ethanporcaro/eric-fulltext-meta huggingface dataset:
First-Person Educational Psychology for Teacher Education Majors: A Biofunctional Understanding Intervention
Author: Iran-Nejad, Asghar
Date: 2015-10-00
Type: Journal Articles
Subjects: Educational Psychology,Education Majors,Preservice Teachers,Preservice Teacher Education,Intervention,Constructivism (Learning),Biological Influences,Intuition,Reflection,Learner Controlled Instruction,Undergraduate Students,Educational Experiments,Multiple Choice Tests,Correlation,Statistical Analysis

This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional understanding as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in writing on their biggest idea of every week for a semester. They stated the idea in a simple sentence and followed by writing a concise paragraph to contemplate on it. Control sections equated their biggest idea with one most important to learn through the conventional learning-testing cycle of deliberate knowledge internalization or construction. Experimental sections fought the learning-testing-cycle urge and sought by hindsight the biggest idea of the most striking revelation (MSR) delivered to their awareness spontaneously by the biofunctional&lt;&gt;psychologyical spiral of their intuition&gt;revelation&lt;&gt;reflection cycle. Results showed that experimental condition outperformed the control in the development of their insightful understanding measured by a Levels of Revelatory Strikingness Scale (LRSS) suggesting that learners change their understanding as a function of their 1st-person revelations than 2nd/3rd-person evidence.
Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?
Author: Kershner, Ruth
Date: 2016-06-00
Type: Journal Articles
Subjects: Psychology,Inclusion,Instruction,Elementary School Teachers,Dialogs (Language),Foreign Countries

Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology's perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through &quot;scientific&quot; method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers' other references to classroom practice, children's rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.
The Development and Psychometric Assessment of a Scale to Measure the Severity of Examination Anxiety among Undergraduate University Students
Author: Bedewy, Dalia
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Psychometrics,Likert Scales,Severity (of Disability),Test Anxiety,Test Construction,Reliability,Content Validity,Factor Analysis,Symptoms (Individual Disorders),Anxiety

The study reported here aimed to develop and psychometrically assess an instrument to measure examination anxiety among undergraduate university students. Based on empirical evidence and recent literature review we developed a 12 item scale to measure the severity of examination anxiety. The instrument was administered to students, two weeks before they wrote their examinations. Experts (n = 10) participated in a validation process of the instrument before it was administered to students (n = 40). Internal consistency reliability for the instrument was 0.82 (Cronbach's alpha) and there was 92% overall agreement between experts about the relevance of the instruments' items to measure students' examination anxiety, providing evidence for content validity. Factor analysis resulted in three cohesive and theoretically meaningful factors. There is evidence for content and convergent validity. The developed instrument is a reliable, valid and empirical measure to assess the severity of examination anxiety. The scale will take five minutes to complete.
Teacher-Student Relationships, Social and Emotional Skills, and Emotional and Behavioural Difficulties
Author: Poulou, Maria
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Teachers,Teacher Student Relationship,Interpersonal Competence,Emotional Development,Emotional Problems,Social Development,Primary Education,Student Attitudes,Questionnaires,Likert Scales,Behavior Problems,Correlation,Learning Theories,Heuristics,Models,Hypothesis Testing,Predictor Variables,Structural Equation Models,Regression (Statistics),Factor Analysis,Child Behavior,Screening Tests

In this study, the role of teacher-student relationships and students' social and emotional skills as potential predictors of students' emotional and behavioural difficulties was investigated by tapping into 962 primary school students' perceptions via questionnaires. While significant correlations were found linking teachers' interpersonal behaviour and students' social and emotional skills to emotional and behavioural difficulties, data analysis indicated that students' social and emotional skills were found to be more of a determinant of their behaviour than teachers' interpersonal behaviour. Results are interpreted in relation to systems perspective and Social and Emotional Learning theory, and practical implications of the findings are discussed.
'Well, I Have to Write That&quot;: A Cross-Case Qualitative Analysis of Young Writers' Motivations to Write
Author: Magnifico, Alecia Marie
Date: 2013-02-00
Type: Journal Articles
Subjects: Motivation,Qualitative Research,Creative Writing,Interviews,Adolescents,Case Studies,High School Students,Extracurricular Activities,Computer Games,Context Effect,Experience,Interests

Hickey (2003), taking a &quot;stridently sociocultural&quot; position on motivation, notes that conceptualizations of motivation must shift to successfully study &quot;motivation-in-context&quot; (p. 401 ). This study represents an attempt to navigate such a shift. Rather than taking established understandings of achievement goals and motivation orientations as given, this interview-based, qualitative analysis examines three creative writing environments--a secondary classroom, an extracurricular arts program, and an online game community--and analyzes adolescent participants' understandings of their writing goals and motivations to write in particular settings. While such an approach relies on self-report and thus cannot capture implicit cognitions, its goal is to shed light on relationships among writers, contexts, and cognitions--and how traditional motivational paradigms may need to be amended to engage with such questions.
Pedagogical Voyeurism: Dialogic Critique of Documentation and Assessment of Learning
Author: Matusov, Eugene
Date: 2016-02-00
Type: Journal Articles
Subjects: Educational Assessment,Documentation,Learning,Ownership,Reggio Emilia Approach,Teacher Student Relationship,Graduate Students

We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students' ownership/authorship of education and learning. We ground our conceptualization of educational assessment in critical dialogue, in a case of a student who requested assessment of her research project, and guided her peers and the teacher in providing different aspects of this assessment. We argue that documentation of learning on teacher's demand leads to surveillance, discipline, distraction, teacher-student distrust, and robbing of students from ownership of their education and thus it is anti-educational.
The Paradox of the Missing Biological Function in Understanding: Implications for Moral and General Education
Author: Iran-Nejad, Asghar
Date: 2013-02-00
Type: Journal Articles
Subjects: Psychology,Biology,Comprehension,Knowledge Level,Moral Values,Values Education,General Education

This essay argues that the endemic moral crisis and the crisis of confidence in education are related; and both are a function, in part, of a paradoxical divide between two types of human understanding: psychological and biofunctional. In the psychological realm, people cause understanding using the psychological theories they know. Biofunctionally, understanding is &quot;caught&quot; by the understander, by analogy to catching a cold, caused by an unknown biological function, without the understander (a) having direct access to the cause, (b) knowing what the cause is, and (c) realizing how the cause works. This paradox introduces a divide between people's psychological and biofunctional types of understanding. Unwarily, people tend to overlook this divide thereby compromising their full understanding potential. In this essay, I elaborate on the nature of this paradox, the awesome divide that it causes, and its implications for moral and general education.
NNESTs' Professional Identity in the Linguistically and Culturally Diverse Classrooms
Author: Song, Kim Hyunsook
Date: 2015-02-00
Type: Journal Articles
Subjects: Professional Identity,English (Second Language),Elementary School Teachers,Secondary School Teachers,College Faculty,Qualitative Research,Interviews,Language Proficiency,Teacher Competencies,Cultural Pluralism,Bilingual Teachers,Comparative Analysis,Native Speakers

This study examines NNESTs' professional identities as classroom teachers by analyzing NNESTS' perceptions of their strengths and challenges. The study contributes to NNESTs forming their professional identity by recognizing, developing, and contesting authoritative discourse. A basic qualitative research design is employed to analyze the interview data. Participants are five NNESTs who teach in American classrooms. Three focused themes are identified; linguistic competence, cross-cultural competence, and pedagogical competence. NNEST superiority fallacy is added as the fourth theme. Additionally, the study briefly compares strengths and challenges of U.S. versus foreign graduates. NNESTs' strengths and challenges are reported in line with other NNEST researchers: dual-language acquisition and cross-cultural experience, grammar knowledge, linguistic theories, and coping strategies as strengths, poor command of English language, lack of sociocultural strategies, and lack of confidence as weaknesses. New findings include NNESTs' confidence as effective teachers with accent, intellectual competence in theories, and stronger credentials. This study asserts that the NNESTs' multilingual and multicultural backgrounds can become valuable assets with less linguistic prejudice, and the need for a policy that provides the benchmark to measure their credentials rather than depending on biased assumptions. Suggestions to shape NNESTs' professional identity are provided.
Effects of Peer Tutoring on Reading Self-Concept
Author: Flores, Marta
Date: 2013-10-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Reading Achievement,Self Concept,Reading Programs,Mixed Methods Research,Statistical Significance,Reading Aloud to Others,Listening Skills,Reading Skills,Reading Strategies,Metacognition,Reflection,Reading Improvement,Foreign Countries,Reading Comprehension,Reading Tests,Questionnaires,Pretests Posttests,Likert Scales,Quasiexperimental Design,Self Concept Measures,Elementary School Students,Intervention,Factor Analysis

This study investigates the development of the Reading Self-Concept and of the mechanisms underlying it, within a framework of a reading programme based on peer tutoring. The multiple methodological design adopted allowed for a quantitative approach which showed statistically significant changes in the Reading Self-Concept of those students who played the role of tutor in fixed peer tutoring. The qualitative approach of the analysis suggests that by performing the tutor's role, in an induced work atmosphere, by reading aloud and actively listening, by evaluating their effort, and engaging in meta-cognitive reflective processes, students become aware of their own capabilities and of their possibilities of improvement; thus promoting the development of the tutor's Reading Self-Concept.
Peers Influence Mathematics Strategy Use in Early Elementary School
Author: Carr, Martha
Date: 2016-02-00
Type: Journal Articles
Subjects: Peer Influence,Elementary School Students,Arithmetic,Grade 1,Gender Differences,Statistical Analysis,Hierarchical Linear Modeling,Regression (Statistics),Accuracy,Problem Solving,Preferences,Goal Orientation,Change

This study examined the impact of performance goals on arithmetic strategy use, and how same-sex peer groups contributed to the selection of strategies used by first-graders. It was hypothesized that gender differences in strategy use are a function of performance goals and the influence of same-sex peers. Using a sample of 75 first grade students, data were collected at three time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increased use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but not in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys. Neither variable explained girls' preference for manipulative-based strategies.
The Sociocultural Psychology as a Postformal Theory of Academic Achievement: Interrogating Formal Education
Author: Sinha, Chetan
Date: 2013-06-00
Type: Journal Articles
Subjects: Academic Achievement,Social Psychology,Identification (Psychology),Literacy,Social Theories,Social Class,Sociocultural Patterns,Education

The present paper interrogates the dominance of formal education. As formal education system relies on ability based academic achievement as a goal, exploring post-formal approaches, such as sociocultural notion of academic achievement is the hallmark of present paper. An attempt is made to interrogate the existing cultural dominance in formal education referring to the need of ability stereotyped groups, not discarding formal education totally. Taking the route from sociocultural experience of children, paper also explores their process of social identification with the present educational system. The way students identification gets constructed and co-constructed, either acknowledges or discards the achievement domain of education, is the major point of contention. Overall, the paper tries to answer the basic psychological question that &quot;Why particular form of education and achievement under the mainstream discourse of education is legitimized and valued in the social psychological representations?&quot;
Bullying, Cheating, Deceiving: Teachers' Perception of Deceitful Situations at School
Author: Marksteiner, Tamara
Date: 2013-06-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Cheating,Deception,Teacher Attitudes,Questionnaires,Student Behavior,Behavior Problems,Aggression,Antisocial Behavior,Crime,Vandalism,Incidence,Interviews,Punishment,Bias,Attendance,Adolescents,Middle School Students,Teacher Expectations of Students,Middle School Teachers,Statistical Analysis

Two studies investigated in which situations teachers (would) investigate whether a student was lying or telling the truth and how these situations were perceived. Results of Study 1 indicate that teachers (would) interview students when it comes to use of unfair means, aggressive behavior, theft, absence without permission, bullying, and vandalism, whereat deceitful situations with rather light consequences were most frequently described. Moreover, participants perceived the frequency of occurrence of all situations as lower for themselves compared to colleagues. In both studies, the use of unfair means, absence without permission, and bullying (over a longer period) were rated as most frequently occurring in everyday school life. Further, deception detection was perceived as being mostly important in situations with severe consequences. Study 2 also demonstrates that situations with light consequences are perceived as situations where it is of relatively less importance to make accurate judgments, avoid wrongful accusation, and detect misbehavior, as compared with situations with severe consequences. Overall, teachers perceive avoiding wrong accusation as more important than detecting misbehavior. Influences of teachers' perceptions on their behavior are discussed.
A Visual Narrative Inquiry into Children's Sense of Agency in Preschool and First Grade
Author: Sairanen, Heidi
Date: 2014-06-00
Type: Journal Articles
Subjects: Preschool Children,Grade 1,Foreign Countries,Child Care Centers,Case Studies,Visual Aids,Personal Narratives,Student Experience,Photography,Interviews

This socioculturally framed case study focuses on children's sense of agency in educational settings. The study has two objectives: (a) to portray the modalities of children's sense of agency in preschool and first grade settings, and (b) to identify the sociocultural resources that mediate children's sense of agency in these two activity contexts. We seek to achieve these objectives through a visual narrative inquiry that entails the children's (N:5) photo-narration of their sense of agency in preschool and primary school settings. The results indicate the sociocultural embeddedness of the children's sense of agency. They also show continuities and discontinuities in the children's sense of agency across the preschool and first grade settings. The children's sense of agency was mediated by people and material artefacts, as well as by the rules, objectives, time-structures, and social interactions of the activity contexts. These findings are pivotal in understanding how to support the educational engagement of children and their positive transition to school. The study also shows how visual narrative inquiry offers a potential methodology for listening to children, especially in terms of their sense of agency.
Self-Regulation of Behavior: Students versus Other Adults
Author: Jakesova, Jitka
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Self Control,Adults,College Students,Goal Orientation,Conceptual Tempo,Gender Differences,Age Differences,Questionnaires,Factor Analysis

The objective of this research is to compare self-regulation of behaviour of two Czech samples. The first one was the representative sample of Czech adults that consisted of 1060 respondents. The second sample was university students and consisted of 1244 respondents. The measuring tool was an adapted Self-Regulation Questionnaire of which two dimensions were used: Goal Orientation and Impulsivity. The findings showed no statistically significant differences between the two samples in either of the dimensions. Goal Orientation scores were higher than Impulsivity scores, which was in line with our assumptions. There were no statistically significant differences in Goal Orientation scores between genders, with the exception of prevalence of females in the student sample. Age appeared to be an important factor that affects scores in Goal Orientation in both samples, while in Impulsivity it only differentiated among the students. The level of education proved to be an important factor that differentiates among those with high and low impulsivity rather than in goal orientation.
Cooperative Learning: Developments in Research
Author: Gillies, Robyn M.
Date: 2014-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Research,Group Structure,Teacher Role,Group Membership,Group Activities

Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students from kindergarten through to college level and across different subject areas. Cooperative learning involves students working together to achieve common goals or complete group tasks. Interest in cooperative learning has grown rapidly over the last three decades as research has been published that clearly demonstrates how it can be used to promote achievements in reading and writing, conceptual development in science, problem-solving in mathematics, and higher level thinking and reasoning. It has also been shown to promote inter-personal relationships with students with diverse learning and adjustments needs and with those from culturally and ethnically different backgrounds. In fact, Johnson and Johnson (2000) argue there is no other pedagogical practice that achieves such outcomes. The purpose of this paper is to review the research on cooperative learning and to examine the factors that contribute to its success. In particular, the review focuses on the key elements that underpin successful cooperative learning, including group structure, composition and task, and the key role teachers' play in developing students' thinking and learning. The intention is to provide insights on how teachers can effectively utilize this pedagogical approach to teaching and learning in their classrooms.
Eye of the Beholder: Investigating the Interplay between Inquiry Role Diversification and Social Perspective Taking
Author: Walker, Cheryl L.
Date: 2013-06-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Student Role,Teacher Role,Perspective Taking,Questionnaires,Interviews,Elementary School Students,Elementary School Teachers,Intermediate Grades,Class Activities,Individual Differences,Group Dynamics,Personality,Instruction,Foreign Countries

Students and teachers engage in specific roles in classrooms, and within inquiry classrooms, these roles tend to be more varied compared to traditional settings. Teachers may take on traditional student roles including the role of learner, and students, for example, take on the additional role of question asker, traditionally reserved for the role of a teacher. Several of these roles are specific to perspective taking, in particular, social perspective taking (SPT). SPT is critical to successful social interactions and, because group work occurs frequently within inquiry-based teaching and learning environments, a better understanding of SPT roles is required. SPT roles within two different inquiry classrooms were closely examined through audio-recorded group interactions. Additional data were collected in the form of questionnaires, interviews, student and teacher log responses, and field notes. Two teachers and eight students participated. Social perspective-taking roles were dynamic and susceptible to influences including the nature of the classroom activities and instructional choices, student personality differences, and group-work dynamics. All participants adopted SPT roles, however, students who played an active role in choosing their work partners and who were assigned a task that required a consideration of the audience's understanding tended to adopt more Imagine Other roles as opposed to Imagine Self roles and also adopted more emotionally-based SPT roles compared to students in teacher-formed groups who were assigned more cognitively-based assignments. Implications for researchers, consultants, and students and teachers were discussed.