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Climate change is a complex, multisystem phenomenon that disrupts human development both directly and indirectly through the interactions of interconnected systems. This article outlines the physical, social, and psychological impacts of exposure to climate disasters, which are already increasing in frequency and ferocity across the globe. Climate change poses particular challenges for billions of people with vulnerabilities related to geography, age, injustice, poverty, and many other social or economic disadvantages. In this article, we apply resilience and positive development frameworks to describe the resources and processes at the level of the individual, the family, and the community that can prepare and support people as they contend with the impacts of climate change. To illustrate these frameworks in action, we give examples of promising interventions that focus on mobilizing powerful human adaptive systems to build hope, agency, social cohesion, and a shared sense of belonging. We conclude by calling on developmental scientists to engage in research, interventions, and collaborative advocacy to address the unprecedented and existential threat posed by climate change.

With its distinct characteristics, the research article (hereafter RA) abstract has been a major area of interest within the field of metadiscourse. Investigating authorial presence displayed in RA abstracts can play an important role in illuminating the nature of the interaction among the writer, the text, and the reader. This study aimed to shed light on the disciplinary variation on how much, and for what purposes, authorial presence is shown in RA abstracts through the use of the first-person plural pronoun "we" as an engagement marker (the inclusive form) and a self-mention device (the exclusive form) using a corpus of RA abstracts in the fields of Bioengineering and Software Engineering (hard sciences), and Psychology and Sociology (soft sciences). The inclusive "we" was found to be very rare, therefore, the majority of the analysis focused on the exclusive "we." The results indicated a considerable variation across the sampled disciplines and a general tendency to use self-mention when explaining purposes, procedures, and results, but not when introducing and concluding, or elaborating arguments. The findings of this study will contribute to a deeper understanding of the disciplinary variation in the use and communicative functions of "we," which could enhance academic writing practices.

Researchers in higher education (HE) are a community of academics with backgrounds and experiences in a variety of scientific disciplines. For this reason, HE research is influenced by other disciplines from which HE researchers take theories, constructs and research methods. This article describes a large-scale analysis of the impact of different scientific fields on HE research. Special attention is paid to the analysis of the influences of psychology, sociology & political science, and economics as the disciplines that have the greatest impact on HE research. To assess this impact, we analyse citation patterns in seven key HE journals. Our empirical analysis confirms that HE research is indeed a multidisciplinary field and experiences a different impact of identified scientific fields for HE articles of different topics. We analyse the dynamics of such an impact and discuss the factors that may cause the growth of multidisciplinarity in HE research.

Multiple-choice questions (MCQs) are widely used in large introductory courses. Recent research focuses on MCQ reliability and validity and overlooks questions of accessibility. Yet, access to the norms of academic discourse embedded in MCQs differs between groups of first-year students. We theorize these norms as part of the institutionalized cultural symbols that reproduce social and cultural exclusion for linguistically diverse students. A sociological focus on linguistic diversity is necessary as the percentage of students who use English as an additional language (EAL), rather than English as a native language (ENL), has grown. Drawing on sociology as pedagogy, we problematize MCQs as a medium shaping linguistically diverse students' ability to demonstrate disciplinary knowledge. Our multimethod research uses two-stage randomized exams and focus groups with EAL and ENL students to assess the effects of a modification in instructors' MCQ writing practices in sociology and psychology courses. Findings show that students are more likely to answer a modified MCQ correctly, with greater improvement for EAL students.

The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education.

This study attempted to scrutinize the disciplinary and cross-disciplinary generic variations of textbook introductions in humanities and basic sciences with reference to the onion model. The data included a sample of 60 introductions (i.e. ten each from applied linguistics, sociology, and psychology within humanities, and ten each from biology, agriculture, and geology within basic sciences). Humphrey and Economou's (2015) onion model of discourse analysis was adopted, and MAXQDA 10 software of qualitative analysis was used for coding. The findings revealed similarities and differences not only within but also between the two disciplines, which can be attributed to the nature of disciplines as well as the generically accepted conventions in each discipline. Moreover, the results of the study highlighted the predominance of descriptive and analytical phases in textbook introductions not only in isolation but also in establishing more complicated genres like persuasion and critique. The study highlights the importance of teaching which is concerned with learners' rhetorical consciousness-raising of the disciplines as well as the discipline-specific lexico-grammatical features in expert texts.

Given the greater attention to student well-being as a concern for school education in Canada and beyond, this article is concerned with the questions of whether, and in what way, the well-being of children should be differently conceptualized than that of adults. This theoretical article responds to these questions and argues that the conceptual distinction needs to be grounded in an understanding of childhood (i.e., the socially constructed understanding of the life of children). First, the article extracts core understandings of childhood from four scholarly disciplines that are each concerned with children. Then the article develops an integrative view of childhood by drawing on these four disciplinary understandings. Finally, the article identifies implications of this integrative view of childhood for any conceptualization of child well-being.

In conditions of the current development of society which is characterized by mounting social, economic and political crises, the problem of destructive behavior of an individual acquires special significance and topicality. The paper presents the results of a theoretical and methodological analysis of this problem in foreign and domestic literature in several areas: analysis of the attitude of society towards destructive behavior in its historical aspect; philosophical and theological approach; sociological and demographic areas in the study of destructive behavior, biological and biochemical; genetic approaches; psychological and sociopsychological aspects in the study of destructive behavior of a person. In view of the analysis of various approaches and areas in the study of destructive behavior, the conclusions have been drawn that destructive behavior is represented as a complex phenomenon, caused by biological factors (genetic predisposition, constitutional features of the body structure, the use of psychoactive substances, etc.), social (economic and social crises ), psychopathological (connection with mental disorders), psychological (especially the system of needs and motives of activity), socio-psychological (the impact of socio-psychological maladaptation and characteristics of the values and meaning sphere of an individual) plans. These factors are interconnected and each of them has its own specific role in the complex of destructive behavior, and therefore it is impossible to obtain a holistic view of the phenomenon under consideration taken separately from the entire system of interconnected components.

Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities.

Key features of open video repositories (OVRs) are outlined, followed by brief descriptions of specific websites relevant to the social sciences. Although most were created by instructors over the past 10 years to facilitate teaching and learning, significant variation in kind, quality, and number per discipline were discovered. Economics and psychology have the most extensive sets of repositories, while political science has the least development. Among original-content websites, economics has the strongest collection in terms of production values, given substantial support from wealthy donors to advance political and economic agendas. Economics also provides virtually all edited-content OVRs. Sociology stands out in having the most developed website in which found video is applied to teaching and learning. Numerous multidisciplinary sites of quality have also emerged in recent years.

In the past decade, there has been a growing recognition that society's emphasis on speed and efficiency came with some costs: a loss of the ability to appreciate activities and understand their meanings. Recently, this meta-movement has made its way into the literature on literacy, causing the author to embark on an investigation into the veracity of the claims that slow reading might also mean "better" reading. A natural history approach was adopted for the analysis to evaluate whether there was evolutionary justification for the movement, leading to the review of relevant work in the fields of ethology, psychology, cognitive neuroscience, anthropology, sociology, linguistics, and literacy. The findings reveal an evolutionary push toward both speed and understanding, two aims that eventually come to be at odds in expert readers. It is the conclusion of the author that, from an evolutionary perspective, there may be justification for the start of a slow reading movement, but that it must be paired with practices that develop the capacity to read fast.

This article argues that cross-disciplinary linkages -- that is, relationships among phenomena studied by those in different disciplines -- often serve to destabilize, at least temporarily, systems of stability that are theorized to operate within the sets of phenomena studied within most disciplines. It surveys across disciplines both systems of stability and mechanisms of instability, and derives several implications for interdisciplinary and disciplinary research practice. In particular it argues that systems of stability deserve to be included within conceptions of disciplinary perspective. It speculates on how a general connection between stability and instability might be explored. The article thus informs our understanding both of what interdisciplinarity is and how it is best performed.

The open education (OE) movement is in its adolescent years and experiencing an identity crisis as it is pulled towards both pragmatism (marked by an emphasis on cost savings, resources, and incremental change) and idealism (marked by an emphasis on permissions, practices, and radical change). In this article, I describe these tensions (free vs. freedom; evolution vs. revolution; and resources vs. practices) before going on to argue in favour of a nuanced resolution to this Eriksonian crisis that reflects the diverse needs and motivations of educators. The merits of an integrated approach and its implications for the future trajectory of the OE movement are discussed. [This paper was presented at the 2017 Open Education Consortium Global Conference, held in Cape Town (South Africa) in March 8th-10th 2017.]

Nowadays, the rapid spread of the interdisciplinary approach contributes to the development of disciplines and scientific developments in many ways. Therefore, how the interdisciplinary approach is addressed in the studies carried out is important in terms of guiding other studies. For this purpose, an attempt to determine how 155 doctorate theses which were written in science departments at a university located in Turkey's south between 2010-2016 addressed the study discipline, subject of study and interdisciplinary approach process was made in this study. Furthermore, the opinions of instructors working in these departments on the interdisciplinary approach were also examined. As a result of the study, it was seen that 140 theses were written with the disciplinary approach, 15 theses were written with the interdisciplinary approach, and they were also associated with economics, sociology, psychology and geography among social science disciplines. The facts that the concept of interdisciplinary is not exactly known and that the necessary conditions for studying have not been provided, the lack of time, the presence of gaps in disciplines and failure to ensure the adequate cooperation are important reasons for the limited number of studies carried out with the interdisciplinary approach. Therefore, it is important to promote interdisciplinary studies and to provide suitable conditions for studying.

Psychology celebrates diversity, recognizes the value and legitimacy of diverse beliefs, and strives to be inclusive. Yet, the profession lacks sociopolitical diversity. Most psychologists are politically liberal, and conservatives are vastly underrepresented in the profession. Moreover, when sociopolitical views guide the research, advocacy, or professional practice of psychologists, those views most often are liberal. The lack of political diversity in psychology has unintended negative consequences for research, policy advocacy, clinical practice, the design and implementation of social interventions, and professional education. It excludes or marginalizes conservatives and conservative views, having detrimental effects on the profession in each of these areas. This article examines the importance of political diversity and the negative consequences of its absence and provides strategies for increasing sociopolitical pluralism in psychology.

The article discusses the positive impact of an environmentally responsible individual as the social unit able to live in harmony with the natural world, himself/herself and other people. The purpose of the article is to provide theoretical substantiation of modern teaching methods. The authors considered the experience of philosophy, psychology, pedagogy and sociology, based on the understanding of environmentally responsible personality development as a process. Research methods included dialectical, system-synergetic, ecological and humanistic, axiological, environmental, activity and personality-developmental approaches. The article contains five methodical points aimed at developing a comprehensive training program. The study provides definition of an environmentally responsible personality as a personality characterized by conscious implementation of his/her life activity in harmony with nature, with himself/herself and other people, which provides the possibility to develop modern educational aids, which can be used in the teaching and learning process.

In this study, leadership maintenance employs psychological, sociological and physiological paradigms in creating a conducive environment for both leaders' and followers' well-being in educational settings. Leadership maintenance is an ongoing process, which entails the understanding of leader's cognitive complexity, relational approaches towards motivating their followership for generating leadership competences. This is maintained by understanding leaders' and their followers' psychological, sociological, and physiological state of mind. Open ended interviews were conducted to collect data from 30 participants during a training session organise by the Educational Leadership Institute at the University of Johannesburg. The participants were educationalists comprising principals, teachers, and student representatives from different educational sectors in the Gauteng Province of South Africa. Understanding the psychological, sociological and physiological paradigm for the wellness of leaders will inform leadership competences. This is achieved through understanding followership and the situational variables associated with it. Thus, wellness of followership is intimately related to the wellness of leadership and contributes to creating a harmonious organisational climate. The reciprocity of leadership actions towards followership leads to the reflectivity mirror effect. The actions of both leaders and followers that incorporate psychological, sociological and physiological state parameters results in reciprocity, which in turn determines leadership competences.

This conceptual paper revisits a set of pivotal learning community notions filtered through sociological and community psychology perspectives to unravel representations of the community construct within learning contexts. A conceptual review of sociological and community psychology perspectives on the community construct is initially presented. These representations act as lens for a further integrative conceptual review of the community construct in pivotal learning community notions. This integrative conceptual review shows that although most learning communities share a basic set of community representations, some foundational differences are also observed. Our contribution aims to enhance readers' understanding of how "community" is represented in learning communities, which in turn can inform any design decisions and facilitation strategies by learning community researchers and practitioners.

The purpose of this qualitative multiple case study is to describe and compare how researchers in the education, nursing, psychology, and sociology disciplines operationalize and conceptualize the quality of mixed methods research (MMR). An international sample of 44 MMR researchers representing these four disciplines were interviewed. The study findings point to (a) two perspectives from which the quality of MMR is understood, one contingent and flexible and the other universal and fixed; (b) a relationship between these two perspectives and the participants' discipline; and (c) a similar occurrence, both in terms of nature and frequency, of the MMR quality criteria most mentioned by the participants across disciplines. Implications of the findings for the field of MMR are discussed.

A public service announcement is a form of public, free-space messaging in which an individual proposes an idea with the aim to influence the public's attitude toward an exciting potential (Slater 2006). In this article, the author describes implementing this method across a wide variety of undergraduate content disciplines, including psychology, physical education, sociology, and kinesiology. Four key steps to promote statistical investigation and research, creative development, and application of knowledge of the PSA project are presented so students can learn to connect theory to practice by selecting evidence-based strategies in their given topic area.

This article provides an example of a social studies lesson from Turkish educational context in order to facilitate comparison with examples of social studies lessons from other parts of the world. This lesson was recorded in a 7th grade class at a middle school in one of the metropolitan neighborhoods in Istanbul. According to the current curriculum in Turkey, social studies education is an interdisciplinary field (TTKB, 2009b; 2009c). The subjects of social studies include history, geography, economics, sociology, anthropology, psychology, philosophy, political science, law, and civics (TTKB, 2009b; 2009c). Social studies courses are taught under two different titles in elementary and middle schools from the first through seventh grades in Turkey. In early grades (grades 1-3), the course is called Life Studies (see TTKB, 2009a) and, from grades four through seven, it is called Social Studies. nation. At the high school level (Grades 9-12), social studies subjects are taught as discipline based courses such as history, geography, sociology, psychology, and philosophy. Educational research studies in Turkey are dominated by surveys and questionnaires. Thus, generally school administrators and teachers limit educational research only to these kinds of surveys which they call "anket". "Anket" is originally a French word "enquête" and has been integrated into Turkish to mean "public poll" or "questionnaire". Therefore, this type of educational research which required a video recording of a class session was unconventional for the school administrators and teachers and they were not eager to participate in this research. The lesson was video recorded and transcribed verbatim. Then, the transcripts in Turkish were translated into English. Explanations were given in brackets when necessary. Transcription and translation process were not easy. Some issues came up especially with the translation as some words lose their meaning when translated to English. Two sessions covering the same topic were recorded. Nevertheless, for reasons of space, only the first session was prepared for this issue, with a summary of the second lesson provided.

While constructivism enjoys considerable popularity in higher education, both in Australia and internationally, it nonetheless takes a variety of forms. These different interpretations make it difficult to draw strong conclusions about constructivism as a whole. In this essay, we therefore take a psycho-philosophical approach: reviewing and assessing three major versions of constructivism (radical, psychological and social), from both pedagogic and epistemic standpoints. We find no damaging psychological evidence against moderate pedagogic interpretations of constructivism that encourage a focus on how students learn, noting only that these must still be grounded empirically. We find several convincing philosophical arguments against particular epistemic interpretations, however, and against strong pedagogical interpretations that eschew all teacher direction. We conclude by encouraging Australian higher educators to discard the problematic epistemic and psychological versions of constructivism. To expose students to genuine disciplinary inquiry within the academy, we must retain only those versions of constructivism that are philosophically and pedagogically defensible.

Less than optimal student success in gateway courses figures prominently in college noncompletion. Past findings suggest that "U-Pace" instruction holds promise for increasing student success. However, all published studies of "U-Pace" instruction were conducted in the gateway course context of introductory psychology. The objective of this research was to rigorously evaluate the efficacy of "U-Pace" instruction in introductory sociology and introductory political science for students at-risk for college noncompletion and students not at-risk. The findings from both randomized controlled trials indicate that regardless of risk status, "U-Pace" students outperformed their conventionally taught face-to-face counterparts earning a greater percentage of final grades of A or B and higher scores on a proctored cumulative assessment of learning, independent of final grades. The results not only confirm previous findings of greater academic success and greater learning associated with "U-Pace" instruction but also clearly demonstrate that "U-Pace" instruction produces greater learning and greater academic success. Further, the findings of this research reveal that these student outcomes generalize across courses in two disciplines for both students at-risk for college noncompletion and students not at-risk, providing strong support for the efficacy of "U-Pace" instruction.

This essay describes a method of teaching a very challenging anthology piece: Laura Kipnis's "Love's Labors" (chapter 1 of her 2003 "Against Love: A Polemic"). The method, although designed for a critical thinking course, should also provide resources for those who teach Kipnis's work in writing courses. Using the elements of critical thinking, the essay analyzes a difficult text and provides a range of questions and exercises that will complement the instructors' guide to "Ways of Reading," 9th edition. The guide suggests a sociological approach; the present essay aims to investigate the chapter's psychological material.

A common definition of caregiving does not exist. In an attempt to define the concept of caregiving, the authors used a hybrid qualitative model of concept development to analyze caregiving. The model consists of three phases: (a) theoretical, (b) fieldwork, and (c) analytical. The theoretical phase involves conducting an interdisciplinary literature search, examining existing definitions, and developing a working definition of caregiving. In the fieldwork phase, six participants were interviewed using a structured interview guide. Qualitative data analysis led to the development of two overarching themes: Holistic Care and Someone in Need of Help. Responses from participants were compared to the extant literature and a new definition of caregiving was thus formulated. (Contains 2 figures and 4 tables.)

In connecting educational theory to a neo-pragmatist social epistemology, we set out to understand education as knowledge practices that yield 'the cultural world again' by retelling culture or by making explicit what is implicit in culture. Recent trends in German educational studies towards holistic understanding of education demonstrate that such a holistic, non-representationalist framework is deliberately placed outside the traditional procedure of merely applying knowledge gained in the so-called foundational disciplines such as philosophy, sociology or psychology to the field of education. By constructively relating Brandom's non-representational inferentialism to a re-reading of Mollenhauer's distinction of the presentation and representation of culture in and through education, we try to show that Brandom's philosophy can also be used to point out an inferentialism that is already at work in educational theory. Together, this strengthens a social theoretic account of education that explores how to conceptualise the role of knowledge in educational processes in terms of a holistic epistemology.

Secular scholars have criticized Christian education and counseling on sex as restrictive, ineffective, and outdated. The authors of the current study explored both common non-Christian and Christian approaches to human sexuality with reference to overarching domains of religion, philosophy, psychology, sociology, and anthropology. Secular approaches were classified as the "inward approach," the "spatial approach," and the "temporal approach", whereas Christian approaches were categorized as the "traditional" and the "modern" perspectives. Although Christian faith can be signified as a protective factor against casual and risky sexual behaviors, traditional Christian values should be reevaluated in favor of comprehensive Christian approaches to sexuality, which embrace sexual desires as divine gifts for completeness of humanity.

This report synthesises prominent issues found in the literature related to the use of Information and Communication Technologies (ICTs) in collaborative learning. It evaluates the most widely employed methodological approaches and reviews the most influential disciplines in the area of Computer-Supported Collaborative Learning (CSCL). The purpose of this evaluation is to identify gaps as well as opportunities in current research efforts to guide further investigation into the nature, theory and practice of CSCL. It is argued that there is a genuine need for cross-disciplinary research and a holistic methodological approach which will allow researchers to study technology-enhanced collaborative learning from multiple perspectives. Such an approach should incorporate social, cognitive and technological perspectives towards understanding real--as opposed to experimental--pedagogical contexts. This can help forward-thinking researches, educators, and designers find innovative solutions and practical ideas for addressing the challenges and capitalising the visions of ICT in education.

Researchers and practitioners consider knowledge management to be a strategic intervention that integrates organizational resources such as technologies and human resources. This conceptual paper focuses on the foundational contributions of economics, sociology, and psychology to knowledge management. Select theories from each foundational area are illustrated. Links are made to the research and practice of career and technical teacher educators. Suggestions for further research include examining the inter-connective links of these foundational areas as a means to help career and technical teacher educators identify the value they add to their broader organizational work contexts.