ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychology in Spain: Its Historical and Cultural Roots, Instruction, Research and Future Prospects
Author: Montes-Berges, Beatriz
Date: 2011-00-00
Type: Journal Articles
Subjects: Exercise,Educational Psychology,Foreign Countries,History,Athletics,Intervention,Health,Traffic Safety,Student Attitudes,Universities,Profiles,Futures (of Society)

Roots in Spanish Psychology dated back to Huarte de San Juan (1575). From this period to nowadays, Psychology has notably developed, branching in different areas such as psychology and sports and physical exercise, clinical and health psychology, educational psychology, psychology of social intervention, legal psychology, work and organisational psychology, and psychology of road safety. This paper includes a review of psychology students, students and population's image about psychology, psychology study plan and profile in Spanish universities, and functions of Spanish practitioners. Finally, the future of psychology in Spain is dealt, focusing on the necessary improvements to its advance. (Contains 3 figures, 2 tables and 4 footnotes.)
Psychology in India
Author: Sushma, B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Socioeconomic Status

Psychology forms the basis of every human activity. The scope of psychology is increasingly widening in various economic, political, social, cultural and technological aspects. Though the application of psychology is extending to various aspects of life, it needs to be indigenised to address the dynamic needs in the various socio-economic contexts to make the subject highly relevant to the contemporary society. The present article explores the development of psychology in India in various fields in this context.
Indigenisation of Psychology in India
Author: Dalal, Ajit K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Foreign Policy,Teaching Methods,Identification,Educational Strategies,Science Education,Psychologists

Academic psychology which made a new beginning in India in the early part of 20th century was modelled on the Western scientific tradition. The teaching of psychology was very much on the British pattern since the colonial rule, whereas the research was mostly an extension of the Western work in India. Psychology went through massive expansion after the Independence of India, and with that there were dissenting voices about its imitative nature. A movement toward indigenisation of psychology teaching and research gained momentum over the decades. Psychology in India is now seeking a new identity which is rooted in its rich heritage and also trans-national in its orientation.
ERASMUS Partners in Conversation: Psychology at the University of Wroclaw and University of Wales Institute, Cardiff
Author: Heggs, Daniel A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Institutions,Academic Standards,Foreign Countries,Psychology,Quality Control,Universities,Teaching Methods,Comparative Analysis,Partnerships in Education,College Students

In this article, the authors offer an account of a free-ranging discussion highlighting common features of psychology provision and that considers the differences between two departments and two distinct programmes. The discussion took place between ERASMUS partners during a Teacher Exchange visit to the University of Wroclaw, Poland, in March 2011. ERASMUS exchange programmes have been running since 1987 and offer students opportunities to travel and learn in universities across Europe where agreements are signed between member institutions. The European Higher Education Area looks to bring comparable academic standards and quality assurance to universities and thus enable greater movement between countries. In practice this means that students can have their work in one country recognised as being equivalent to that in another through the European Credit Transfer System (ECTS). In 2010 over 22000 students visited the UK as part of an ERASMUS exchange.
Career Aspirations and Self-Efficacy of European Psychology Students
Author: Knight, Simon
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Efficacy,Career Education,Foreign Countries,Psychology,Higher Education,College Students,Statistical Analysis,Validity,Student Attitudes,Measures (Individuals)

Without understanding career options, and pre-requisites around Europe, it is not clear what the implications are of the Bologna Process for the creation of a &quot;European Higher Education Area&quot; for psychology, and more specifically the basis for the Psychology Diploma for practitioner qualification (Lunt, 2005). However, any research into &quot;employability&quot; and graduate destinations must take account the desired destination, and levels of &quot;self-efficacy&quot; towards enacting any particular career path. In the current study, 284 European psychology students' career aspirations and self-efficacy were measured. A majority of participants claim to have received no careers guidance (64.8 per cent), and a sizeable group (39.1 per cent) have a mismatch between the job area they would like to enter, and the area they think they are most likely to enter. Implications of the results as well as limitations of the study are discussed. (Contains 6 tables, 1 figure and 1 footnote.)
Psychology in Mexico
Author: Ruiz, Eleonora Rubio
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychologists,Psychological Testing,Psychiatry,Foreign Countries,Psychology,Mexicans,Universities,Training,Academic Degrees,Comparative Analysis,School Psychology,Career Education,Higher Education

The first formal psychology course taught in Mexico was in 1896 at Mexico's National University; today, National Autonomous University of Mexico (UNAM in Spanish). The modern psychology from Europe and the US in the late 19th century were the primary influences of Mexican psychology, as well as psychoanalysis and both clinical and experimental psychologists. Structuralism and functionalism also were fundamental in the early development of psychology in Mexico. Mexican psychology has been influenced by experimentation, inductive theory, psychological testing and statistical methods. In the early 1960s the College of Psychology was divided between the two main general approaches; psychodynamic and experimental. Finally, the College separated from its original Faculty and became the Faculty of Psychology in 1973. In this article, the author provides an overview of psychology in Mexico and shares her plans as a psychologist.
Why Do People Choose to Become Psychologists? A Narrative Inquiry
Author: Huynh, Ly
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Design,Psychologists,Career Choice,Psychology,Early Experience,Mental Health Workers,Empathy,Professional Development,Correlation,Inquiry,Universities,Undergraduate Students,Influences,Teacher Education

Research suggests that mental health professionals have more problematic family backgrounds than those in other professions, but little is known about the role that early experience has on career choice. This is of particular importance for the education of psychologists, given the current emphasis on skills and research training and the call for a greater focus on personal development. This study aimed to explore connections between distressing events and career choice, using a qualitative narrative inquiry research design. Fifteen students participated, each undertaking junior psychology courses. For many distressing experiences in childhood, adolescence or early adulthood were directly related to career choice, supporting the development of empathy for others and inspiring them through both good and bad encounters with helping professionals. While a majority of participants followed this route to psychology training others were inspired by positive experiences, particularly in the satisfaction and the recognition of personal suitability gained from a variety of helping roles. More research is required, to assess the personal development needs of students, to map their occupational prognoses and to trial personal development initiatives in university settings.
Presentation vs. Performance: Effects of Lecturing Style in Higher Education on Student Preference and Student Learning
Author: Short, Fay
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Student Attitudes,Lecture Method,Computer Assisted Instruction,Theories,Research Projects,Retention (Psychology),Comparative Analysis,Teaching Methods,Learning,Foreign Countries

Conventional lecture approaches view the process as a teacher-led method of imparting knowledge (&quot;presentation&quot; lecture), whereas modern theories suggest that the teaching methods employed should aim to inspire the student to learn rather than simply provide them with knowledge (&quot;performance&quot; lecture). The aim of the current research project was to compare the presentation lecture with the performance lecture by assessing student preferences and student learning. Comparisons within and across student cohorts revealed greater retention, understanding, and preference for the material covered in the performance lectures relative to the material covered in the presentation lectures. These findings suggest that Higher Education should aim to employ a greater use of the methods utilised in the performance lecture in order to enhance learning. Future research should focus on further exploring the relative effectiveness of each of these individual performance methods in order to establish the best possible approach to teaching in Higher Education. (Contains 5 figures.)
Are Mash-Ups the Future for Online Learning Platforms? Psychology A-Level Students' Judgements about VLE and MUPPLE Interfaces
Author: Jarvis, Matt
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Undergraduate Study,Independent Study,Focus Groups,Academic Achievement,Online Courses,Psychology,Statistical Analysis,Student Attitudes,Undergraduate Students,Virtual Classrooms,Models,Foreign Countries

Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed-up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and utility in comparison to their existing VLE. A psychology-oriented MUPPLE was constructed using a free online mash-up platform. A focus group of psychology A-level students was asked to identify likely advantages and disadvantages of the MUPPLE as compared to their existing VLE interface. They identified five potential advantages of the MUPPLE interface; aesthetics, congruence with online apps used outside formal education, user control, utility as an aid to A-level study, and likely utility as an aid to undergraduate study. With regard to utility as an aid to A-level study, the focus group expressed concern that, whilst the MUPPLE interface would be likely to enhance independent study, that this might not in turn advantage A-level students. However, no advantages were attributed to the VLE interface. Sixty-five psychology A-level students assessed a MUPPLE and a VLE interface against the five criteria identified by the focus group. A within-subjects MANOVA revealed significant preferences for the MUPPLE interface on all five criteria. Implications for psychology education are discussed, and further research is called for. (Contains 2 figures and 1 table.)
May I Suggest? Comparing Three PLE Recommender Strategies
Author: Modritscher, Felix
Date: 2011-12-00
Type: Journal Articles
Subjects: Expertise,Instructional Design,Information Technology,Evaluation,Comparative Analysis,Learner Controlled Instruction,Learning Activities,Information Retrieval,Search Strategies,Online Searching,Search Engines,Information Seeking,Educational Environment,Web Based Instruction

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashing-up content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based activities, to help discover relevant content, peers sharing similar learning interests or experts on a specific topic. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general. (Contains 1 table and 4 figures.)
Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)
Author: Corneli, Joseph
Date: 2011-12-00
Type: Journal Articles
Subjects: Feedback (Response),Educational Environment,Participant Observation,Learner Controlled Instruction,Higher Education,Peer Teaching,Mathematics,Mathematics Education,Mathematics Instruction,College Mathematics

The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting explicit, coded, user feedback, and in monitoring the transitions from state to state within the PLE. We discuss the ways in which these ideas can inform the design of a platform for peer-supported study of university-level mathematics. (Contains 3 footnotes and 3 figures.)
From Personal to Social: Learning Environments that Work
Author: Camacho, Mar
Date: 2011-12-00
Type: Journal Articles
Subjects: Electronic Learning,Social Networks,Integrated Learning Systems,Educational Environment,Foreign Countries,Secondary School Students,Secondary Education,College Students,Higher Education,Case Studies,Internet,Web Sites,Electronic Publishing,Learner Controlled Instruction

VLE (Virtual Learning Environments) are rapidly falling short to meet the demands of a networked society. Web 2.0 and social networks are proving to offer a more personalized, open environment for students to learn formally as they are already doing informally. With the irruption of social media into society, and therefore, education, many voices claimed for he need of new models that demonstrate the transferability and scalabilty of e-learning. Salmon (2005), Sclater (2008), Atwell (2007) and others coincide in the relevance of PLEs as being useful or indeed central to learning as well as their potential for knowledge development and sharing. However, how can we, as teachers, enhance the digital skills of our students to promote a more effective, meaningful learning? This article aims to provide some data regarding the strategies for a successful implementation of the use of PLEs with students and to share, at the same time, some examples and evidences of PLE constructions which can be of help both in Higher Education and Secondary Education levels. (Contains 2 figures.)
Growth in Ecological Concept Development and Conceptual Understanding in Teacher Education: The Discerning Teacher
Author: Puk, Tom
Date: 2011-07-00
Type: Journal Articles
Subjects: Definitions,Ecology,Concept Formation,Teacher Education,Learning Strategies,Higher Education,Preservice Teacher Education

In a previous study, Puk and Stibbards (2010) demonstrated that a cohort of teacher candidates entering into an ecological literacy, Bachelor of Education program had very immature understanding of complex ecological concepts. Specifically, written definitions were either absent entirely, very vague, or missing essential criterial attributes, as well as lacking consistency in terms of their meanings. The current study was conducted at the end of the program with the same cohort and concepts in order to determine the effect that the innovative, emergent learning approach taken in this program had on teacher candidates' ability to define these concepts and their growth in conceptual understanding of these concepts from pre-course to post-course. The preservice course in ecological literacy in which these teacher candidates were enrolled featured dynamic, embodied activities that seek to promote deep understanding of the complexity found in the intersections between natural systems and human systems. The current study found that there was significant growth in developing more mature definitions of key ecological concepts, which is attributed in part to the use of these emergent instructional activities. In addition, teacher candidates expressed a new, discerning approach to the general usage of some of the concepts as demonstrated by their critical assessment of their own definitions. The findings suggest that growth in ecological concept development and conceptual understanding for teacher candidates can be achieved through the use of nature-embedded, embodied experience. (Contains 3 figures and 2 tables.)
Profiles of U.S. Science Teacher Candidates: Safeguards amidst the Gathering Storm
Author: Westerlund, Julie F.
Date: 2011-07-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Labor Market,Interviews,Profiles,Secondary School Teachers,Science Teachers,Teacher Educators,Science Instruction,Investigations,Preservice Teachers,Educational Strategies

The shortage of science teachers in the United States and throughout the world indicates a collective need to recruit more students into the science teaching field and to retain current science teachers. This study explores the profiles of U.S. science teacher candidates and investigates what attracts and discourages these pre-service teachers into teaching science. Through the use of survey and structured interview approaches we investigated the profiles of pre-service elementary, middle school, and high school teachers (n = 109) who were interested in teaching science. Common findings among this set of science teacher candidates included: positive science experiences with K-12 teachers during childhood, beliefs that certain teacher preparation content courses were roadblocks to becoming certified, unfamiliarity with the employment market for science teachers, and a lack of being recruited to teach science. Based on these profile characteristics of science teacher candidates, teacher educators may pursue specific strategies to encourage more teacher-candidates to select science as their teaching field. (Contains 4 tables.)
Arthropods: Attitude and Incorporation in Preservice Elementary Teachers
Author: Wagler, Ron
Date: 2011-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Control Groups,Preservice Teachers,State Standards,Science Curriculum,Entomology,Investigations,Foreign Countries,Animals,Children,Primary Education

Invertebrates perform many beneficial and essential ecological services for humans. Despite this, the general public tends to view them negatively. Preservice elementary teachers often find themselves in a tenuous position because they possess the same negativity toward invertebrates as the general public but have been commissioned by United States of America national and state standards to teach their future students about the very invertebrates they distain. This study investigated the effect frequent direct contact with Madagascar hissing cockroaches &quot;(Gromphadorhina portentosa)&quot; in an educational setting had on preservice elementary teacher's arthropod (i.e., a subset of invertebrates) attitude and likelihood of arthropod incorporation in future science curriculum. A pre/post randomized design with a control group was used for the study. Preservice elementary teachers that received frequent direct contact with Madagascar hissing cockroaches in an educational setting during their preservice training programs had their attitudes and beliefs changed in a positive way toward that arthropod but not toward other arthropods. Implications concerning this finding, and other findings associated with the study, are discussed. (Contains 3 figures, 1 table and 3 notes.)
Educational Reforms as Paradigm Shifts: Utilizing Kuhnian Lenses for a Better Understanding of the Meaning of, and Resistance to, Educational Change
Author: Irez, Serhat
Date: 2011-07-00
Type: Journal Articles
Subjects: Learning Theories,Curriculum Development,Educational Change,Foreign Countries,Models,Science Education,Comparative Analysis,Teacher Educators,Barriers,Biology,Secondary School Teachers,Secondary School Science

Research acknowledges that reform efforts in education often face resistance, particularly on the part of teachers. This study attempts to get to a better understanding of the reasons of resistance to change on the teachers' side through utilizing the structure of scientific revolutions as described by Thomas Kuhn as an analogy. To this end, a recent curriculum reform in science education in Turkey is taken as a case. The previous and new biology curricula are analyzed comparing their emphasis, approaches to the nature of scientific knowledge, theories of learning, and models for teaching and approaches to the assessment of learning. This analysis revealed that the curriculum reform experienced in Turkey has introduced a new conceptual and theoretical framework for teachers, which is fundamentally different from the previous one. To this end, the study discusses that understanding the new paradigm introduced by the new curriculum could be one of the major barriers that teachers face in the implementation of the curriculum reform. (Contains 1 table.)
Rural Camp School Eco Learn--Outdoor Education in Rural Settings
Author: Smeds, Pia
Date: 2011-07-00
Type: Journal Articles
Subjects: Rural Schools,Outdoor Education,Learning Processes,Content Analysis,Teaching Methods,Students,Student Attitudes,Teacher Attitudes,Agricultural Occupations,Questionnaires,Interviews,Observation,Questioning Techniques,Foreign Countries,Preservice Teacher Education

Outdoor education in rural and agricultural surroundings offers many possibilities for learning and studying different school subjects as well as teaching. This study aims to explore the development of an educational rural camp school, Eco Learn, and to investigate pupils' expectations and experiences and teachers' experiences of carrying out the developed programmes. The development of programmes was a participatory process that included representatives from all parties that were involved (e.g. teachers, farmers, pupils). A mixed methods approach was used; quantitative (questionnaire) and qualitative (interviews, observation, open questions) methods that support each other. Analysis was done by inductive content analysis. A general increase in positive attitudes towards learning and studying in rural settings amongst the pupils after participation was found. The urban pupils expected more romantic countryside values and the rural pupils learning processes and products. Outdoor education in rural settings combined with preparatory activities was found as a positive experience for pupils' learning by both the pupils (about 80%) and the teachers (about 70%), and it was evaluated as a better learning environment than an ordinary classroom. In general, results reveal many positive educational values of outdoor education in rural settings and a linkage between affective and cognitive values. Finnish teacher training is urged to take this type of education more effectively into the curriculum for teacher studies. (Contains 5 figures and 6 tables.)