ethanporcaro/eric-fulltext-meta huggingface dataset:
A Pilot Intervention to Improve the Structural Quality of Exam Essay Writing in UK Undergraduate Psychology Students
Author: Connelly, Vincent
Date: 2006-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Content Area Writing,Essay Tests,Intervention,Pilot Projects,Instructional Effectiveness,Writing Improvement,Foreign Countries

Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention to improve essay structure was designed based on the profile of student weakness. The intervention was trialled with a group of 23 psychology undergraduate students. Those students who took part in the intervention programme had higher exam essay marks with longer and more clearly structured essays after the programme than a matched group of controls. The intervention group students produced essays that linked evidence more clearly to topics and provided better conclusion sections. Psychology tutors were able to show improvement in student writing with a short explicit lesson based on a discipline-specific profile of writing. However, there was no improvement in vocabulary for linking topics and the structure of the introductions remained poor. Ideas for the further development of this intervention are discussed. (Contains 4 tables.)
Us and Them: Differences in Beliefs about Knowledge across Different Academic Disciplines
Author: O'Siochru, Cathal
Date: 2006-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Differences,Epistemology,Comparative Analysis,Beliefs,College Freshmen,Student Attitudes,Questionnaires

Researchers (Jehng, Johnson & Anderson, 1993; Paulsen & Wells, 1998) have suggested that it is possible to divide disciplines into categories such as "applied" vs "pure". They believe that significant differences exist between the epistemological beliefs of students studying "applied" disciplines to those studying "pure" disciplines. This study looked at students studying in five different academic disciplines. Using Hofer's (2000) Epistemological Belief's Questionnaire (EPQ) the analysis compared the disciplines on four factors. A MANOVA confirmed that different significant differences existed on three of the four factors (Certainty df = 4, F = 113.65, p less than 0.001; Justification: personal df = 4, F = 45.31, p less than 0.01; Source: authority df = 4, F = 12.433, p less than 0.001; Justification: experience df = 4, F = 0.685, p = 0.904). Post-hoc analysis revealed the pattern of differences was consistent with the previous theories. "Applied" students viewed knowledge as certain, coming from an authority and not to be evaluated personally , compared to their "pure" counterparts. Results are discussed regarding the reliability of the EPQ and implications to teaching and learning in these disciplines. (Contains 5 tables.)
A Dialogue about MCQs, Reliability, and Item Response Modelling
Author: Wright, Daniel B.
Date: 2006-00-00
Type: Journal Articles
Subjects: Psychology,Foreign Countries,Student Evaluation,Evaluation Methods,Higher Education,Test Reliability,Item Response Theory,Essay Tests,Statistical Analysis,Scores

Multiple choice questions (MCQs) are becoming more common in UK psychology departments and the need to assess their reliability is apparent. Having examined the reliability of MCQs in our department we faced many questions from colleagues about why we were examining reliability, what it was that we were doing, and what should be reported when examining the reliability of MCQ exams. This paper addresses the most frequently asked questions. (Contains 1 table, 4 figures, and 5 footnotes.)
Student Research and Ethics
Author: Foot, Hugh C.
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Research,Student Projects,Ethics,Student Behavior,Supervision,Role,Research Methodology,Data Collection,College Students

Ethical codes of practice have largely ignored student project work, although there has been some discussion that it ought to be treated as a special case and handled by less stringent ethical review. However, if ethical review is about safeguarding the interests and rights of those who volunteer to participate, then there can be no case for accepting less stringent ethical criteria just because the researcher is a student. In this debating point article two issues are addressed. First, the principle must be established that student research is conducted under competent supervision and it is therefore the supervisor's role to ensure that the student discounts any methodological strategy which places the participants at unacceptable risk. Second, and perhaps more controversially, the question of ethical review is raised for student classroom or field exercises which involve collecting data from human participants to meet practical coursework requirements. The proposal is made that these exercises should also be subject to ethical review and a further proposal is made about how this might be handled for large numbers of students on course.
Approaches to Learning, Age, Ethnicity and Assessment. Implications for Widening Participation
Author: Ridley, Anne M.
Date: 2007-03-00
Type: Journal Articles
Subjects: Ethnicity,Age Differences,Learning Processes,Academic Achievement,Undergraduate Students,Blacks,Whites,Tests,Essays,Grades (Scholastic),Foreign Countries

This study investigated age- and ethnicity-related effects on approaches to learning and the possible impact of such differences on assessment outcomes. This is important in the context of widening participation and the growing number of students from non-traditional educational backgrounds. Some 77 Level 1 psychology undergraduates completed an approaches to learning questionnaire and stated their ethnic group and age. Assessment outcomes for an examination and a coursework essay were also analysed. Age was found to be related to a desirable approaches profile, while Black African and Black Caribbean students were found to have higher surfaces scores than the two White groups in the analysis. The White British group performed better in the examination than the other groups, while there was no difference in coursework assessment. The implications for teaching and assessment practices are discussed. (Contains 6 tables.)
The Many Roles We Play: Perceptions of the Role of Psychology Lecturers According to Staff and Students
Author: Coyne, Sarah M.
Date: 2007-03-00
Type: Journal Articles
Subjects: Psychology,Teacher Role,College Faculty,Teacher Attitudes,Student Attitudes,College Students,Student Evaluation,Planning,Information Dissemination,Role Models,Educational Resources,Teacher Researchers,Foreign Countries,Questionnaires,Curriculum Development

Lecturers in psychology have many different roles that they must play. It is often very difficult to know what roles are the most important and which to focus on. This study assessed the perceived importance of seven different roles lecturers undertake according to psychology lecturers and students. Results indicated that assessor, course planner, and information provider were all rated as very important, while resource developer and researcher were rated as much less important. Staff and students generally agreed on their ratings of importance, however, students rated information provider, researcher, and resource developer as more important than staff did. These findings have implications for the way departments are structured and training opportunities for staff. They also have relevance to how staff can more effectively spend their time, and which roles they may wish to focus their time on. &quot;Teaching is the educational equivalent of white-water rafting&quot;. (Brookfield, 1990) (Contains 2 tables.)
Helping Students Understand Essay Marking Criteria and Feedback
Author: Defeyter, Margaret Anne
Date: 2007-03-00
Type: Journal Articles
Subjects: Feedback (Response),Student Evaluation,Formative Evaluation,Criteria,Developmental Psychology,Teaching Methods,Essays,Grading,Writing Assignments,Evaluation Methods,Student Motivation,College Students,Workshops

The aim of the study was to look at the effectiveness of combining a variety of teaching and learning methods in an attempt to facilitate students' understanding of assessment criteria. Fifty-three psychology students were asked to complete the mismatch exercise (Norton et al., 2002), and a booklet entitled "Your Assignment results and how to improve them" (Neville, 2005). In addition, students constructed an essay feedback sheet to be used as part of the formative assessment for a developmental psychology course. Results showed significant disagreement between students and lecturers on the mismatch exercise; and large variability in student marking of sample essays. Overall, students reported that they found the exercises stimulating and engaging. The findings of the present paper suggest that engaging students in the assessment process prior to the construction and submission of assignments may result in motivated, self-regulating students with a clear understanding of assessment criteria. (Contains 2 tables.)
Gender and Assessment: Differences, Similarities and Implications
Author: Hartley, James
Date: 2007-03-00
Type: Journal Articles
Subjects: Student Evaluation,Females,Psychology,Males,Gender Differences,Foreign Countries,Evaluation Methods,Essay Tests,Multiple Choice Tests,Age Differences,Test Bias,Student Projects,College Students

Background: Recent changes in higher education in the UK have led to much discussion about the performance of men and women students with different methods of assessment. Aim: To see whether or not there were differences between the marks awarded to men and women final-year psychology students as a function of the modes of assessment used. Method: The scores obtained by 42 men and 42 women students were compared on four different methods of assessment used in their final year: a multiple-choice examination, an essay examination, a course-work essay and a project. Results: The students obtained significantly lower scores on the multiple-choice examination than they did on the other three assessments (where they did not differ). There were no significant differences between the performance of the men and the women on these different methods of assessment when the full sample was studied. However, when the data from mature and Foundation Year students were discounted (some 20 per cent of the sample), the women performed significantly better than the men on all four measures. Conclusions: Our students did perform differently according to the method of assessment and, to some extent, gender. Such differences suggest that it is inappropriate to pool and average the marks from different methods of assessment without first assessing whether or not there are significant differences between the marks. Furthermore, we show that different methods of standardising the results produce different distributions of students in various degree classes. (Contains 5 tables and 1 panel.)
Student Research and Ethics: Contributing to the Debate
Author: Winder, Belinda
Date: 2007-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Qualitative Research,Confidentiality,Ethics,Research Skills,Research Methodology,Data Collection,Crime Prevention,Internet

In this article, the authors comment on Hugh Foot's article on student research and ethics ["Psychology Teaching Review," 12(1), 82-86 (2006)] The authors agree with Foot that there is no case for accepting less stringent ethical criteria when the researcher is a student. However, they argue that greater attention and more stringent measures should be applied to student research as students are still undergoing research training. The authors find that their students inevitably can be attracted to "sensational" real world research areas that require extra sensitivity, and, while they are loathe to restrict their freedoms in choosing their own research topics for their final-year projects, they are aware of the problems this can entail. Like Hugh Foot, they also feel there is a need for ethical review of classroom practical work. In the authors' division, all proposed practical research is submitted by the session leader to the Ethics and Risk Committee for consideration. Only after approval would these practicals be incorporated into the teaching curriculum. However, the authors mention that out of such process, three issues have come up on which they would welcome input. These are (1) the issue of withdrawal of data; (2) the issue of confidentiality in qualitative research; and (3) the notion of not requiring undergraduate students conducting their final year projects to undergo Criminal Record Bureau checks.
Section 1--The Value of Psychology in Health Professional Education
Author: Upton, Dominic
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Allied Health Occupations Education,Obstetrics,Nurses,Nursing Education,Professional Education,Standards,Degree Requirements,Expectation,Educational Experience,Guidance,Psychology,Core Curriculum,Curriculum,Content Analysis,Holistic Approach

The education of nurses, midwives and allied health care professionals in the UK is guided by professional bodies and the over arching Health Professionals Council (HPC)/Nursing and Midwifery Council (NMC). Each of these professional bodies provides regulatory frameworks and guidance notes on the educational content of the degree level programmes that  underpin the included profession. The professional and regulatory bodies oversee the educational requirements of the individual professions and suggest the key topics and curriculum content that have to be both studied and completed in order for the individual student to be considered a proficient practitioner in that area. These regulatory frameworks and the guidance from the professional bodies all mention the need for psychology to be contained within the educational experience. However, as a general rule there is, unsurprisingly, a greater focus on other topics within the curriculum for health care professionals. Why is this? Why isn't psychology a core subject? Why shouldn't psychology be a central focus within the health care curriculum? In this paper, the author explores these issues, with a focus on the place of psychology within the health care professionals' curriculum. Specifically, the author examines (1) the nature of curriculum content of the health care professionals; (2) why curriculum content is important; (3) studies of curriculum content; and (4) how the curriculum content should be chosen. (Contains 1 table and 1 figure.)
The Value of Psychology in Health Professional Education: A Health Professional's Perspective
Author: Mathieson, Ian
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Psychology,Core Curriculum,Allied Health Occupations Education,Professional Education,Curriculum Development,Interdisciplinary Approach,Health Behavior,Patients,Social Environment,Degree Requirements,Decision Making

In responding to Upton's discourse arguing for reform of undergraduate health profession curricula to maximise the inclusion of health psychology, it is first important to concede the enormity of the task. After all, psychologists are inherently biased towards their subject, quite simply due to their immersion within it which convinces them of its scope, influence, and relevance to health professionals. Nevertheless, a response will be presented, arguing that health psychology need not be elevated in status within these programmes. Upton constructed his argument around four key areas: (1) What is curriculum content?; (2) Why is curriculum content important?; (3) What do studies of curriculum content say?; and (4) How should curriculum content be chosen? Each of these areas will be revisited within a discussion of &quot;Curriculum content and its appropriateness,&quot; which will examine the validity of the evidence upon which key conclusions are based: although a number of interesting issues are raised, the conclusions drawn may seem less definite with further exploration. Initially, however, a description of exactly what health psychology is will be presented. This is to establish respondent credibility, as an erroneous understanding would fundamentally undermine the response. A discussion of the major areas of concern will follow, and three short case scenarios will be used to illustrate some issues that may need to be considered to ensure that psychologists deliver appropriate material to health care professionals. General conclusions will then be drawn, focusing on the importance of interprofessional communication and collaboration to drive curriculum development forward to ensure that students, and ultimately patients, receive effective care. (Contains 1 table.)
Teaching Psychology to Computing Students
Author: Taylor, Jacqui
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Science,Psychology,Majors (Students),Interdisciplinary Approach,Psychologists,Undergraduate Study,Graduate Study,Student Characteristics,Age Differences,Gender Differences,Student Motivation,Teaching Methods

The aim of this paper is two-fold. The first aim is to discuss some observations gained from teaching psychology to computing students, highlighting both the wide range of areas where psychology is relevant to computing education and the topics that are relevant at different stages of students' education. The second aim is to consider findings from research investigating the characteristics of computing and psychology students. It is proposed that this information could be considered in the design and use of psychology materials for computing students. The format for the paper is as follows. The first section will illustrate the many links between the disciplines of psychology and computing; highlighting these links helps to answer the question that many computing students ask, what can psychology offer to computing? The second section will then review some of the ways that psychologists have been involved in the teaching of psychology to computing students, from A/AS level to undergraduate and postgraduate level. The third section will compare the profiles of computing and psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt psychology teaching materials for computing students. The conclusions which cover some practical suggestions are presented in the fourth section. (Contains 2 tables.)
Teaching Granny (and Grandpa) to Suck Eggs: Psychology and the Practicing Teacher
Author: Upton, Penny
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Instruction,Inservice Teacher Education,Knowledge Level,Knowledge Base for Teaching,Perspective Taking,Research Methodology,Teaching Methods,Adoption (Ideas),Theory Practice Relationship,Information Utilization

This paper argues that psychology has an important role for practicing teachers. Firstly, it is important that they keep their knowledge of best teaching and learning practices updated; psychology is a continually evolving field of research and whilst some traditional aspects may remain compelling even today, others are no longer seen as valid, thus updating of the knowledge gained during initial training should be seen as essential for all practicing teachers. Secondly, the current emphasis on evidence-based teaching and the need for teacher-led research, highlight a need for understanding the research methods used in education, which again psychology at postgraduate level can deliver. Finally the challenges of teaching psychology to practicing teachers are discussed.
Section 2--Psychology in Its Place
Author: Radford, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Psychology,Role,Intellectual Disciplines,Values,Human Body,Behavior,Problem Solving,Cultural Context,Social Environment

In 1996, Graham Richards published &quot;Putting Psychology in its Place: An introduction from a critical historical perspective.&quot; Here, I seek to consider what is or should be the &quot;place&quot; of Psychology in education, more particularly Higher Education, and not just from a historical perspective. This raises issues about several contexts in which Psychology finds itself. In the Higher Education context itself, Psychology continues to be in demand. But what is offered in first degrees is largely dictated by the requirements of the Graduate Basis for Registration of the British Psychological Society. These have been criticised both as not ideal as professional preparation, and as being unsuited to the large majority of students who will not enter the restricted psychological professions. Little attention is paid to more general educational aims. In the context of other disciplines, Psychology (with some exceptions) largely fails to draw on other sources of knowledge about human behaviour, such as History and Anthropology, although there is increasing awareness of the importance of non-Western cultures. In a personal context, standard Psychology degrees include little on personal values and beliefs, or such approaches as Community, Transpersonal, or Positive Psychology. It is suggested that Psychology could and should be of greater value to both intending professionals and others, and ideally should be a component of the education of most if not all students. This is ultimately because the major problems the human race faces are almost all matters of human behaviour, and understanding this is vital to their solution.
Widening Access to Higher Education: An Evaluative Case Study of a Foundation Year Alternative to Access
Author: Reddy, Peter A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Adult Students,Access to Education,Higher Education,Case Studies,Transitional Programs,Questionnaires,Focus Groups,Graduate Surveys,Foreign Countries,Student Records,College Outcomes Assessment,College Students,Admission Criteria,Selective Admission

Universities are encouraged to widen access to a broad range of applicants, including mature students taking Access qualifications. Admissions tutors can find it difficult to compare and choose between Access and A-level applications, and Access applicants for popular courses may be disadvantaged relative to students with good A-levels. In this evaluative case study a foundation year designed to avoid Access selection problems and widen participation in psychology, biology, optometry and pharmacy is reviewed. Progression and success rates are compared to national averages for Access courses and issues in Foundation Year management considered. The Foundation Year is rejected as unsatisfactory and it is concluded that widening participation for mature students can be achieved through Access courses. Difficulties in achieving this for high-demand courses in leading universities are discussed. (Contains 7 figures.)