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Methodology related to Lawrence Kohlberg's theory of moral development has been continuously refined by creation and evaluation of additional research instruments. Instruments have been tested at summer scoring workshops presented by Kohlberg and his staff at the Center for Moral Education, Harvard University, in 1972, 1973, and 1976. Instruments include: (1) a standard-form scoring system to redefine the stages of moral development at a structural level and distinguish more clearly between issues and concerns; (2) a structural interviewing system which penetrates beyond a subject's opinions, attitudes, and beliefs to basic reasoning or justification patterns; and (3) a standard moral-interview format, which directs the subject to make the choice at the beginning of each dilemma. Many problems related to interviewer misperception of values placed by the subject on a particular issue have been alleviated by asking the subject to weight the values. Other problems encountered by participants at scoring workshops relate to dominant-issue scoring. Participants should have fewer problems with scoring if they refer to Kohlberg's 1977 manual, average across elements within the governing norm, and consider unsolicited reasoning responses by the subject during the interview. The conclusion is that Kohlberg's moral development theory is constantly being improved as Kohlberg and other scholars work to make it more relevant to moral dilemmas. (Author/DB)

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

This symposium on the adult learner consists of three presentations. "Bridging the Gap Between Adult Education and Educational Psychology: Some Important Findings" (Bryan W. Smith) is a report upon a micro-analysis of a case of adults entering tertiary study for the first time and their mental life concerning their own self performance, constructed across four instances. It identifies characteristics of the four participants' covert behavior during their learning in a course on human resource development (HRD). "Mary Parker Follett: Philosopher of HRD" (Leslie DeLaPena Wheelock, Jamie L. Callahan) concludes that Follett is a philosopher of HRD, not only because her ideas support concepts similar to other HRD philosophers but also because she introduces adult learning as paramount for the development of the individual and organization. "The HRD Network as a Means for Adult Learning" (Susan A. Huhta, John A. Niemi) is a study of the HRD Network at Northern Illinois University, an example of nontraditional, informal learning, that determined that HRD professionals successfully conceived and directed their own professional development. All three papers include substantial bibliographies. (YLB)

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning in a Problem-Based Psychology Course" (William Cerbin); "Resilient Students, Resilient Communities" (Donna Killian Duffy); "Looking through a Different Lens: Inquiry into a Team-Taught Course" (Cynthia V. Fukami); "A Chemical Mixture of Methods" (Dennis Jacobs); "For Better or Worse? The Marriage of Web and Classroom" (T. Mills Kelly); "Students' Perspectives on Interdisciplinary Learning" (Sherry Linkon); "A Case Study of Theory, Voice, Pedagogy, and Joy" (Mona Taylor Phillips); "Difficulty: The Great Educational Divide" (Mariolina Rizzi Salvatori); and a Conclusion: "Inventing the Future" (Lee S. Shulman). (Papers contain references.) (SM)

The first, and most prominent, section of this publication consists of eight digest papers which offer several perspectives on new models for psychological practice in schools. The topics addressed in the digest series reflect key issues confronting psychologists as they struggle to increase their responsiveness to educational challenges in America's schools. Digests are as follows: "Creating a New Vision of School Psychology: Emerging Models of Psychological Practice in Schools" (Talley and Short); "Psychological Services in the Schools" (Kamphaus); "Working with Diverse Learners and School Staff in a Multicultural Society" (Sanchez, Li, and Nuttall); "Health Services in the Schools: Building Interdisciplinary Partnerships" (Paavola, Cobb, Illback, Joseph, and Torruella);"Redefining Doctoral School Psychology" (Short and Talley); "Establishing School-Based Internships in Professional Psychology" (Nelson); "Psychological Practice in Schools: System Change in the Heartland" (Reschly); and "Education and Health Care Advocacy: Perspectives on Goals 2000, IASA, IDEA and Healthy People 2000" (Talley and Short). The second section presents results of an extensive search of the ERIC database on each of the major topical areas covered by the digests, along with instructions for obtaining the full-text articles and documents. The third and final section is the "ERIC/CASS Resource Pack," which is intended to extend the reader's knowledge of the Educational Resources Information Center (ERIC), both as a consumer/user of ERIC as well as a contributor of papers and resources. (RB)

Learner-centered principles espoused by the American Psychological Association (APA) built on research of the last three decades suggest that learning does not simply entail coordinated cognitive processes. These 12 principles portray factors associated with learning as essential parts of the portrayal of learners as active creators of their own best answers and solutions. Some of the issues related to active, volitional learners are summarized, with attempts to integrate then in terms of the discovery of personal meaning. The following types of personal meaning that may occur are considered: (1) increased sense of relation of new knowledge to personal events in the learner's life; (2) increased sense of self as learner; (3) increased sense of efficacy related to the capability to use knowledge; and (4) increased expectancy for success and sense of commitment to extend learning. The paper is organized around the idea that the discovery of personal meaning in learning is a vital part of the learning process. The learner is an active constructor of such meanings and may find them more durable than the particular knowledge gained in cognitive fashion. One table lists types of personal meaning that may be acquired. An attachment lists the APA principles. (Contains 61 references.) (SLD)

This book contains 19 papers on 20th century thinkers in adult and continuing education. The book is arranged in four parts as follows: early 20th century English thinkers; early 20th century American thinkers; theorists of adult and continuing education; and theorists of adult education and social change. The following papers are included: "Introduction: Adult Education--An Ideal for Modernity?" (Peter Jarvis); "Albert Mansbridge" (David Alfred); "Basil Yeaxlee and the Origins of Lifelong Education" (Angela Cross-Durrant); "R. H. Tawney--Patron Saint of Adult Education" (Barry Elsey); "John Dewey and Lifelong Education" (Angela Cross-Durrant); "E. L. Thorndike" (W. A. Smith); "Eduard Lindeman" (Stephen Brookfield); "Robert Peers" (Stella Parker); "Cyril O. Houle" (William S. Griffith [updated by Peter Jarvis]); "Malcolm S. Knowles" (Peter Jarvis); "Roby Kidd--Intellectual Voyager" (Alan M. Thomas); "K. Patricia Cross" (Carol E. Kasworm); "Chris Argyris--The Reluctant Adult Educator" (Karen E. Watkins and Jacqueline A. Wilson); "Donald Schon" (Ron Cervero); "Moses Coady and Antigonish" (John M. Crane); "Horton of Highlander" (John M. Peters and Brenda Bell); "Paulo Freire" (Peter Jarvis); "Ettore Gelpi" (Colin Griffin); "Women in Adult Education--Second Rate or Second Class?" (Mal Leicester); and "Conclusion: Adult Education at the End of the Twentieth-Century" (Peter Jarvis). (All papers include substantial bibliographies.) (MN)

This book is the third edition of a resource for advanced students and professionals in black psychology in the form of 41 papers organized under 5 subheadings. The "overview" section includes one classic article and offers a new, world view paper. A "perspectives" section treats Afrocentric, humanistic, historical, philosophical, and behaviorist approaches. A "deconstruction" section critiques and evaluates the literature and practice in areas of critical importance to African American personality and psychological testing. A "reconstruction" section introduces novel and sound alternative ideas, interpretations, and constructs for the cognitive and non-cognitive attributes of African Americans. An "applications of black perspectives" section applies the perspective of black psychologists to several areas: psychophysiology, organizational psychology, experimental psychology, educational psychology, developmental psychology, and social psychology. Also in this section are papers on psychologists and psychology in the community, racism, counseling and psychotherapy, and research. All papers include extensive references. Author and subject indexes are included. (JB)

These seven papers offer an insight into the different aspects of recurrent education in Yugoslavia. "Recurrent Education and Educational Changes" considers these three processes: the "de-etatization," the democratization, and the de-schooling of education. "The Unity of Education and Work and Recurrent Education" proposes that this unity implies the transformation of recurrent education into a new concept of simultaneous education and work as the basis of the whole educational system. In "Recurrent Education and Social Equality" discussion focuses on the solution of employment problems for low complexity jobs and education for such jobs. Recurrent education is described and educational innovations and suggestions for its further development are discussed in "Present Situation and Developments in Recurrent Education." The paper, "Psychological Aspects of Recurrent Education," considers objectives of recurrent education, factors affecting successful adult learning, learning abilities, relevant experience and foreknowledge, mental fitness, and motivation for education. "Financing Recurrent Education in Yugoslavia" discusses the basic interdependence of recurrent education and the process of structural change in the Yugoslav economy. "Recurrent Education and Socialization of Education in the Context of Secondary and Higher Education Reform" discusses implications of the present educational reform in Yugoslavia. A selected bibliography and glossary are appended. (YLB)

The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When college teachers think about student engagement, they suggest that engaged students really want to learn, exceed expectations, and demonstrate passion and excitement (Barkley, 2009). In this book, the reader will find a host of ideas that should help create passion and excitement in the classroom. In this book, the authors describe engagement techniques that address topics within the context of a particular course in psychology. Each chapter provides an annotated bibliography of activities published elsewhere as well as a new unpublished activity that the author has used. The annotated bibliography outlines exercises and demonstrations that enhance student engagement relevant to the topic area that have been published in TOPS, the "Handbooks for Teaching Psychology," as well as activities recommended in various Instructor's manuals and those available through OTRP. The book is divided into five sections. The first section describes activities that can be used in the social, developmental, environmental, organizational, and cross-cultural psychology. The second section describes activities that can be used to teach sensation and perception, cognitive psychology, intelligence, language and related topics. In the third section, the editors offer teaching techniques relevant to biological psychology, research methods and related topics, as well as history and systems courses. Abnormal behavior, personality, gender and adjustment are all addressed in Section 4. Section 5 is devoted to activities that can be used in more than one course and include topics such as diversity, critical thinking, positive psychology and APA style writing. Section 1, Social and Developmental Psychology, contains: (1) How Engaging Are You? A Review of Teaching Methods to Engage Students in Child and Adolescent Psychology Courses (Aaron S. Richmond and Lisa Kindelberger Hagan); (2) Adult Development: Designing a Retirement and Care Plan for Older Adults (Maya M. Khanna); (3) Classroom Activities for a Course on Death, Dying, and Bereavement (Lisa M. Bauer); (4) Group Dynamics (Donelson R. Forsyth); (5) Engaging Students in Psychology and Law: An Exercise in Jury Selection (Kathryn T. Hendricks and Matthew T. Huss); (6) Engaging Students in Applied Social Psychology (Richard J. Harnish, K. Robert Bridges, Alecia V. Denillo, and Michelle L. Flaherty); (7) Teaching Environmental Psychology: Demonstrations and Exercises (Paul A. Bell, Patricia A. Romano, Thomas C. Greene, Jacob A. Benfield, Britt L. Mace and Gretchen A. Nurse); (8) Activities for Engagement in an Industrial/Organizational Psychology Course (Tracy E. Zinn and Whitney F. Smiley); and (9) Engaging Students in Cross-Cultural Psychology (Stephanie L. Anderson and Richard L. Miller). Section 2, Cognitive Processes, contains: (10) Sensation and Perception: Activities to Promote Learning and Clarify Student Perceptions (Cindy Gibson); (11) Engaging Students in Cognitive Psychology (David W. Carroll and Allen Keniston); (12) Exercises and Demonstrations for Motivation and Emotion Courses (Alan Hughes); (13) Is Your Educational Psychology Class Boring? A Review of Teaching Methods to Engage Your Students (Aaron S. Richmond); (14) Intelligence (Amber Esping and Jonathan Plucker); and (15) Engaging Students in the Psychology of Language (David W. Carroll and Eleni Pinnow). Section 3, Biological Processes, Research and the History of Psychology, contains: (16) Online Teaching Resources for Animal Behavior (Joseph J. Benz); (17) Activities for a Neuroscience Course (S. A. Lloyd, R. A. Shanks, and C. L. Robertson); (18) Physiological Psychology (Frank Ferraro, III); (19) Engaging Activities for Students Who are Learning Research Methods (William J. Lammers); (20) Activities for Student Engagement in a Statistics Course (Tracy Zinn and Whitney Smiley); (21) Activities for Engagement in a Psychometric Course (B. Jean Mandernach and Jana Hackathorn); and (22) Engaging Students in History and Systems of Psychology Courses (William Douglas Woody). Section 4, Abnormal Behavior and Personality, contains: (23) Creating Transformative Experiences for Students in Abnormal Psychology (Anton O. Tolman); (24) Health Psychology (Robin A. Anderson); (25) Engaging Students in Clinical Psychology Courses (Jeanne M. Slattery); (26) Human Sexuality (Karen Rayne and Missi Patterson); (27) Psychology of Religion (Kevin L. Ladd and Michael E. Nielsen); (28) The Psychology of Gender (Isabelle D. Cherney); (29) Personality (Marianne Miserandino); and (30) Teaching the Psychology of Adjustment (Dana S. Dunn, Elizabeth Yost Hammer and Wayne Weiten). Section 5, Activities That Can Be Used In More Than One Course, contains: (31) Ethics of Psychotherapy and Counseling (Mitchell M. Handelsman, Allison Bashe and Sharon K. Anderson); (32) Engaging Students in APA-Style Writing (Lynn A. Bruner); (33) On Happiness: Introducing Students to Positive Psychology (Dana S. Dunn, Brittany M. Beard and David J. Fisher); (34) Teaching about Diversity: Activities that Promote Student Engagement (Christie Cathey and Alexandra S. Ross); (35) Peace and War (Linda M. Woolf and Michael R. Hulsizer); (36) Nonverbal Communication (Don W. Stacks, Mark Hickson III, Jessica Deyo, and Price Walt); and (37) Critical Thinking Activities for the Teaching of Psychology (Paul C. Smith). Individual papers contain tables, figures, footnotes, references and appendices. [For Volume 1, "Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities," see ED533155.]

The premise of this paper is that psychologists need to reconsider the process by which psychological ideas are applied in educational practice. Psychological ideas do not guide educational practice as much as they should because psychologists fail to consider what is happening in the classroom. How a teacher thinks as a psychologist can be identified through the teacher's conceptions of students, teaching approaches, and learning outcomes. Measurement tests developed for the study of a person's perceptions are described in this report for the purposes of identifying teachers' conceptions. Determining why teachers teach and why they adopt new programs will help psychologists understand the process of program implementation before they prescribe programs to teachers. Also, the reflexivity principle that a teacher is a psychologist and a psychologist is a person--both entities generate psychological ideas and must be accounted for by their ideas--should be applied to psychology theories as well as to communication between psychologists and teachers. This view of teachers should facilitate communication between psychologists and teachers, improve the quality of educational psychology practice, and enrich psychology theory and research. (Author/ND)

Focusing on various areas of concern to classroom teachers, this collection contains the following essays: (1) "Herbart versus Froebel on Teaching Pupils"; (2) "The Integrated Reading Curriculum"; (3) "Motivation and the Learner in Reading"; (4) "Issues in the Reading Curriculum"; (5) "Inservice Education and the Curriculum"; (6) "Textbooks and the School Curriculum"; (7) "Improving the Reading Curriculum"; (8) "Classical Poetry in the Language Arts"; (9) "Issues in Microcomputer Use in the Classroom"; (10) "Evaluation and the Psychology of Learning"; and (11) "The Basics in the Social Studies Curriculum." (SR)

This book, consisting of articles by separate authors, traces the historical and ideological development of textbooks in educational administration through five separate phases. "From Idea to Ideology: School Administration Texts 1820-1914" by Robert Mason analyzes 19th Century perspectives on school administration based on texts from that time, showing how the ideas informing school organization reflected the moral idealism affirmed by the established society of the time. "From Ideology to Conventional Wisdom: School Administration Texts 1915-1933" by William Eaton continues this analysis, showing how the ideas of Ellwood P. Cubberley dominated the field of educational administration at this time. "From Conventional Wisdom to Concept: School Administration Texts 1934-1945" by James C. Parker shows how educational administration textbook writers during this period sought to interpret and apply two opposing educational philosophies: the school as the agency of society and the school as the pioneer of society. In "A Return to Rhetoric: School Administration Texts 1946-1955," Fred D. Carver contends that the dominant emphases in educational administration textbooks during this period were democratic administration and community schools, and that by the end of the period, a quest for a new scientific basis for administration was apparent. In the last essay, "Factualism to Theory, Art to Science: School Administration Texts 1955-1985," Thomas E. Glass reviews the wide range of recent textbooks in administration to show a strong emphasis on theory development and the use of models and techniques from the social and behavioral sciences. The book concludes with an overview, also by Thomas E. Glass, of themes that characterize each period discussed. (TE)

Problems of providing effective training for moral development are discussed. Intended for teachers, parents, and education students, the book lends itself easily to application in the classroom. The book is presented in three sections. Section I provides a historical and philosophical perspective on the need for moral education and on basic questions concerning human nature. Topics discussed include the legacy of John Dewey, approaches to moral education, philosophical assumptions and comparative approaches to moral development, such as the psychoanalytical, behavioral, humanistic, and developmental schools of thought. Section II describes four contemporary approaches to moral education: (1) the cognitive-developmental approach of Lawrence Kohlberg; (2) individual psychology as developed by Alfred Adler and Rudolf Dreikurs; (3) the organismic approach of Carl Rogers; and (4) the behavioral approach, which stresses modeling and reinforcement of moral behavior. Implications for classroom education, training for teachers and parents, and community activities associated with each approach are specified. Section III discusses the practical application of values clarification in the classroom. Suggestions for further reading are included. (Author/DB)

This chapter explores the concept of transpersonal education, the role of the educator, and process and practices that support transpersonal education at the school, classroom, and facilitator levels. The authors discuss the process, obstacles, and challenges of transpersonal education and make suggestions for the future. To understand the nature of transpersonal education, it is important to distinguish it from three other closely related but sufficiently different terms and concepts: transpersonal psychology, transformative education, and spirituality/spiritual education. The chapter also explores two cross-cultural approaches to education (one Eastern and one indigenous) as well as organizations and classrooms that fit well into the criteria of transpersonal education. [ABSTRACT FROM AUTHOR]

This chapter reviews the progress of a field of study that explores the overlapping spheres of influence on children's learning and development. It summarizes results from studies that have created a strong knowledge base on partnerships. It also presents some issues that need attention in basic and in applied research.