument for assessing the understudied concept of psychological need thwarting in teachers.
Schiekirka, Sarah; Raupach, Tobias
Student ratings are a popular source of course evaluations in undergraduate medical education. Data on the reliability and validity of such ratings have mostly been derived from studies unrelated to medical education. Since medical education differs considerably from other higher education settings, an analysis of factors influencing overall student ratings with a specific focus on medical education was needed. For the purpose of this systematic review, online databases (PubMed, PsycInfo and Web of Science) were searched up to August 1st, 2013. Original research articles on the use of student ratings in course evaluations in undergraduate medical education were eligible for inclusion. Included studies considered the format of evaluation tools and assessed the association of independent and dependent (i.e., overall course ratings) variables. Inclusion and exclusion criteria were checked by two independent reviewers, and results were synthesised in a narrative review. Twenty-five studies met the inclusion criteria. Qualitative research (2 studies) indicated that overall course ratings are mainly influenced by student satisfaction with teaching and exam difficulty rather than objective determinants of high quality teaching. Quantitative research (23 studies) yielded various influencing factors related to four categories: student characteristics, exposure to teaching, satisfaction with examinations and the evaluation process itself. Female gender, greater initial interest in course content, higher exam scores and higher satisfaction with exams were associated with more positive overall course ratings. Due to the heterogeneity and methodological limitations of included studies, results must be interpreted with caution. Medical educators need to be aware of various influences on student ratings when developing data collection instruments and interpreting evaluation results. More research into the reliability and validity of overall course ratings as typically used in the
Full Text Available This paper reports the results of a survey conducted to examine the root causes leading to student dropout at a Greek distance education university. Data was gathered from two different courses – an undergraduate course leading to a Bachelors degree in Informatics (characterized by high dropout rates, and a postgraduate course leading to a Masters degree in education (characterized by low dropout rates. A comparative analysis of these two different courses revealed important similarities in dropout percentages and the reasons cited by students for dropping out. Our analysis also revealed important differences as well. This paper presents the results of a survey designed to investigate the relationship between dropout with intrinsic (student-related factors such as sickness, work/ school conflict etc., and extrinsic (institutional-related factors such as study methods and materials, educational approach, and tutor influence.
Full Text Available The article regards the questions of scientific-methodological provision of psychologist’s activity in an educational settlement which are urgent for the activity of practical educational psychologist in Russia as well. The presented information concerns the psychologist’s particular strands of work which can be both developing (development of ABM and psycho-correcting (reasons and forms of school phobias, bullying displays, lying. The ethical problems of psychologist’s work with families namely in case of the parent-child conflicts is also reviewed in the article.
Baeva, Irina A.
Full Text Available Determination of the personality’s psychological resources that ensure its resilience to negative effects of the social environment is a priority problem in modern society, science, and education, since we currently see a sharp increase in the number of factors that affect psychological hardiness and security. One of these is intensification of violent and aggressive forms of interaction in educational institutions. Such manifestations are especially dangerous in schools, since, by virtue of their age-specific features, students are the most vulnerable and they subsequently translate the acquired values and behaviors to society as a whole. The goal of this empirical study was to identify teenagers’ psychological resources that determine their resilience to various forms of psychological violence in the educational environment. The study covered four St. Petersburg high schools, with 437 teenagers aged from 16.5 to 17 (189 boys and 248 girls. A questionnaire was developed to divide the subjects into groups with high and low levels of protection (security against psychological violence in the educational environment. The questionnaire lists forms of psychological violence in the educational environment (identified by theoretical review that can occur in interpersonal communication between peers and between teachers and students. The respondents evaluated each item of the questionnaire in accordance with the proposed scale of frequency with which each form of violence occurred. Theoretical analysis determined that psychological violence is traumatic for the adolescent personality’s cognitive, emotional, and behavioral spheres. The teenagers’ psychological resources of resilience to violence in the educational environment were identified with the aid of psychodiagnostic methods addressing each of them. Our study allows us to conclude that the resources that ensure the teenager’s resilience to the negative effect of psychological violence
Provo, J.L.; Brown, W.C.
Vacuum Technology has, from the beginning, played a key role in the production of the Department's products at the General Electric Company's Neutron Devices Department (GEND). Early recognition was given to the need for vacuum education and training for producing and maintaining vacuums to meet departmental objectives. The vacuum courses taught at GEND are described. These include basic Vacuum Technology, Advanced Vacuum Technology, and specialized vacuum related courses. Course offering rationale, outlines of subject matter covered and criteria for measuring effectiveness will be presented for each course. Such vacuum technology related courses have resulted in improved GEND product quality and in reducing losses and production cost. At the same time, these courses have given participating employees career motivation for fulfilling more challenging vacuum technology job related positions and have enabled them to achieve upward mobility in the Department's work force
School psychologists have a new and stronger position in Sweden's educational system than earlier. For example, as of July 2011, all Swedish students ages 6 through 18 have guaranteed access to school psychology services. The school psychologists' roles are to be active participants and coworkers in the student health service team, working to…
Tichon, Jennifer; Loh, Jennifer; King, Robert
Virtual Reality (VR) techniques are increasingly being used in e-health education, training and in trial clinical programs in the treatment of certain types of mental illness. Undergraduate psychology student opinion of the use of Virtual Reality (VR) to teach them about schizophrenia at the University of Queensland, was determined with reference…
Allen, James D.
The use of case studies to teach educational psychology was studied, focusing on their effectiveness in helping students become more reflective in their thinking about the roles of teachers. The effects on content learned, affect and motivation, and performance were studied for students taught through case studies and through traditional…
The use of pop culture as a tool for learning and instruction is paramount. Therefore, it is imperative for teachers to be aware of, and incorporate, trends that are popular and reflect the student experience. This article addresses the pop culture trends that can positively affect teaching, coaching education, and sport psychology practice.…
Chacón-López, Helena; López-Justicia, Maria D.; Vervloed, Mathijs P. J.
This article reviews the consequences of Retinitis Pigmentosa, a retinal degenerative disease with progressive reduction of the visual field, visual acuity, contrast sensitivity, and night blindness. Retinitis Pigmentosa is addressed from both a psychological and an educational standpoint, focusing on the impact on learning, emotional well-being,…
Bordia, Sarbari; Bordia, Prashant; Restubog, Simon Lloyd D.
Despite their significant presence in western business schools, the needs and experiences of international students have not been adequately reflected in the business education literature. We draw upon psychological contract theory--used to understand employer-employee relationships--to develop a novel theoretical model on the international…
Using Self Determination as a framework, the purpose of the study was to examine the relationships between basic psychological needs, motivational regulations, self-esteem, subjective vitality, and social physique anxiety in physical education. One thousand and eighty two high school students aged between 14 and 19 [mean (M) = 15.89 ± 0.95 years]…
Brinker, Jay K.; Roberts, Pamela; Radnidge, Belinda
This article describes the development and evaluation of The Game of Late Life--a novel education activity for the psychology of ageing. The game was designed to provide transformational learning where students imagine themselves as older adults and move through late life via a game board, encountering various life events along the way. One of the…
Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…
Hsieh, Hsiu-Fang; Wang, Jing-Jy; Yen, Maiofen; Liu, Tzu-Ti
Institutionalized elderly who are frail and dependent are vulnerable to be abused by overwhelmed caregivers especially caregiver psychological abusive behavior is a growing but hidden problem with few evidence-based interventions. The purpose of this study was to examine the effectiveness of an educational support group in alleviating caregiver's…
Mitchell, Anita Witt; McConnell, John Robert, III
The major themes and trends represented by the articles published in "Contemporary Educational Psychology" (CEP) from 1995 to 2010 are reviewed in this paper. Included are the major topics, theoretical perspectives, participant characteristics, research methods and statistics used, and highly cited papers. The most frequently occurring topic…
Feldman, Ronald, Comp.; Coopersmith, Stanley, Comp.
This bibliography provides a comprehensive listing of the reference literature in early childhood (ages 2-9) psychology and education dealing with the affective domain. Categories such as achievement motivation; aggression; anger and frustration; character and moral development; creativity; games; and social behavior are included. One of the 27…
Moilanen, Donna L.; Bradbury, Susan
Examined a collaboration between health education and psychological services in generating a high school depression and suicide prevention program. The five-component program raised awareness of teen depression and suicide, increased communication about these issues within the school and community, and provided information about available…
Quintana, Stephen M.; Mahgoub, Lana
We review the scope and sources of ethnic and racial disparities in education with a focus on the the implications of psychological theory and research for understanding and redressing these disparities. We identify 3 sources of ethnic and racial disparities including (a) social class differences, (b) differential treatment based on ethnic and…
Valentina A. Polyanskaya
Full Text Available The article considers the results of psychological-educational research, implemented in teaching process of law students’, studying at bachelor level. Special attention is attached to self-determination of future lawyers in professional specialization during introduction training
Learning in the outdoors provides lasting educational experiences. Most students retain information best when doing an activity, and the outdoors allows for these opportunities. Outdoor education (OE) is a large, multi-disciplinary field cultivated from many roots. Since OE offers such vivid learning opportunities, it is an important area for…
Warnick, Bryan R.; Silverman, Sarah K.
Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…
This article begins with an interpretation and description of conceptions of selfhood that are assumed in educational psychologists' programs of theory, research, and practice in the area of student self-development. Three underlying conceptions of the self are considered: (a) the expressive self (found mostly in research and theory on self-esteem…
Wagner, Daniel A.; Lotfi, Abdelhamid
This paper discusses present forms of traditional Islamic (Quranic) education in Morocco in the light of modernization. Also considered is the potential impact of such traditional pedagogy on various cognitive abilities, whose growth is sometimes said to have been stunted by such experiences. (Author/SJL)
Glock, Sabine; Kovacs, Carrie
Teachers' and preservice teachers' attitudes toward students are mental states that may contribute to teachers' judgments and students' achievement. However, in the past, educational research has mainly focused on explicit attitudes and has hardly considered the pivotal role of implicit attitudes in predicting behavior. Drawing…
David C. Geary's thesis has the potential to alter our understanding of those aspects of human cognition relevant to instruction. His distinction between biologically primary knowledge that we have evolved to acquire and biologically secondary knowledge that is culturally important, taught in educational institutions and which we have not evolved…
Dianovsky, Michael T.; Wink, Donald J.
This paper describes research on the use of journals in a general education chemistry course for elementary education majors. In the journals, students describe their understanding of a topic, the development of that understanding, and how the topic connects to their lives. In the process, they are able to engage in reflection about several…
Caudill, Jason G.
OpenCourseWare (OCW) and Open Educational Resources (OER) are two new and closely related educational technologies. Both provide open access to learning materials for students and instructors via the Internet. These are for the moment still very young technologies. While they have grown dramatically in just ten years there is still relatively…
Full Text Available Abstract Background Psychological distress is a widespread indicator of mental health and mental illness in research and clinical settings. A recurrent finding from epidemiological studies and population surveys is that women report a higher mean level and a higher prevalence of psychological distress than men. These differences may reflect, to some extent, cultural norms associated with the expression of distress in women and men. Assuming that these norms differ across age groups and that they evolve over time, one would expect gender differences in psychological distress to vary over the life-course and over time. The objective of this study was to investigate the construct validity of a psychological distress scale, the K6, across gender in different age groups and over a twelve-year period. Methods This study is based on data from the Canadian National Population Health Survey (C-NPHS. Psychological distress was assessed with the K6, a scale developed by Kessler and his colleagues. Data were examined through multi-group confirmatory factor analyses. Increasing levels of measurement and structural invariance across gender were assessed cross-sectionally with data from cycle 1 (n = 13019 of the C-NPHS and longitudinally with cycles 1 (1994-1995, 4 (2000-2001 and 7 (2006-2007. Results Higher levels of measurement and structural invariance across gender were reached only after the constraint of equivalence was relaxed for various parameters of a few items of the K6. Some items had a different pattern of gender non invariance across age groups and over the course of the study. Gender differences in the expression of psychological distress may vary over the lifespan and over a 12-year period without markedly affecting the construct validity of the K6. Conclusions This study confirms the cross-gender construct validity of psychological distress as assessed with the K6 despite differences in the expression of some symptoms in women and in men over
Stelma, Juup; Fay, Richard
This paper presents an ecological perspective on the developing researcher competence of participants in the research education component of a professionally oriented master's course. There is a particular focus on the intentionality (as in "purpose") of the participants' research education activity. The data used to develop the…
A road safety study was conducted by the University of Salford, Great Britain, in order to evaluate the effects of secondary level driver education in reducing the occurrence of accidents. It examines the feasibility of using accidents and traffic offenses as criteria for evaluating courses in driver education. To achieve this objective, 1,800…
The purpose of this study is to investigate the benefits of higher education in mid-life from the perspective of life course agency. Studies concerning the benefits of degree-oriented higher education have been mainly conducted using survey questionnaires and quantitative methods. In order to gain a more comprehensive picture, this qualitative…
McCormick Myers, Myrell Denice
The purpose of this mixed methods study was to examine preservice teacher education candidates' perceptions of quality in online education courses within a regional comprehensive university located in Texas. The research questions also addressed students' perceived efficacy in their level of preparedness to: engage in field experiences;…
Osmond, Pamela; Goodnough, Karen
In this self-study, Pamela, a new science teacher educator, adopted Just-in-Time Teaching (JiTT) in the context of an elementary science education methodology course. JiTT is a teaching and learning strategy involving interaction between web-based study assignments and face-to-face class sessions. Students respond electronically to web-based…
Dachner, Alison M.; Polin, Beth
Management education research has provided educators with new instructional tools to improve course design and update the methods used in the classroom. In an effort to provide the typical undergraduate management student with the best possible learning experience and outcomes, it is important to recognize how and why these new activities benefit…
Bullough, Robert V., Jr.
In contrast to the wider education literature, rather little is known about the lives of early childhood education (ECE) teachers and the impact of those lives on their practice. Drawing on surveys completed by Head Start assistant and lead teachers, teacher lifelines, and interviews, and through the lens of life-course theory, the author portrays…
Purpose: The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.…
The popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as "Coursera", "Udacity" and "edX" were publicized by dailies and professional…
The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…
Anderson, Sada Mae
This study reviews, analyzes, and summarizes the scientific research and professional literature pertaining to affective education (education concerned with the emotional needs of the learners) in order to determine its implications for a communication arts course in the English program. A review of the literature indicated that when the basic…
Aasbrenn, Martin; Bingen, Hanne Maria
ICDE 23rd World Conference. Including EADTU Annual Conference 7-10 June, 2009 The Netherlands, Maastricht MECC We propose a framework for development of course programs in higher education : Our vision is that all teaching in higher education should aim for maximal learning with maximal flexibility. Learning technology could be used to optimize this, implemented through continuous feedback from the students.
Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.
Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…
D. Dumitrica (Delia)
textabstractThe popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as Coursera, Udacity and edX were publicized by
Heithecker, Julia Ann
The purpose of this quantitative study was to compare the educational effectiveness of online versus in-class computer literacy courses, and examine the impact, if any, of student demographics (delimited to gender, age, work status, father and mother education, and enrollment status). Institutions are seeking ways to produce technologically…
Bozkurt, Mahmut; Yasar, Sefik
Problem Statement: In recent years in Turkey, studies have been conducted that focus on the effects that globalisation has on education, but there have not been any papers based on the historical and conceptual framework of global education. Examining the literature, it can be argued that social studies courses have played a role in preparing…
Sagirli, Meryem Özturan
This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…
Hsu, Yu-Chang; Ching, Yu-Hui
This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning…
Allen, I. Elaine; Seaman, Jeff
"Changing Course: Ten Years of Tracking Online Education" in the United States is the tenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those…
After twenty years of expanding school-choice options, state leaders, educators, and families have a new tool: course choice, a strategy for students to learn from unconventional providers that might range from top-tier universities or innovative community colleges to local employers, labs, or hospitals. In "Expanding the Education Universe:…
Böck, H.; Villa, M.; Steinhauser, G.
The Vienna University of Technology (VUT) operates a 250 kW TRIGA Mark II research reactor at the Atominstitut (ATI) since March 1962. This reactor is uniquely devoted to nuclear education and training with the aim to offer an instrument to perform academic research and training. During the past decade a number of requests to the Atominstitut asked for the possibility to offer this reactor for external training courses. Over the years, such courses have been developed as regular courses for students during their academic curricula at the VUT/ATI. The courses cover such subjects as “Reactor physics and kinetics”, and “Reactor instrumentation and control”, in total about 20 practical exercises. Textbooks have been developed in English language for both courses. Target groups for commercial courses are other universities without an access to research reactors (i.e., the Technical University of Bratislava, Slovak Republic, or the University of Manchester, UK), international organisations (i.e., IAEA Dept of Safeguards, training section), research centres (ie. Mol, Belgium) for retraining of their reactor staff or nuclear power plants for staff retraining. These courses have been very successful during the past five years in such a manner that the Atominstitut has now to decline new course applications as the reactor is also used for Masters thesis and PhD work which requires full power operation while courses require low power operation. The paper describes typical training programs, target groups and possible transfers of these courses to other reactors. (author)