ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying a Topic for a Psychology Dissertation: A Process Map for Students
Author: Holliman, Andrew J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Supervision,Supervisors,College Faculty,Teaching Methods,Graduate Students,Psychology

Identifying a 'promising' topic for a psychology dissertation is widely recognised as one of the most important, challenging, and stressful parts of the research process. Students are required to work in a relatively unstructured way (compared with other modules) to independently identify a topic that is not only appropriate, of personal interest, ethical, and achievable, but also rooted in psychological literature, methodologically sound, and with originality (for higher marks and publication potential). This typically occurs concomitantly with other modules, assessments, and obligations, within a restricted timeframe, placing heavy demands on students (and sometimes their supervisors). Although there are extensive resources on 'doing a psychology project' and on 'choosing a dissertation topic' we feel there remains scope to more effectively support students' topic selection in a way that does not circumvent the independent nature of the activity and process. In this article, we present a 'process map' (the first of its kind to our knowledge) that may assist students to independently identify a 'promising' topic for their psychology dissertation. We believe this will be of great value to undergraduate and postgraduate psychology students, dissertation supervisors, and other module and course teams. Given the timing and importance of the dissertation module, this resource may also lead to enhancement of the overall student experience.
Exploring Statistics Anxiety: Contrasting Mathematical, Academic Performance and Trait Psychological Predictors
Author: Bourne, Victoria J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistics,Mathematics Skills,Academic Ability,Student Attitudes,Mathematics Anxiety,Positive Attitudes,Predictor Variables,Intervention,Psychology,Undergraduate Students,Self Concept,Correlation,Statistical Analysis,Foreign Countries,Multiple Regression Analysis,Anxiety,Likert Scales

Statistics anxiety is experienced by a large number of psychology students, and previous research has examined a range of potential correlates, including academic performance, mathematical ability and psychological predictors. These varying predictors are often considered separately, although there may be shared variance between them. In the present study a wide range of predictors were measured in a sample of 112 first year undergraduate psychology students. For statistics anxiety, trait anxiety was the clearest predictor, with students who have higher levels of trait anxiety also having higher levels of statistics anxiety. For attitudes towards statistics, students who have better mathematical ability, and greater enjoyment of and confidence in their maths ability, also having more positive attitudes towards statistics. These findings suggest that models of statistics anxiety need to consider a wide range of predictors, which may in turn necessitate the development of a range of different interventions to alleviate statistics anxiety.
Expectations of the University to Post-Graduation Transition of Students with Mental Health Conditions
Author: Lucas, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Disorders,Expectation,Related Services (Special Education),Transitional Programs,College Seniors,Online Courses,Questionnaires,Likert Scales,Career Readiness,Academic Persistence,School Holding Power,Student Attitudes,Student Satisfaction

The number and percentage of students with mental health conditions (MHC) attending university is increasing. Students with MHC can be well supported during their time at university, but receive less support with the transition from university to post-graduation. This time is characterised by great change and can be accompanied by mixed feelings. This paper presents preliminary data on the transition expectations and perceptions of 35 students with MHC. High levels of fear and low levels of preparedness regarding the transition were reported. Only 55-60 per cent of students had accessed transition-related or careers-related support, but those who had found it productive. Students suggested that more condition-specific support, and support in the form of workshops, lectures and one-to-one meetings would be beneficial. This knowledge can be used to better support students with MHC with the university to post-graduation transition.
A Positive Perspective: Preparing Professionals to Work with Deaf and Hard of Hearing Infants, Toddlers, and Their Families
Author: Mitchiner, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Infants,Toddlers,Family School Relationship,Teacher Competencies,Graduate Students,Language Usage,Service Learning,Student Projects,Experiential Learning,Interdisciplinary Approach,Team Teaching,Educational Environment,Teacher Collaboration

Gallaudet University's Deaf and Hard of Hearing Infants, Toddlers and their Families Interdisciplinary Graduate Certificate Program offers students a framework with which to work with families that emphasizes the deaf or hard of hearing child's strengths. An important aspect of this program is changing terminology regarding deafness, prompting students to pay attention to their language and and provide families with an optimistic perspective. Community service capstone projects give students the chance to internalize the knowledge, skills, and dispositions developed through their coursework and contribute to the field in meaningful ways. Courses are taught using a co-instructor model, with deaf and hearing instructors coming from different professional disciplines. The first cohort of eight students graduated in the summer of 2012, and approximately 10 new students enter each year. The program's goal has remained the same: to address the critical need for more well-prepared professionals to work with young children who are deaf or hard of hearing and their families.
Collaboration Amidst the Changes: How Guidelines for Educational Program Planning Serve as a Valuable Tool for Teachers of Students with Cochlear Implants
Author: Johnson, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Assistive Technology,Student Diversity,Guidelines,Program Development,Student Needs,Check Lists,Group Discussion,Teamwork,Student Characteristics,Individualized Education Programs,Self Advocacy,Profiles

&quot;Students with Cochlear Implants: Guidelines for Educational Program Planning&quot; (2015) provides support to teachers of an increasingly diverse population of students who are deaf or hard of hearing. The &quot;Guidelines&quot; include three main sections: Student Background Summary, School-Based Language Competency Checklists, a Team Discussion Tool and Team Summary Sheet, and associated appendices. The &quot;Guidelines&quot; are designed to help identify gaps in student learning by considering the details of the student's educational profile, determining his or her needs, and then writing realistic goals for their Individualized Education Programs. Appendices provide guidance on such topics as auditory, visual classroom, and self-advocacy skills.
Incorporating the Needs of Students Who Are Deaf-Blind into Teacher Training Programs: One Director&apos;s Experience
Author: Hayes, P. Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Needs,Deaf Blind,Teacher Education Programs,Preservice Teachers,Masters Programs,Program Development,Grants,Service Learning,Workshops,Seminars,Hearing Impairments,Visual Impairments,Special Education

In recent years, teacher trainees have seen an increase in the number of students with both vision and hearing loss. The faculty of Vanderbilt University's master's degree program in education of the deaf wrote and received a grant from the U.S. Department of Education's Office of Special Education Programs to address the needs of these unique students. They followed seven steps to develop the innovative program: (1) determining what resources already existed on campus; (2) talking to teachers of students who are deaf-blind; (3) meeting with state project staff for children and youth who are deaf-blind (including staff from the Tennessee Deaf-Blind Project); (4) determining the content of the two-year program; (5) locating instructors; (6) finding relevant community events such as workshops and seminars; and (7) prioritizing resources.
Primed, Prepped and Primped: Reflections on Enhancing Student Wellbeing in Tertiary Education
Author: Matthewman, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Business Schools,Well Being,Models,Experiential Learning,Psychological Patterns,Emotional Response,Learner Engagement,Interpersonal Relationship,Academic Achievement,Case Studies,Psychometrics,Positive Attitudes,Questionnaires,Resilience (Psychology),Foreign Countries

In this article, the authors describe the PERMA model of wellbeing and how it has been applied within the teaching provision at undergraduate level in a business school context. PERMA is an acronym for a model of wellbeing put forward by a pioneering psychologist in the field of positive psychology, Martin Seligman. According to Seligman (2011), PERMA comprises five important building blocks of wellbeing: positive emotions; engagement; relationships; meaning; and achievement. This article reports on the application of this model within the context of a business school undergraduate curriculum, as a way of helping students develop new cognitive and emotional tools. In these practice reflections, the authors discuss the important role that PERMA-based experiential learning and teaching activities can play in undergraduate education programmes, as a means to enhance student wellbeing. The authors cite practical examples from undergraduate teaching, pastoral tutoring, and work placement induction, using PERMA activities to enhance student wellbeing.
Wellbeing, Policy and Practice among Further Education Teachers
Author: Rasheed-Karim, Walifa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Adult Education,Well Being,Family Work Relationship,Educational Policy,Fatigue (Biology),Teacher Burnout,Neoliberalism,Politics of Education,Mental Health,Definitions,Inclusion,Disabilities

Adult providers as well as further and adult education colleges are a major part of an economically driven society improving skills for developing careers as well as for new interests and jobs. Further education (FE) colleges deliver courses that not only meet the demands of school leavers but also serve the wider community in terms of delivering higher education courses allied to universities. FE advocates the concept of 'inclusiveness', in terms of, for example, disabilities, ethnicity and race. This complies with the Equality Act (2010), which points out that facilitating learning conditions for the vulnerable is essential. Additionally, staff should be appropriately trained to deal with issues such as the wellbeing of learners and day-to-day teaching (e.g. The Wolf Report, 2011; Ofsted, 2014; and the Society of Education and Training, 2017). However, this may be hampered by lack of resources to deal with such issues (Field, 2015). It is suggested there may be repercussions on the wellbeing of teaching staff and this may have negative effects on work-family balance. The Education Support Partnership (2017) advise that the effects of exhaustion/burnout should not be underestimated and this is the focus of this paper. The paper argues that there is sufficient evidence to show that what policy intends to achieve is unachievable given the current climate of FE. One effect is that teachers may feel pressurised. How exhaustion and burnout is dealt with must be a joint effort between policy makers, researchers, teachers and managers.
Evaluating and Measuring How New Technologies and Ubiquitous Connectivity Affect University Students&apos; Psychosocial Wellbeing
Author: Taylor, J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Individual Development,Well Being,College Students,Mixed Methods Research,Statistical Analysis,Focus Groups,Semi Structured Interviews,Influence of Technology,Technological Advancement,Questionnaires,Likert Scales,Psychometrics,Cognitive Style,Life Satisfaction,Grounded Theory

Where universities focus on the benefits of technology-enhanced learning (TEL), they tend to underestimate the impact on learners' experiences and wellbeing. The goal of the research reported in this article was to investigate how new technologies and ubiquitous connectivity affect students' day-to-day life, learning habits and consequent psychosocial wellbeing. A mixed methods approach was taken to allow qualitative data (stage 1) to inform the development of a quantitative measure (stage 2). Stage 1 involved 88 students and eight staff participating in semi-structured interviews and focus groups. Constructivist grounded theory found that students used ubiquitous connectivity to enhance wellbeing by satisfying four basic psychological desires and needs: ease, freedom, engagement and security. However, students' wellbeing seems negatively affected by their struggles in coping with the ubiquitous availability of resources, in managing: information, communication and expectations regarding support. From stage 1, the factors from the model of students' psychosocial wellbeing helped develop a quantitative measure and the development of this Learning Technique Well-being Scale (LTWS) is described in stage 2. The LTWS was completed by 102 students on various courses and levels at one University. Preliminary analysis shows that the scale differentiates between five different learning techniques (tutor contact, lectures, published books, student-student discussion and course handouts) in terms of negative and positive emotional perceptions. Further research will involve thorough testing of the LTWS across different courses, ages and gender.
Credibility in Mindfulness Training for Young People
Author: Ennis, Harriet
Date: 2018-00-00
Type: Journal Articles
Subjects: Credibility,Metacognition,Evidence Based Practice,Stress Management,Psychotherapy,Cognitive Restructuring,Training,Adolescents,Guidelines,Foreign Countries,Instruction,Educational Benefits,Outcomes of Treatment

Providing the evidence-base to establish whether mindfulness for young people is beneficial is undoubtedly more challenging than it has been for adults. First of all there are the practical difficulties in training teachers to deliver mindfulness well. Yet this is what needs to be done; teachers with the class management and pedagogical expertise are best placed to deliver mindfulness training to students with whom they have built trust. Secondly, it is difficult to measure the outcomes, particularly for teenagers, because unlike the positively predisposed adult participants of Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) training, adolescents, particularly if drafted into research at school, are less likely to focus on gaining understanding of the techniques, let alone actually practise them. Thirdly, a Whole-School drive and parental involvement, to promote mindfulness practice, may seem necessary to get students to spend enough time mindfully to see measurable benefits, but may actually have counterproductive effects. Students, parents and even teachers can react badly to such initiatives from leadership, which means any null results from formal studies may not be valid. The upshot of this is that clear evidence may be some time away. In the meantime the low risk of adverse reactions to mindfulness needs to be mitigated through the use of guidelines and training for educators. In search of solutions to the challenges to research validity, randomised controlled trials using teachers (not researchers) who have training and credibility to deliver mindfulness training, will paint a clearer picture of its effectiveness for young people.
Predictors of Student Resilience in Higher Education
Author: Robbins, A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Resilience (Psychology),Higher Education,Coping,Intervention,Self Esteem,Self Concept Measures,Questionnaires,Anxiety,Females,College Students,Foreign Countries,Statistical Analysis,Multiple Regression Analysis,Religion

Resilience, when coping with stress, can protect against serious negative life outcomes and lead to greater lifetime satisfaction. The current literature suggests that there are internal factors that may moderate the development of resilience. These factors could be used to inform targeted interventions for young people experiencing stress within the educational sphere. The current study extends previous literature by confirming known predictors and testing novel predictors of resilience in female students within a Higher Education context. Psychological measures of resilience, attachment quality, self-esteem, and exposure to stressful and adverse childhood experiences were utilised. Statistical analysis revealed that self-esteem, exposure to stressful events, levels of avoidance in maternal relationships, and levels of anxiety in paternal relationships were significant predictors of levels of resilience. The practical and theoretical implications of these results are discussed alongside potential interventions.
Developing a Literacy Curriculum: When Planning Resembled a Tennis Match
Author: Falk, Jodi L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Literacy Education,Deafness,Hearing Impairments,Communities of Practice,Special Schools,Language Arts,Faculty Development,Workshops,Teaching Methods,Teacher Collaboration,Middle School Teachers,Middle School Students,Teamwork,Team Teaching,Cooperative Planning

At St. Joseph's School for the Deaf in New York, teachers worked together toward the common goal of developing and implementing a spiraling English Language Arts curriculum that would allow each teacher to build on skills students developed in earlier classes. They collaboratively developed instruction following the literacy workshop model described by Calkins in Pearson &amp; Gallagher (1983), in which students begin with a high degree of teacher support that is gradually released as they progress. The final products were yearlong calendars delineated by grade level and unit plans that included goals, teaching points, mini-lessons, and independent practice. While teachers in grades K-5 and special needs classes taught reading and writing workshops in their individual homerooms and followed a yearlong calendar designated for their grade level, the middle school teachers combined classes for sixth through eighth grades and worked together to structure a curriculum that unfolded on a three-year cycle. Teachers designed units to be flexible so they could be taught in various ways with different students and different classes. Students have responded positively to the new curriculum. Best practices of balanced literacy theory, workshop methodology, and deaf education enable teachers, administrators, and students to succeed through the spiraling reading and writing workshop English Language Arts curriculum.
Implications of the Coverage of the &quot;DSM-5&quot; in Textbooks on Learning and Teaching of Psychology within Higher Education
Author: Bender, Sara
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychology,Higher Education,Mental Health,Clinical Diagnosis,Undergraduate Study,Textbook Evaluation,Textbook Standards,Educational Practices,Educational History,Relevance (Education)

Many criticisms accompanied the development of the fifth edition of the &quot;Diagnostic and Statistical Manual&quot; (&quot;DSM-5&quot;), yet it was still released in 2013 and is used within clinical work throughout the United States. Despite on-going questions pertaining to its development and validity, many undergraduate psychology students view the &quot;DSM-5&quot; as the ultimate authority in diagnosis within the field of mental health. Current publication trends indicate that a focus on the &quot;DSM-5&quot; within college textbooks is limited in scope, which may have a profound influence on students' understanding of mental health conditions. Implications for the teaching of psychology within higher education are discussed.
Georgia Leads Truce in &quot;Language Wars&quot;: A Parent Perspective
Author: Washington, Deshonda
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Change Agents,Assistive Technology,Identification,Early Intervention,Communities of Practice,Partnerships in Education,Social Support Groups,Knowledge Management,Shared Resources and Services

For every parent, at least every hearing parent, having a child who is deaf or hard of hearing presents a challenge, especially since in most cases (as was the case with the author) the deaf child is the first deaf human being that the parent has ever known. The parents turn to experts--the doctors, audiologists, therapists, teachers, counselors--who have studied the issues of hearing loss from multiple angles and worked with deaf and hard of hearing people in a variety of capacities, only to discover that they often disagree. Parents can become a house divided. Deshonda Washington's daughter received her cochlear implant at two years old, and she writes in this article that today things have changed. Children are identified earlier, often at birth, and services kick in quickly. Perhaps just as important, everyone crowds in and gets a seat at the table as educational plans are developed. Speech therapists, audiologists, sign language interpreters, and representatives of the Deaf community put aside their differences and sit down together. Everyone works to understand what is needed for these children to succeed. Washington describes how the deaf and hard of hearing educational community in Georgia joined in the Governor's plans to have all students reading by third grade. A community of practice focused on those involved with the education of deaf and hard of hearing children arose and agreed that literacy and language are a fundamental right of deaf and hard of hearing children and worked to support this effort. The result is the Georgia Pathway to Language and Literacy, a community of practice that serves as a professional network for individuals involved with education of deaf and hard of hearing children and as a repository of knowledge about the education of deaf and hard of hearing children. Whether children, adults, or their families use ASL or spoken language is irrelevant; all are welcomed. When it comes to the different communication philosophies, what works best for the child is what makes the choice the correct one.