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Book part
Publication date: 8 June 2020

Rupert Ward

Abstract

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Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

Book part
Publication date: 18 January 2021

Cheron H. Davis, Novell E. Tani and Arie Christon

This chapter outlines the efforts of two tenure-earning faculty members in distinctly different disciplines. Those navigating through a Historically Black College and…

Abstract

This chapter outlines the efforts of two tenure-earning faculty members in distinctly different disciplines. Those navigating through a Historically Black College and University (HBCU) context face a unique set of challenges relative to institutional infrastructure that lends support for teaching, student development, research implementation, and scholastic activities. To address these shortfalls, the authors took action by implementing a novel and collaborative course redesign. While these efforts aimed to enrich existing course instruction, develop undergraduate students' research and teaching pedagogy, and provide culturally relevant teaching services to a partnering primary education institution, early incidents that emerged from the redesign revealed the utility of affording students such as innovative research experience (RE). The authors developed the novel assignment in accordance with Florida A&M University's Quality Enhancement Program, #WriteOnFAMU, which seeks to create a culture in which students become actively engaged in their learning through writing proficiency. Writing Across the Curriculum (WAC) supports high-impact practices, undergirded by multiple opportunities for students to participate in cocurricular writing opportunities.

Moreover, the cross-curricular integrative writing approach implemented by the instructors of these courses (the authors) provided students enrolled in the Colleges of Education and the College of Social Sciences, Arts, & Humanities a unique opportunity to become actively engaged in a multidisciplinary approach to learning. The assignment not only enhanced students' writing proficiency but also broadened their exposure to content area knowledge, afforded students an opportunity to synthesis materials across disciplines, and allowed for critical analysis relative to an action-based, translational RE. The collaborative research assignment entailed two major objectives: the developed project was to (1) improve elementary education preservice students' lesson plan writing and implementation proficiency and (2) develop emerging psychology students' ability to produce and implement an action-based research project within the realm of Social Psychology. Students enrolled in RED3013 (Teaching Reading and Diagnosing its Growth) and SOP3003 (Social Psychology) worked collaboratively to complete the course requirements. Throughout the chapter, the authors describe how this teaching approach aided in faculty and student development. The narrative elaborates on tenure-earning elements of teaching and service via peer collaboration. Additionally, the authors highlight the scanty resources that create pitfalls for affording students opportunities to develop as researchers.

Details

The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

Article
Publication date: 14 October 2004

Geoffrey Troughton

This article seeks to augment understanding of the rise of psychological interpretations of the child in New Zealand, and suggest refinements to McDonald’s typology, with…

Abstract

This article seeks to augment understanding of the rise of psychological interpretations of the child in New Zealand, and suggest refinements to McDonald’s typology, with reference to changing religious values and priorities in the years before World War II. In particular, it considers patterns of religious education, with special reference to changing representations of Jesus for children during this time. Consideration of this material indicates that psychological approaches to childhood played an important role in shaping religious education throughout these years. Though noteworthy in itself, this influence highlights the extent to which interest in scientific and psychological understandings of the child had been growing more generally since the beginning of the twentieth century. Indeed, it provides a broader context for understanding the post‐war expansion of psychological approaches to children. Insofar as psychological interpretations of childhood were paradigmatic after 1945, this occurred because such approaches had been disseminated and acquired sufficient legitimacy in preceding years.

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History of Education Review, vol. 33 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 25 January 2019

Boreum Ju

The purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following…

2087

Abstract

Purpose

The purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD?

Design/methodology/approach

This study reviewed the HRD definitions and core theories. The core theories and conceptual frameworks related to adult and professional education, organizational development and strategic human resource development were described. The application of these theories and conceptual frameworks to the research and practice of HRD was addressed.

Findings

The psychology theories that were explored were the adult learning theories, and that gestalt-psychology, behavioral psychology and cognitive psychology were illustrated. Systems theory was explored and explained in relation to organization development. Economic theory was explored and explained focusing on human capital theory; and it was demonstrated how economic theory is associated with strategic HRD.

Originality/value

The core-theory description and linking to adult and professional education, organizational development and strategic HRD may give understanding of the HRD foundations and ethical perspective that is essential for both scholars and professionals. The conceptual frameworks presented can be used to help facilitate discussions on developing or implementing HRD programs.

Details

European Journal of Training and Development, vol. 43 no. 1/2
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 14 October 2013

Julie McLeod and Katie Wright

The purpose of this paper is to examine expert ideas about education for citizenship in 1930s Australia. Drawing on a larger study of adolescence and schooling during the…

1141

Abstract

Purpose

The purpose of this paper is to examine expert ideas about education for citizenship in 1930s Australia. Drawing on a larger study of adolescence and schooling during the middle decades of the twentieth century, the paper explores the role of international networks and US philanthropy in fostering the spread of new psychological and curriculum ideas that shaped citizenship education, and broader educational changes during the interwar period. A second purpose is to provide historical perspectives on contemporary concerns about the role of schooling in addressing social values and student wellbeing.

Design/methodology/approach

The discussion is informed by approaches drawn from Foucauldian genealogy and historical studies of transnationalism. It examines constructions of the good and problem student and the networks of international educational expertise as forms of “travelling ideas”. These transnational exchanges are explored through a close analysis of a defining moment in Australian educational history, the 1937 conference of the New Education Fellowship.

Findings

The analysis reveals the ways in which psychological understandings and curriculum reforms shaped education for citizenship in the 1930s and identify in particular the emergent role of psychology in defining what it meant to be a good student and a good future citizen. The paper further finds that Australian education during the interwar years was more cosmopolitan and engaged in international discussions about citizenship and schooling than is usually remembered in the present. Elaborating this is important for building transnational histories of knowledge exchange in Australian education.

Originality/value

The paper shows the value of a relational analysis of school curriculum and psychological understandings for more fully grasping the different dimensions of education for citizenship both in the interwar years and now. It offers fresh perspectives on contemporary educational debates about globalisation and youth identities, as played out in current concerns about social values and schooling.

Details

History of Education Review, vol. 42 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 16 December 2016

Roxana Ghiaţău

In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a…

Abstract

In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a student in a communist country, interpreting her lived experiences in light of their impact upon her education and teaching profession. The second perspective is that of the researcher who looks to the future, initially lacking in resources but willing to connect to the global research in his or her field of interest, educational ethics. The international studies that substantiated and inspired our research in the domain of educational ethics include philosophical works, moral psychology studies, and resources from sociology and organizational psychology as well as from pedagogy. Regarding the trends expected in comparative and international education, I have grouped them into three categories: (1) Trends related to the research themes in comparative education: many major themes of education have already been filtered or will be filtered through the comparative lens (the history of education, philosophy of education, curriculum and didactics, sociology of education, politics and economy of education and psychology of education); (2) Methodological trends – joint quantitative and qualitative methodology will support the research processes in comparative education; and (3) Trends regarding the impact of the research in comparative pedagogy: global models will inspire local initiatives, without being copied.

Details

Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

Keywords

Article
Publication date: 25 January 2019

Elly Quinlan, Trevor Crowe, Frank P. Deane and Meredith Whittington

The purpose of this paper is to examine how a peer mentoring relationship may support provisional psychologists engaged in postgraduate education in Australia. The…

Abstract

Purpose

The purpose of this paper is to examine how a peer mentoring relationship may support provisional psychologists engaged in postgraduate education in Australia. The theoretical lens for this study draws from the real relationship framework and significant events literature.

Design/methodology/approach

Quantitative and qualitative data were obtained via a web survey from a sample of 23 mentors and 41 mentees. Participants had engaged in a one-year peer mentoring program on a volunteer basis. The survey contained measures of functions of mentoring, perceived genuineness and realism in the relationship, and overall satisfaction with peer mentoring. Participants also provided accounts of helpful events, hindering events and open feedback.

Findings

Perceived satisfaction was significantly correlated with greater genuineness and realism in the relationship. Satisfaction was associated with psychosocial and clinical functions of mentoring for both mentors and mentees, and career functions for mentees only. Qualitative findings indicated that the most helpful events included psychosocial support, mutual understanding and skill development. The most frequent hindering events were logistics/time, lack of structure and mentor technique/activity.

Practical implications

Peer mentors show great promise for supporting provisional psychologists. Recommendations for higher education providers include providing peer mentors with guidance regarding the importance of psychosocial support, clinical skill development and creating genuine and real relationships. Peer mentor training would also benefit from the inclusion of career development strategies and psychoeducation on transference.

Originality/value

This study is the first to apply the real relationship framework and significant events analysis to the psychology peer mentoring context.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 5 January 2022

Margaret R. Rogers, Erin D. Churchill, Mehwish Shahid, Teressa O. Davis and Crassandra Mandojana-Ducot

This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing…

Abstract

Purpose

This study involves a content analysis of research published from 2000 to 2018 about American Indian students with the principal aim to identify investigations addressing the supportive factors that contribute to student academic success. Secondary aims involved better understanding the parameters of the investigations, such as sample tribal affiliations and journal outlets.

Design/methodology/approach

Out of 6,341 total articles published in PsycARTICLES, PsycINFO and Education Resources Information Center over the time period, 86 articles covering the pre-school to college age years were identified, almost evenly distributed between pre-college (n = 42, 48.8%); and college age samples (n = 44, 51.2%). The 86 articles account for a mere 1.4% of all published articles over the 19 year period. A community cultural wealth approach (Yosso, 2005) was used as a framework for understanding the myriad of strengths students bring to their school experiences and was used as a lens for interpreting the study findings.

Findings

When disaggregated, the most common supports for pre-college age youth were culturally-sensitive schooling, personal/intrinsic qualities along with family and social support. For college age students, the most common supports were university personnel, community-based supports and student intrinsic factors. Further results, study limitations and implications are discussed.

Originality/value

This research is original.

Details

The Journal of Mental Health Training, Education and Practice, vol. 17 no. 2
Type: Research Article
ISSN: 1755-6228

Keywords

Book part
Publication date: 25 February 2019

Abstract

Details

Essays on Teaching Education and the Inner Drama of Teaching
Type: Book
ISBN: 978-1-78769-732-4

Article
Publication date: 26 April 2019

Andrian Liem

As part of a nationwide research about knowledge, attitude, experiences and educational needs towards complementary and alternative medicine (CAM) among Indonesian…

Abstract

Purpose

As part of a nationwide research about knowledge, attitude, experiences and educational needs towards complementary and alternative medicine (CAM) among Indonesian clinical psychologists (CPs), the purpose of this paper is to explore CPs’ perceptions of CAM research and their interest in learning CAM.

Design/methodology/approach

A link to an online survey was e-mailed to all 1,045 CPs across Indonesia. At the end of the survey, two open-ended questions were asked: “What do you think about CAM research in Indonesia?” and “Why are you interested in learning about CAM?”, which were responded to by 127 participants (87 per cent of females; Mage=36.67, SD=9.02). Participants’ responses were analysed using inductive qualitative content analysis.

Findings

It was found that two global themes for CPs’ perceptions of CAM were to improve participants’ professionalism and as part of continuing education and development for mental health professionals. The favourable responses in this study may reflect participants’ willingness to be involved in collaborative CAM research and education. Moreover, CAM was perceived as part of Indonesian culture and participants viewed CAM research and knowledge as a chance to promote Indonesian local wisdom to complement conventional psychotherapy.

Research limitations/implications

These findings might call for stakeholders to integrate CAM knowledge into psychology education, facilitate CAM research in psychology settings and encourage collaborative CAM research. However, self-selection bias may limit the findings of this study.

Originality/value

This study explored perceptions of CAM research and interest in learning CAM that have rarely been investigated among mental health professionals and particularly, until now, have not been investigated in Indonesia.

Details

The Journal of Mental Health Training, Education and Practice, vol. 14 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

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