ethanporcaro/eric-fulltext-meta huggingface dataset:
The Psychologist&apos;s Troubled Background: Major Related Life Experiences of Psychology and Law Students
Author: Werz, Janina
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Experience,Psychology,Legal Education (Professions),Majors (Students),Control Groups,Mental Disorders,Stereotypes,Social Environment,Individual Characteristics,Career Choice,Psychotherapy,Questionnaires,Statistical Analysis,Comparative Analysis,Psychological Patterns,Foreign Countries

This study explores major-related life experiences (MRLE) of psychology and law students to examine the stereotype of the wounded psychology student. Previous studies have shown that psychology students know people with mental disorders and are seeking treatment themselves. However, these studies do not allow drawing conclusions about the direction of these effects or the relationships' emotional closeness. As a consequence, the present, highly powered (n = 615) study examined whether psychology students and their close social environment experience more MRLE prior to the beginning of their university education than law students and a control group. Results show that especially the very close social environment of psychology students experienced more MRLE than the respective environment of law students, supporting the common assumption that psychologists themselves have a troubled past. This study contributes substantially to a better understanding of students' personal background and could help improve teaching quality by considering these effects.
Developing the Next Generation of Responsible Professionals: Wisdom and Ethics Trump Knowledge and IQ
Author: Sternberg, Robert J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intelligence Quotient,Ethics,Knowledge Level,Leadership,Citizenship,Creative Thinking,Thinking Skills,Scoring Rubrics,Higher Education,College Faculty

In this article, I describe the ACCEL (active concerned citizenship and ethical leadership) model for university education. I then apply it to the teaching of psychology. The goal of the model is to develop university students who are active concerned citizens and ethical leaders, where leaders are viewed as people who make a positive, meaningful, and potentially enduring difference to the world at some level. I discuss the role education can play in developing the elements of ACCEL--creative, analytical, practical, and wise thinking--and I give examples from my own classrooms teaching various aspects of psychology and human development.
Effectiveness of LifeRAFT Undergraduate Helping Skills Training Model
Author: Campbell, Elizabeth L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Helping Relationship,Training Methods,Models,Paraprofessional Personnel,Psychology,Majors (Students),Psychotherapy,Counseling Theories,Skill Development,Hypothesis Testing,Program Effectiveness,Instructional Effectiveness,Likert Scales,Participant Satisfaction,Undergraduate Students,Classroom Observation Techniques,Statistical Analysis

LifeRAFT, a helping skills training model for undergraduate paraprofessionals, addresses training needs for applied psychology skills for undergraduate psychology majors. LifeRAFT draws from three empirically supported psychotherapy treatments to introduce counselling theory and encourage helping skill progression. Trainees learn practical helping strategies appropriate for paraprofessional use that are drawn from cognitive, behavioural, and emotion-focused therapies and are taught to work interactively with thoughts, actions, and feelings to promote client exploration and transformation. In a study of LifeRAFT's training effectiveness, 18 undergraduate students received LifeRAFT training. Training effectiveness was explored pre- and post-training using client, counsellor, and observer rating forms. Results suggest that LifeRAFT is an effective method for training undergraduates in helping skills.
Exploring Reticence in Research Methods: The Experience of Studying Psychological Research Methods in Higher Education
Author: Kingsley, Barbara E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Research Methodology,Methods Courses,Resistance (Psychology),Mathematics Anxiety,Semi Structured Interviews,Focus Groups,Prior Learning,Learner Engagement,Access to Education,Individual Development,Learning Experience,Stress Variables,Statistical Analysis,Computer Software,Difficulty Level,Self Efficacy,Student Empowerment

As a fundamental element of any psychology degree, the teaching and learning of research methods is repeatedly brought into sharp focus, and it is often regarded as a real challenge by undergraduate students. The reasons for this are complex, but frequently attributed to an aversion of maths. To gain a more detailed understanding of students' relationship with psychological research methods, the current study used small, semi-structured focus groups to explore the experience of undergraduate students at the end of their first year of study. Following a detailed thematic analysis of the interview texts, five overarching themes emerged: prior knowledge of research methods; personal engagement with the module; enabling access to learning; supportive learning content; and personal development. Insights gained from the findings are discussed, including possible helpful interventions, but overall the results suggest a more positive outlook than may have been expected.
Enhancing Feedback and Feed-Forward via Integrated Virtual Learning Environment Based Evaluation and Support
Author: Penn, P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Virtual Classrooms,Educational Environment,Courseware,Technology Uses in Education,Computer Mediated Communication,Educational Quality,Sustainability,Program Implementation,Educational Resources,Integrated Activities,College Programs

Over the last 15 years, the subject of feedback on assessment has come under considerable scrutiny in the literature, with a particular focus on the utility of feedback for subsequent assessment (i.e. feed-forward). Organisations such as the Higher Education Academy (HEA) have synthesised research on this topic into guidance for tutors through the Student Enhanced Learning through Effective Feedback (SENLEF) project (Juwah et al., 2004). However, the provision of advice on good practice in feedback for tutors faces a parallel challenge to the provision of feedback to students: &quot;it's only useful if it's used&quot;. Creative use of technology has the potential to reconcile the requirements of high value feedback for students with university resource constraints. This paper outlines the use of the Grademark functionality within the Turnitin© software package to create a series of standardised feedback items, informed by principles of good practice advocated by SENLEF, that facilitate the process of feed-forward by web-linked integration into a custom on-line repository of constructively aligned skills based material.
An Exploratory Study into the Use of Psychology Participant Panels in Psychology Departments in the United Kingdom
Author: Perham, Nick
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychology,Foreign Countries,Undergraduate Students,Longitudinal Studies,Psychological Studies,Student Surveys,Research Methodology,Student Participation

Psychology Participant Pools (PPP) are known to be used within psychology departments in the United Kingdom as a way to promote understanding of psychological research and as a means to aid students and researchers to collect data. However, there is currently no information regarding the different practices undertaken in each department. This article represents a first exploration in this endeavour by asking representatives from these departments to complete a survey. General findings revealed that the number of studies conducted were either under 20 or over 40, Level 4 students had to obtain slightly more credits than Level 5 students, a range of activities were observed for those participants who did not obtain all their credits, and the PPP was more often than not tied to a research methods module. Despite receiving responses from around only a third of departments, the results revealed a wide range of behaviours across the departments. We feel that these are useful for departments who wish to establish, or update, their own PPP, but also recognise that a larger study is required to more accurately capture the use of PPPs in the United Kingdom.
Efficacy of an Electronic Editing Strategy with College Students with Intellectual and Developmental Disabilities
Author: Woods-Groves, Suzanne
Date: 2017-12-00
Type: Journal Articles
Subjects: Intellectual Disability,Developmental Disabilities,College Students,Educational Technology,Technology Uses in Education,Proofreading,Electronic Publishing,Pretests Posttests,Editing,Pervasive Developmental Disorders,Autism,Down Syndrome,Elementary School Students,Emergent Literacy,Reading Tests,Reading Fluency,Randomized Controlled Trials,Statistical Analysis,Intervention

In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre- and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 12-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities.
School Counseling Needs of Latino Students
Author: Parker, Maggie M.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counseling,Hispanic American Students,Student Needs,High School Students,Counseling Services,Student Satisfaction,Student Attitudes,Student Surveys,Acculturation,Career Development,Social Development,Likert Scales,Educational Counseling,Career Counseling,Immigration,Cultural Differences,Language Acquisition,Sexuality,Statistical Analysis,Multiple Regression Analysis

This article focuses on determining the school counseling activities perceived as important by a sample of Latino high school students. The researchers explored student perceptions through the administration of a survey instrument created for this project to better understand Latino students' perceptions and satisfaction with school counselor activities. The instrument consisted of items aligned with domains described in the American School Counselor Association's National Model and current literature on Latino adolescents' experiences. According to the results, students indicated that they believed college and career activities to be important, however were not satisfied with how their school counselors provided those activities. The results, limitations, and suggestions for school counselors are provided.
Helping Secondary School Students Understand and Regulate Stress
Author: Nelson, Mark D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Stress Variables,Psychoeducational Methods,School Counselors,Adolescent Development,Guidance Programs,School Counseling,Curriculum Development,Stress Management,Student Attitudes,Skill Development,Psychoeducational Clinics,Educational History

A psychoeducational unit on stress is provided for school counselors or other educators working with secondary school-aged students. The unit can be utilized as part of a guidance curriculum. An overview of stress response during adolescent development is provided. A brief historical and contextual description of guidance curriculum and its role in comprehensive school counseling programs are offered.
&quot;Because Sometimes Your Failures Can Also Teach You Certain Skills&quot;: Lecturer and Student Perceptions of Employability Skills at a Transnational University
Author: Paterson, Richard
Date: 2017-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Employment Potential,Job Skills,Foreign Countries,Employers,Employees,Qualitative Research,Case Studies,Higher Education,Semi Structured Interviews,Undergraduate Students,Internship Programs,International Education,College Faculty

This exploratory study investigates lecturers' and students' understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.
Why Teach? A Project-Ive Life-World Approach to Understanding What Teaching Means for Teachers
Author: Landrum, Brittany
Date: 2017-10-00
Type: Journal Articles
Subjects: Teaching (Occupation),Teacher Persistence,Teacher Motivation,Teacher Burnout,Phenomenology,Structured Interviews,Qualitative Research,Personality Traits

Previous literature has examined teachers' motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach (Giorgi, 1970) to analyze data generated in structured interviews with four tenured professors from small, liberal arts universities whose central mission is teaching, this paper presents the telic or project-ive horizons of teaching--those motives aimed at what is &quot;not yet&quot; (Heidegger, 1927/1962). Results revealed that teaching is understood by teachers to be a dialogical enterprise between a teacher and learners across dimensions of transformation, knowledge, and personhood. This dialogue entailed an abiding tension between self and other, activity and passivity, giving and receiving, preparation and spontaneity, instructing and learning, leading and following, asserting and withdrawing. It comprised an orientation to a teachers' vision for the possible future personhood of the teacher and their students and to the character of the world which teachers and learners inhabit together. These findings are discussed in terms of the reviewed literature and as a case in point for a vital complementarity of research approaches.
A Shattering Epiphany in James Joyce&apos;s &quot;Araby&quot;
Author: Rokeya, Ms.
Date: 2017-00-00
Type: Journal Articles
Subjects: Novels,Authors,Self Actualization,Males,Catholics,Foreign Countries,Imagination,Intimacy,Maturity (Individuals),Sexuality

This article attempts to show an adolescent boy's continuing process of self-realisation through his disillusionment with the bleak reality of Dublin in the early twentieth century in the short story &quot;Araby&quot; by James Joyce. Brought up in the drab and deadening surroundings with his uncle and aunt in conservative Catholic cultures, the lonely sensitive boy finds no outlets to express his feelings. Torn between harsh reality and imagination, the boy searches light and a relish of romance. Amidst the darkness, a girl, Mangan's sister, is the only light in his romantic vision. The boy, however, wishes to win her over by bringing her a gift from Araby, an oriental bazaar, which is also an epitome of ideal beauty, love and romance to him. But as he grows up, he discovers that the bazaar is beset by difficulties of the adult world where he finds no way to dream. There he is exposed to a new odious situation which he never thought before. And he undergoes a shattering epiphany which results in realisation and maturation. Indeed, here Joyce keenly evinces how a young boy gains sharp insights into life and reality.
Counterstereotypic Identity among High-Achieving Black Students
Author: Harpalani, Vinay
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Students,High Achievement,Ethnic Stereotypes,Identification (Psychology),Low Income Students,Urban Youth,Intelligence Differences,Adolescent Attitudes,Student Surveys,Beliefs,Achievement Need,Secondary Education,Coping,Longitudinal Studies,Statistical Analysis

This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth, compared to high achievers of other ethnicities, view intelligence as a more flexible as opposed to fixed entity and place greater salience on intellectual abilities. Additionally, high-achieving Black males place less salience on sports involvement than marginally-achieving Black males. Implications of these findings are discussed from a developmental psychology perspective.
Saving Urban Children: Revisiting the Mission of Urban Education in 2017
Author: Kotzin, Diana Slaughter
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Education,Institutional Mission,Educational Development,Educational Change,Early Childhood Education,Preschool Teachers,Definitions,Barriers,Young Children,Individual Development,Equal Education,Resilience (Psychology),Poverty

This article begins with an introduction to the concept of urban education. Next, the author addresses the future challenge of long-term and developmental perspective in this field, as contrasted with perspectives held by prekindergarten and preschool professionals in early childhood education. Her hope is that this challenge will be addressed in the future by local states that assume responsibility for the education of United States children and youth between ages 5-18.
The Move to Quality Assurance in Chinese Higher Education: Tensions between Policy and Practices
Author: Huang, Xian-Han
Date: 2014-11-00
Type: Journal Articles
Subjects: Quality Assurance,Higher Education,Conflict,Educational Practices,Educational Policy,Bachelors Degrees,Institutional Characteristics,Performance Factors,Policy Formation,Program Implementation,Interviews,Administrator Surveys,Teacher Surveys,Educational Objectives,Public Agencies,Accreditation (Institutions),Inspection,Evaluation Methods,Research Methodology,Evaluation Utilization,Foreign Countries

This paper investigates quality assurance in Chinese higher education by looking at the Evaluation of the University Baccalaureate Programmes Project (EUBPP) conducted in China. It analyses factors that bring about tensions between policy and practice in this area through a study of two contrasting tertiary institutions. The results show that the aims of the EUBPP have been partly achieved through the interaction of policy-making and implementation. In the process, contextual factors connected to institutional status and stages of development have led to varying degrees of tension between policy and practices.
Critical Geragogy: A Framework for Facilitating Older Learners in Community Music
Author: Creech, Andrea
Date: 2015-00-00
Type: Journal Articles
Subjects: Older Adults,Music Education,Community Programs,Facilitators (Individuals),Interviews,Attitude Measures,Teaching Methods,Foreign Countries,Video Technology,Case Studies,Musical Instruments,Singing,Adult Education,Observation,Goal Orientation,Qualitative Research

The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical-geragogy lens. Secondly, we consider whether critical geragogy has relevance to and potential applications for enhancing practice among facilitators of older learners in community contexts. Geragogy refers to the management of teaching and learning for older adults and has become a well-known term applied to teaching and learning in later life. Critical geragogy retains the focus on older adults, but challenges the beliefs, practices, and structures related to ageing, supports older learners in overcoming alienation and developing a sense of powerful agency, and offers resources for purposeful collective action. In this paper we analyse the narratives of 13 facilitators of musical activities for older people, interpreting their reflections on practice within a critical-geragogy framework. The interviews, focusing on good practice in facilitating older learners, were carried out as part of the second phase of the Music for Life Project, funded by the UK Research Councils. A thematic analysis was undertaken, using a framework that was structured around person-centred, fellow-centred, and matter-centred goals. The interviews revealed that musical groups provided informal learning contexts where facilitators aspired to empower their participants through developing a positive interpersonal climate, valuing participation, using the participants' prior experiences as a resource, and guiding their groups towards creative expression as well as progression.
&quot;Too Many Actors and Too Few Jobs&quot;: A Case for Curriculum Extension in UK Vocational Actor Training
Author: Wilkie, Ian
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Drama,Dramatics,Acting,Relevance (Education),Employment Opportunities,Educational Practices,Curriculum Evaluation,Educational Needs,Educational Objectives,Career Readiness,Postsecondary Education,Adult Education

This article questions the current situation for vocational acting training (VAT) in the UK. It aims to provide an update on the report into burgeoning provision of acting training (and the attempt to address subsequent high rates of actor unemployment) that was originally undertaken by the Calouste Gulbenkian Foundation (CGF, 1975) in their publication entitled &quot;Going on the Stage.&quot; The article will suggest that the continued proliferation of VAT offered at tertiary level, allied to the dearth of career opportunities for graduates, means that the current training offer is not entirely fit for purpose. It will further propose that VAT requires a widening of the curriculum offer in order to provide meaningful vocational workplace readiness for course graduates at a time when, as Malcolm Sinclair, president of the British actors' union, Equity, acknowledges, &quot;there are too many actors and too few jobs&quot; (in Clark, 2014a: 17). To address the question of VAT and employability in the UK, this article will reconsider the three questions initially posed in &quot;Going on the Stage&quot; (CGF, 1975: 7). These were: why is drama training necessary, to what extent do the present arrangements fall short of the ideal, and what should VAT entail? By re-posing these questions, this article will present the contemporary context of VAT, review the status of progression rates into employment, and propose a case for curriculum extension in light of the findings.