Educational Psychology

Multicultural Education in Turkey

by Ahmet Özalp (MEd)

Ending the education lottery: why the government must extend the NDIS to schools

by Christopher Boyle

Published in 'The Conversation'

While funding a National Disability Insurance Scheme (NDIS) seems a laudable attempt by the Labor Government to... more While funding a National Disability Insurance Scheme (NDIS) seems a laudable attempt by the Labor Government to redress chronic inequality for a vulnerable group, an opportunity to link it to disability support in schools has been missed.

Narrative work in schools

by Chris Watkins

Developmental expectations of preschoolers by Indonesian, Malaysian and Singaporean urban mothers.

by Airil Haimi Mohd Adnan

(2012) - refereed proceedings.
Co-authored with Nurulhayati Ilias.

Second International Congress of Interdisciplinary Research and Development (INRIT) / May 31st to June 1st, 2012, Bangkok, THAILAND.

Enhancing learning and retention through ‘cognitive linkages’: a case study of Malaysian children.

by Airil Haimi Mohd Adnan

(2012) - refereed proceedings.
Co-authored with Nurulhayati Ilias (lead).

Second International Congress of Interdisciplinary Research and Development (INRIT) / May 31st to June 1st, 2012, Bangkok, THAILAND.

İlköğretim ve Ortaöğretim Kurumlarında Görev Yapan Okul Yöneticilerinin İşkoliklik Eğilimleri/ Workaholic Tendencies among School Administators Employed in Primary and Secondary Schools

by Salih BARDAKCI

(Book Review) Argumenter en classe de sciences. C. Buty and C. Plantin (Eds.)

by Antonio Bova

Young people navigating the transition to university: Policy, context and influences

by John Bradley

Published in 'Educational & Child Psychology' Vol. 29 No. 1, 2012, pp 101 - 110.

Until the late 20th century the transition from secondary to higher education (HE) was undertaken by only a small... more Until the late 20th century the transition from secondary to higher education (HE) was undertaken by only a small proportion of young people. The number of young people in the UK now applying to university each year is the highest it as ever been, at more than half a million. The decision to attend university raises questions for young people about costs and benefits – social, emotional and financial. Surprisingly, the transition to HE has provoked very little academic discussion in that part of the psychology community involved with young people and their education. The paper uses ideas from life course theory (LCT) to organise the research evidence and provide an account in terms of policy, social context and sources of influence. It examines critically the concept of ‘progression’ to higher education and the role of university marketing. The paper concludes by suggesting how psychologists might helpfully engage with the issue at the level of both public policy and individual guidance.

WTF? Detecting Students who are Conducting Inquiry Without Thinking Fastidiously.

by Jaclyn Ocumpaugh

co-authored with Wixon, Michael, Ryan S.J.d. Baker, Janice Gobet, and Mathew Bachman

20th annual conference on User Modeling, Adaption, and Personalization (UMAP)  20th annual conference on User Modeling, Adaption, and Personalization (UMAP) 

Towards Automatically Detecting Whether Student Learning is Shallow

by Jaclyn Ocumpaugh

Co-Authored with S.J.d. Baker, Ryan, Sujith Gowda, Albert Corbett. For the 11th International Conference on Intelligent Tutoring Systems.

PRACTICAL COUNSELING SKILLS AND APPROACHES

by Daniel Keeran MSW

By Daniel Keeran, MSW, President, College of Mental Health Counselling

This is a convenient list of practical counseling articles with clickable hypertext to access the full version. Topics... more This is a convenient list of practical counseling articles with clickable hypertext to access the full version. Topics include:

What To Say When Dying,
Working With Anger,
Counseling Depression,
Counseling Domestic Violence,
Healing Childhood Loss of Caring,
Healing Grief,
Healing Sexual Abuse,
Effective Counseling Skills,
Solving Issues in Marriage,
Solving Problems,
Steps To Prevent Suicide,
Steps for Healing Adultery

Preliminary investigation of instructor effects on gender gap in introductory physics

by Burrow Kreutzer

Co-authored with Andrew Boudreaux, Accepted to PRST-PER on April 03, 2012

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were... more Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and post-course. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as Wise Schooling. Results suggest that instructor practices affect differential learning, and that Wise Schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

CUDDLE AND READ

by Nigel Mellor

Visit website
https://sites.google.com/site/nigelsbitsandbobs/Home/cuddle-and-read

This approach tackles reading problems by addressing difficulties in the parent-child interaction. The material was origianlly for psychologists, but could be easily adapted for teachers. Colleagues are invited to adapt the materials and run their own small scale research projects on this approach.

From exploring practice to exploring inquiry: a practitioner researcher's experience (this PhD thesis gives the beginnings of "messy method")

by Nigel Mellor

Vist website www.nmellor.com for this thesis - on page called "messy method"

Communication in Mind, Brain, and Educaiton: Making Disciplinary Perspectives Explicit

by Priya Kalra

Educación y desarrollo humano en América Latina: reflexiones desde la Psicología Cultural

by Adolfo Perinat

2007. In collaboration with Fany Tarabay-Yunes. Universitas Psychologica (Bogotá, Colombia), 7(3), 701-710.

Se ha constatado que los programas de educación de corte económico no han dado los resultados esperados en América... more Se ha constatado que los programas de educación de corte económico no han dado los resultados esperados en América Latina. Se postuló que la es- colarización contribuiría a erradicar la pobreza. No se ha tenido en cuenta que la cultura de los marginados puede rebajar la eficiencia de los programas de educación y actuar contra las expectativas generadas. Siguiendo esta línea, exponemos algunas consideraciones sobre la dimensión psicológica de la cultura: las creencias, los valores y la visión del mundo que conllevan. Ello repercute en cómo las familias consideran la escolarización y qué bene- ficios esperan de ella. Ante el problema endémico de la deserción escolar adolescente, buscamos una explicación en las representaciones que tienen acerca de la escuela y sus motivaciones para aprender allí. Como conclu- sión, la planificación de programas educativos para grupos desfavorecidos ha de adecuarse a las características de su universo cultural para conseguir los efectos que se pretenden.

Economic programs aimed at improving education in Latin America have failed to deliver the promised results. The assumption that improving pri- mary and secondary education will contribute to the eradication of poverty has discarded that the culture of marginalized social groups reduces the effectiveness of such endeavor. We explore the psychological aspects of culture –the beliefs, values, and meaning systems of any cultural group. We highlight how families living in poverty perceive schooling and its supposed benefits. These attitudes are transmitted to children in the socialization process. Another prevalent problem is the high proportion of adolescents who drop out of school. We look for an explanation in their internal repre- sentations of schoolwork and their motivation for doing it. We conclude that cultural beliefs should be taken into account in the planning of educational programs to aid children and adolescents from poor neighborhoods. They must be adapted to the cultural world of recipient groups.

En torno a la innovación docente: competencia versus conocimiento

by Adolfo Perinat

2005. In collaboration with Fany Tarabay. Compendium (UCLA, Barquisimeto, Venezuela), 2, Julio, 79-89.

En los pocos años que corren del siglo XXI la Universidad está viéndose sometida a fuertes presiones de cambio.... more En los pocos años que corren del siglo XXI la Universidad está viéndose sometida a fuertes presiones de cambio. Parece como si el viejo modelo de la enseñanza disciplinar hubiera quedado obsoleto y tuviéramos que proceder, a toda prisa, a
sustituirlo por otro que se garantice como más eficiente. En este articulo vamos a plantear con la mayor objetividad posible los fundamentos y las consecuencias de este movimiento en pro de la renovación de la universidad que llega enarbolando el eslogan de la competencia. En primer lugar vamos a discutir qué es lo que aporta esta noción, aparentemente novedosa, frente a la tradicional de conocimiento y las razones de que se quiera imponer aquélla frente a ésta. En segundo lugar, vamos a razonar que la Universidad, lejos de rechazar el propósito de que sus egresados sean competentes en sus desempeños (profesionales u otros), ha de asumir una formación para la competencia (lo cual no es lo mismo exactamente que por competencias). Por último, haremos algunas sugerencias para que la Universidad logre un equilibrio en la formación, en el conocimiento y en competencias siguiendo su mejor tradición pero renovada de acuerdo con las exigencias sociales que afloran en el siglo que comenzamos.

Los implícitos en la transmisión/adquisición de conocimientos escolares

by Adolfo Perinat

2002. Revista Galego-Portuguesa de Psicoloxia e Educación, 8(6), 189-201.

La comunicación dentro del aula escolar está regida por una serie de pautas fuertemente institucionalizadas que... more La comunicación dentro del aula escolar está regida por una serie de pautas fuertemente institucionalizadas que constituyen, en conjunto, lo que se puede denominar un contrato de comunicación. Cubren toda la actividad de transmisión/adquisición del conocimiento que allí se lleva a cabo. Orientan el discurso del profesor, sus procedimientos de control del alumnado, sus métodos y, en general, toda su acción pedagógica. La mayoría de estas pautas son implícitas, es decir, son modos de proceder indiscutidos y rutinarios que constituyen la vida cotidiana en el aula. Los alumnos aprenden velozmente esas pautas y las interiorizan como inherentes a su papel. Una mirada de etnógrafo las saca a la luz del día y deja al descubierto la escasa funcionalidad de bastantes de ellas.

The communication in the classroom is regulated by a set of a pattems that, all togheter, set up what can be called a communication contract. These pattems give shape to the mutual activity of transmission and acquisition of knowledge which is properly carried out at the classroom. They orient the teacher's discourse, his procedures of controlling pupils, his methods and, in general, his instructional activity as a whole. Most of these pattems are implicit, that is, they are ways of acting taken for granted that make up the everyday life in the classroom. They are leamed very quickcly and are interiorized as inherent to the pupils role. The ethnographer's inquiry bring them to ligth et shows that a lot of them are barely functional for the purposes of education and leaming.

Can spatial training improve long-term outcomes for gifted STEM undergraduates?

by David Miller

Co-authored with Diane Halpern. Published in Learning and Individual Differences.

This one-year longitudinal study investigated the benefits of spatial training among highly gifted science,... more This one-year longitudinal study investigated the benefits of spatial training among highly gifted science, technology, engineering and mathematics (STEM) undergraduates (28 female, 49 male). Compared to a randomized control condition, 12 h of spatial training (1) improved the skills to mentally rotate and visualize cross-sections of 3-D objects shortly after training, (2) narrowed gender differences in spatial skills shortly after training, and (3) improved examination scores in introductory physics (d=.38) but not for other STEM courses. After eight months, however, there were no training differences for spatial skills, STEM course grades, physics self-efficacy, or declared majors. Large gender differences, favoring males, persisted for some spatial skills, physics grades, and physics self-efficacy eight months after training. These results suggest that sustained exposure to spatially enriching activities over several semesters or years may be necessary to address gender gaps in spatial skills among highly gifted STEM undergraduates.

ADHD and attention seeking behaviour problems (this paper explains how to distingush the two)

by Nigel Mellor