ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Study Abroad for Psychology Students
Author: Abrams, Kenneth
Date: 2016-00-00
Type: Journal Articles
Subjects: Study Abroad,Psychology,Academic Advising,Faculty Advisers,Guidelines,Educational Strategies,Mental Health,Cross Cultural Training,Psychological Characteristics,Psychological Needs,Psychological Services,Student Adjustment,College Programs

Study abroad in psychology promotes knowledge of other cultures, global-mindedness, the re-evaluation of one's cultural identity, interest in civic engagement, and insight into the universality or non-universality of psychological phenomena. Heightened recognition of these outcomes has led to increasingly larger numbers of psychology students studying abroad. Still, psychology staff who wish to direct a study abroad programme may find the process of organising and leading such a programme intimidating. They may also need practical strategies for responding effectively to mental health issues that arise while abroad, a charge for which professors of psychology are especially well suited. Additionally, psychology staff who advise students seeking study abroad opportunities need to be knowledgeable about the benefits of study abroad, options that exist for their students, and the basics of how to make study abroad administratively possible. In this paper we provide theory-, research-, and experience-driven strategies to guide psychology staff through the complex processes of advising students and directing study-abroad programmes.
International Community-Based Service Learning: Two Comparative Case Studies of Benefits and Tensions
Author: Akhurst, Jacqueline
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Comparative Analysis,Case Studies,Program Effectiveness,Barriers,Psychology,International Educational Exchange,Job Placement,Partnerships in Education,Student Experience,Learning Experience,Student Educational Objectives,Focus Groups,Interviews,Student Satisfaction,Foreign Countries

The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The recently-developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community-based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short-term or questionable, with less research on community partners' perspectives than on those of the students. This paper describes work with UK psychology students who undertook CBL in four different international settings (2008--2015); illustrating the complexities of setting up, facilitating and supporting students' CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations by the accompanying tutor and feedback from community partners. The findings show the richness of students' learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.
Internationalisation at Home: Intercultural Learning for Social Psychology Students
Author: Brown, Patricia M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Psychology,Intercultural Programs,Global Approach,Global Education,Curriculum Enrichment,Curriculum Design,College Students,Class Activities,Student Surveys,Student Satisfaction,Educational Change,Educational Practices,Foreign Countries

An internationalised curriculum could better prepare graduates for globalising and increasingly culturally diverse workplaces. There is a need to provide students with intercultural learning opportunities at home because many students do not have access to study abroad opportunities. This paper describes curriculum changes designed to enhance students' intercultural learning in a third year social psychology course at an Australian university. Two novel classroom activities based on the alliance building and cultural mapping methods of the Excellence in Cultural Experiential Learning and Leadership (EXCELL) programme were used. Students reported increased intercultural learning in this course, especially regarding awareness and knowledge, compared to another third year psychology course they participated in that did not include such activities. Suggestions for embedding intercultural learning throughout the psychology curricula are discussed along with the challenges in sustaining such curriculum changes.
Using Oral Exams to Assess Psychological Literacy: The Final Year Research Project Interview
Author: Turner, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Interviews,Research Projects,Psychological Studies,Verbal Communication,Evaluation Methods,Undergraduate Students,Communication Skills,Research Reports,Student Employment,Test Items,Evaluation Criteria,Test Reliability,Test Validity,Feedback (Response),Foreign Countries

The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate students. Data from three cohorts undertaking assessed interviews as part of a final year research project unit are examined. This assessment evaluated students' ability to explain the purposes and findings of their research to a lay audience, to articulate the conceptual basis and methodological background to their approach, and to reflect on their own development during the research process. Analysis of marks and feedback from the assessment suggests it provides a reliable means of evaluating skills that contribute to psychological literacy in a manner that is both educationally acceptable to students and a valid indicator of their general level of course performance.
Making a Difference with Psychology: Reporting on a Module to Develop Psychological Literacy in Final Year Undergraduates
Author: Kent, Alexandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Knowledge Level,Foreign Countries,Undergraduate Students,Problem Solving,Job Search Methods,Learning Modules,Skill Development,Theories,Consultants,Student Empowerment,Employment Qualifications,Student Attitudes,Teacher Attitudes

Improving students' psychological literacy has become a key part of the new British Psychological Society accreditation. This is fuelling an emphasis on helping students to apply their degree knowledge critically and innovatively, both to enhance their chances in a competitive job market and to give them the skills to make a real-world difference. This paper describes the design, implementation and evaluation of a module that boosts psychological literacy in final year undergraduates. We invited external partners to give us examples of current problems they were facing. We then asked groups of students to design a feasible solution to the problem, supported by psychological theories and findings. The module also helped students explore the psychology behind job hunting. We found that the module had a beneficial impact on students' learning and skills and the external partners found their ideas useful and innovative. Here we outline the challenges and successes of our approach as a model for any colleagues who may be interested in developing their own teaching in this area.
Cross-Cultural Difference in Academic Motivation, Academic Self-Esteem, and Upward Social Mobility within a Student Cohort
Author: Mugabe, C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Cross Cultural Studies,Cultural Differences,Student Motivation,Self Esteem,Social Mobility,Cohort Analysis,Questionnaires,Rating Scales,Self Determination,Statistical Analysis,Self Concept Measures

The relationship between academic motivation, support structures, self-esteem, and social mobility was assessed between three culturally distinct Higher Education student cohorts. Two-hundred-and-sixty-seven students took part in the study: 64 American undergraduates; 100 British undergraduates; and 103 Ugandan undergraduates. Using a number of appropriate, validated questionnaires, intergenerational upward social mobility was found to be academically motivating, both intrinsically and extrinsically. Intergenerational upward mobility was significantly positively correlated with academic self-esteem. Cultural differences were found primarily in intrinsic, extrinsic and intergenerational upward mobility scores, with Ugandan students endorsing these variables significantly more than the American students, and American students endorsing them significantly more than the British students. These findings are discussed in relation to the potential impact on student social mobility both here and abroad.
An Evaluation of an Intervention to Change First-Year Psychology Students' Theory of Intelligence
Author: Skipper, Yvonne
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Evaluation,Intervention,College Freshmen,Psychology,Knowledge Level,Intelligence,Control Groups,Comparative Analysis,Attitude Measures,Learning Processes,Foreign Countries,Mixed Methods Research,Questionnaires,Statistical Analysis

Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an incremental view of intelligence in first-year university students. Thirty-five students were shown a presentation which discussed research promoting an incremental view of intelligence (intervention group). Forty-four students were shown a presentation which discussed research on memory (control group). Participants completed measures of theory of intelligence, goals and behavioural intentions before and after the presentation. Results suggested that the intervention had been successful in promoting an incremental view of intelligence and thus positive learning behaviours. Interventions such as this may therefore have a positive impact on student success at university.
Awakening Aspirations of Primary School Students: Where Will Your Dreams Take You?
Author: Greenaway, Ruth
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Academic Aspiration,Higher Education,Low Income Students,Capacity Building,Youth Programs,Participatory Research,Photography,Social Action,Outcomes of Education,Attitude Change,Knowledge Level

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children's capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.
Giving Psychology Away: How George Miller's Vision Is Being Realised by Psychological Literacy
Author: Banyard, Philip
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Change Agents,Educational Development,Educational Trends,Intellectual History,Psychological Services,Psychological Studies,Educational Benefits,Science and Society,Public Opinion,Influence of Technology,Transformative Learning,Foreign Countries,Speeches,Secondary School Curriculum,College Curriculum

In George Miller's famous address to the American Psychological Association in 1969 he explored the aims and future direction of psychology. Psychology could develop as a professional elite that develops specialised knowledge that experts can hold on to or it could aim to &quot;give psychology away&quot; and to allow the general public access to psychological knowledge that will be of benefit to them. In so doing it will create &quot;a new and different public conception of what is humanly possible and humanly desirable.&quot; This vision is being realised 50 years on by the wide dissemination of psychology knowledge through, for example, university school courses in the subject, and the growth of psychological literacy in the general public. This paper discusses issues raised by this and the implications for the profession of psychology and the perception of psychology in the general public are discussed.
Sharing Ideas for Teaching Psychology through an International Translation Project
Author: Smith, Joanna
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychology,Teaching Methods,Teaching Skills,Technology Transfer,Adoption (Ideas),Program Implementation,Educational Principles,Educational Research,Translation,Research Reports,Praxis,Active Learning,Conferences (Gatherings),College Programs,Foreign Countries

A first time attender at the annual conference of the &quot;National Institute on the Teaching of Psychology&quot; (NITOP, 2014), Castro was impressed with how throughout, discussions were vivid and innovative; talks were warm and interactive, handouts and other resources were diverse and abundant, with all materials very well adjusted to various aspects of the teaching process. Castro discovered that support for excellence in the teaching of psychology is stronger in the US than perhaps anywhere else in the world. This convinced Castro of the need to try to import to her country (France) some of the United State's intense interest in the teaching of psychology. In this paper, Smith and Castro, describe the implementation and current status of the translation project as well as some of the ways in which it has led to further efforts to improve the teaching of psychological science in France.
Economic Learning Media Development Based on Local Locality
Author: Hadi, Rizali
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Economics Education,Educational Media,Indigenous Knowledge,Qualitative Research,Data Collection,Minimum Competencies,Use Studies

This study aims to describe the learning medium of economic education at senior High School in Banjarmasin with media based on local wisdom. This research uses qualitative method as developed by Miles &amp; Huberman, starting from data collection, data reduction data display, and then made conclusion. Data were collected in the order of Basic Competence (KD) of Economics lesson, from Class X, XI, and XII. The data are grouped into media that are (a) audio, (b) visual, and (c) audio &amp; visual. Respondents are economic teachers, MGMP Economics, the school, especially the principal in question. From this research, it is known that the use of learning media based on local wisdom in high school in Banjarmasin City has been done mostly using audio, visual or audio &amp; visual media, in every Basic Competence (KD) of economic learning. Already there are inserted with the media based on local wisdom, but has not been explored to the fullest.
Factor Analysis of Key Success Indicators in Curriculum Quality Assurance Operation for Bachelor's Degree in Physical Education
Author: Sukdee, Thitipong
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Analysis,Bachelors Degrees,Physical Education,Quality Assurance,Educational Quality,Curriculum,Student Evaluation,Student Improvement,Statistical Analysis,Educational Indicators,Course Descriptions,Feedback (Response),Higher Education,College Faculty,Teacher Attitudes,Foreign Countries

The purpose of this study was to analyze the factors of key success indicators in curriculum quality assurance operation for bachelor's degree in Physical Education. The 576 subjects were selected using cluster sampling from curriculum lecturers, staffs, and lecturers at the Academy of Physical Education Curriculum. The instrument was a related questionnaire with a 1-5 rating scale. The data were analyzed using exploratory factor analysis (EFA) with principal component analysis and orthogonal rotation by the Promax method. The results of the study revealed that there were four factors influencing key success indicators in curriculum quality assurance operation for bachelor's degree in Physical Education, sorted by priority. The four factors are: 1) learning management and student assessment components, 2) student potential improvement components, 3) quality of lecturer components, and 4) system and mechanism of curriculum administration. Generally, the obtained factors accounted for 70.166 percent of key success indicators in curriculum quality assurance operation for bachelor's degree in Physical Education.
How Much Is Teaching and Learning in Higher Education Digitized? Insights from Teacher Education
Author: Riehemann, Jens
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Education Programs,College Students,College Faculty,Attitude Measures,Foreign Countries,Online Surveys,Likert Scales,Statistical Analysis

The digital age has changed how we communicate, inform ourselves, and even how we teach and learn. This study systematically analyses and compares the perspectives of university academics (N = 75) and university students (N = 206) from the field of teacher education on digitized teaching and learning. In a between-subjects design, participants of both groups were asked for their perspectives on dealing with digital media (i.e., general assessment of digital media, use of different media types and the role of digital media in university courses). Furthermore, they were asked for their own and their anticipated perspectives of each other, in particular, their assumed advantages of using digital media in university teaching. In sum, the findings indicate that it might be fruitful for university academics and students to exchange their views on the use of digital media for teaching and learning in higher education.
Psychological Literacy: A Multifaceted Perspective
Author: Hulme, Julie A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Conferences (Gatherings),Higher Education,Citizenship Education,Educational Practices,Educational Philosophy,Secondary School Curriculum,Educational Change,Educational Development,Psychological Studies

The concept of psychological literacy has grown in importance within psychology education at all levels, in the UK and globally, in recent years. Increasingly, psychology educators and policy makers are seeking to emphasise the relevance and usefulness of psychology within everyday life, within the workplace, and as an element of global citizenship. The Division of Academics, Researchers and Teachers in Psychology (DART-P), recognising this recent development, hosted a symposium at the British Psychological Society (BPS) Annual Conference 2015, at which the concept of psychological literacy was explored within the context of higher and pre-tertiary psychology education. The aim of the symposium, reflected in this article, was to explore current thinking, developments and practice within contemporary psychology education, with a view to stimulating critical discussion and reflection on psychological literacy and its delivery within both pre-tertiary and higher education contexts. Ultimately, the symposium, and this article, are intended to facilitate exploration of the opportunities provided by psychology education, at all levels, to develop students as psychologically literate citizens. This article summarises the talks and discussions which occurred during the symposium. Firstly, we introduce the concept and literature surrounding psychological literacy and its importance to modern psychology education. This is followed by a case study illustrating one way in which psychological literacy has been embedded into the curriculum within a university undergraduate programme. We move to consider the development of thinking about psychological literacy in a historical context, linking it to societal benefits and Miller's (1969) concept of &quot;giving psychology away.&quot; This raises the question of the extent to which pre-tertiary psychology education can equip students with psychological literacy, and the impact of the growing numbers of people who have studied psychology upon society. In England and Wales, the most popular pre-tertiary psychology qualification is the A level, which has undergone recent revisions, and so we consider the contribution of the new A level psychology specifications to psychological literacy. In conclusion, this paper offers some thoughts about the implications of the growth in emphasis on education for psychological literacy, reflecting the discussions held during the plenary session at the end of the symposium.
Psychology Educators of Tennessee (PET): A Regional Learning Community for Psychology Teachers
Author: Kelly, Kiesa
Date: 2016-00-00
Type: Journal Articles
Subjects: Regional Cooperation,Faculty Development,Psychology,Communities of Practice,Teacher Collaboration,College School Cooperation,College Faculty,Secondary School Teachers,Educational History,Conferences (Gatherings),Organizational Change,Organizational Objectives,Organizational Theories

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 expanding the organisation, and challenges we have experienced with developing and maintaining PET. We also provide evaluation data from recent participants and suggestions for institutions of higher education interested in creating a similar kind of organisation.