2,654 results on '"General education"'
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2. Students' Fear of Missing out Predicts In-Class Social Media Use
- Author
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Christina Shane-Simpson and Tatiana Bakken
- Abstract
Background: College students frequently identify social media sites (SMSs) as in-class distractions, although students continue to use these sites during class. In a technology-driven world, students' fear of missing out (FOMO) may drive SMS behaviors, whereby classes and study time serve as obstacles to fulfilling one's social desires. Objective: The current study investigated whether students' use of SMSs during class and study time was predicted by demographic characteristics and students' FOMO. Method: Participants (N = 198) completed an online survey assessing their media use during class and study time, FOMO, and their perceived advantages/disadvantages of media use. Results: In-class Twitter and Instagram use were predicted by students' FOMO, whereas Snapchat and Facebook use were only predicted by age. Age also predicted Snapchat use during study time. Most participants indicated that media was a distraction, while also reporting a range of benefits from media multitasking. Conclusion: Given that students recognize both benefits and drawbacks of media multitasking, they may trade-off between their desire to engage with learning materials and their desire to stay socially connected with others. Teaching Implications: Educators can begin to address the socio-emotional needs of students through modifications made to course design and student-centered learning materials.
- Published
- 2024
- Full Text
- View/download PDF
3. The Good and Bad of an Online Asynchronous General Education Course: Students' Perceptions
- Author
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Lynne N. Kennette, Dawn McGuckin, and Deborah Tsagris
- Abstract
The pandemic resulted in many courses being shifted to online delivery, but some courses are designed as online courses from their conception. Courses intentionally designed for online delivery should be well-received by students, but it is not clear which aspects of courses students find particularly appealing and unappealing. We examined students' perceptions of one such online asynchronous course in psychology in order to better understand students' preferences in terms of specific course elements. Students were asked to identify what they particularly liked and disliked about the course in two open-ended questions. Responses were then coded to quantify the frequency of each aspect of the course. An inductive and latent approach to coding was used, with codes being used to develop themes based on the underlying meaning of the text. Overall, students identified few negative aspects about the course. They particularly enjoyed the specific psychology content, format, and structure of the course, that it related to their real lives, and the flexibility provided by the asynchronous nature. The hope is that this information can be used to improve this particular course as well as inform instructor decision-making related to the design of online asynchronous courses in general.
- Published
- 2023
- Full Text
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4. Teaching Change: How to Develop Independent Thinkers Using Relationships, Resilience, and Reflection
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Bowen, José Antonio and Bowen, José Antonio
- Abstract
Learning something new--particularly something that might change your mind-- is much more difficult than most teachers think. Because people think with their emotions and are influenced by their communities and social groups, humans tend to ignore new information unless it fits their existing worldview. Thus facts alone, even if discussed in detail, typically fail to open minds and create change. In a world in need of graduates who can adapt to new information and situations, we need to renew our educational commitment to producing flexible and independent thinkers. In "Teaching Change," José Antonio Bowen argues that education needs to be redesigned to take into account how human thinking, behaviors, bias, and change really work. Drawing on new research, Bowen explores how we can create better conditions for learning that focus less on teachers and content and more on students and process. He also examines student psychology, history, assumptions, anxiety, and bias and advocates for education to focus on a new 3"R"s --relationships, resilience, and reflection. Finally, he suggests explicit learning designs to foster the ability to think for yourself. The case for a liberal (by which Bowen means liberating) education has never been stronger, but, he says, it needs to be redesigned to achieve the goal of creating lifelong learners and citizens capable of divergent and independent thinking. With an expansive and powerful argument, "Teaching Change" combines elegant and gripping explanations of recent and wide-ranging research from biology, economics, education, and neuroscience with hundreds of practical suggestions for individual teachers.
- Published
- 2021
5. Original Undergraduate Research in Classroom Contexts: Student Perceptions of a Scaffolded Approach
- Author
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Manarin, Karen, McGrath, April, and Carey, Miriam
- Abstract
This article describes a model for supporting undergraduate research that can be adapted for very different classroom contexts; we implemented this model in a first-year general education composition class, a second-year Psychology class and a fourth-year English literature seminar. We examine student work created for each class as well as reflections and interviews to explore student attitudes towards and perceptions of research. While the scaffolded approach had an impact on students' understanding of the research process, the effects did not vary significantly by level and context as we had expected.
- Published
- 2016
6. Study Skills Course Impact on Academic Self-Efficacy
- Author
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Wernersbach, Brenna M., Crowley, Susan L., Bates, Scott C., and Rosenthal, Carol
- Abstract
Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education course (n = 111). Students enrolled in study skills courses had lower initial levels of academic self-efficacy and demonstrated greater increases than comparison students, reaching equivalent levels or surpassing the comparison students at posttest. Results are considered in light of the broader issue of student retention and in the context of current practice.
- Published
- 2014
7. The Paradox of the Missing Biological Function in Understanding: Implications for Moral and General Education
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Iran-Nejad, Asghar
- Abstract
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 "caught" 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.
- Published
- 2013
8. The State of Multiculturalism and Diversity in Undergraduate Psychology Training
- Author
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Fuentes, Milton A. and Shannon, Casey R.
- Abstract
Over the past few decades, diversity and multiculturalism have received considerable attention in the field of psychology. While there have been notable efforts to ensure these important areas are addressed in undergraduate psychology training, little is known about this undertaking. The present study examined how diversity and multiculturalism were addressed in the course titles and course descriptions of 200 undergraduate, psychology programs across North America and their corresponding general education programs. Analyses revealed that while most undergraduate psychology programs offered diversity or multicultural courses, very few programs required these courses. Moreover, when these courses were offered, they typically examined diversity or multiculturalism in a singular fashion, giving very little attention to the intersectionality that exists among cultural factors. With respect to the institutions' general education programs, we found that while some institutions had a multicultural awareness requirement, few offered or required psychology-based diversity or multicultural courses of their psychology students. Implications of these finding are considered, and several recommendations and resources for improving undergraduate psychology programs are provided.
- Published
- 2016
- Full Text
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9. Teaching in Postsecondary Institutions: An Interview with Dr. Wilbert McKeachie
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Hodges, Russ and Hand, Christie L.
- Abstract
This paper relates an interview with Wilbert J. McKeachie, Professor Emeritus of Psychology and former Director of the Center for Research on Learning and Teaching at the University of Michigan. In more than 30 books and monographs, 120 chapters, 200 journal and professional articles, and 500 scientific and professional presentations and workshops, he has left a legacy of immense proportions to the fields of psychology and education. Perhaps he is best known for "Teaching Tips, Strategies, Research and Theory for College and University Teachers" (2002, 11th ed., Houghton Mifflin).
- Published
- 2005
10. The Case for Assessing Complex General Education Student Learning Outcomes
- Author
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Penn, Jeremy D.
- Abstract
Assessment of general education has a long history, although relative to the age of liberal education and educational evaluation it is a very recent development. One of the first recorded efforts to comprehensively assess student achievement in higher education in the United States occurred in the late 1920s and early 1930s, when many institutions had general education programs in practice but not necessarily in name. In this effort, nearly forty-five thousand high school and college students were given a multiple-choice test that assessed students' knowledge of the physical world, mathematics and science, and the social world including psychology, sociology, statistical methods, and ancient cultures. This article gives a brief history of general education assessment, responds to common criticisms of general education assessment, and makes a case for assessing general education as a critical element of faculty members' responsibility.
- Published
- 2011
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11. The Psychophysiological Impact of Burnout in Special and General Education Teachers
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Sacco, Matthew D. F.
- Abstract
Teaching is considered to be a stressful occupation. Many teachers experience ongoing stress from a variety of sources, which eventually leads to burnout, and ultimately is reflected in what has become an alarming rate of attrition. The present study examined the relationship between teachers' experiences of stress, burnout, and salivary cortisol levels. A total of 163 general education and special education teachers completed self-report measures of teacher occupational stress ("Teacher Stress Inventory"), psychological distress ("Symptom Check List-90-Revised"), and burnout ("Maslach Burnout Inventory-Educators Survey"). A smaller subsample of teachers provided saliva samples that were analyzed for levels of free and unbound salivary cortisol. Results did not indicate a significant relationship between salivary cortisol levels and subjective measures of burnout. Correlations with teacher occupational stress, and psychological distress interpreted with caution due to low power statistical power as a result of small sample N. Although cortisol levels are unrelated to self reported burnout in the general education sample, daily changes in cortisol levels are positively related to the personal accomplishment subscale of the burnout inventory for special education instructors. Results also indicate that both special and general education teachers reported statistically and clinically significant levels of occupational stress and psychological distress above what is expected when compared to normative samples for each measure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2011
12. Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom
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Mazurik-Charles, Rebecca and Stefanou, Candice
- Abstract
This study is an investigation of whether social skills training provided by paraprofessionals to elementary grade children with Autism Spectrum Disorders (ASD) in both partially and fully included classrooms can result in perceived gains in social skills as measured by teacher ratings. Results showed that several areas of social responsiveness noticeably improved as a result of the intervention in the short run; however, sustained improvement was difficult to detect. This study extends the research on the development of social skills among children with ASD by examining perceptions of social responsiveness rather than noting how often the children engaged in prosocial behaviors. It further extends the research by studying the efficacy of using trained paraprofessionals to deliver the intervention inconspicuously in the child's general education classroom. (Contains 1 figure and 1 table.)
- Published
- 2010
13. Why General Education? Peters, Hirst and History
- Author
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White, John
- Abstract
Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for "middle-class schools", and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments.
- Published
- 2009
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14. The Impact of an Attained English Competence on Subsequent Course Success
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Spurling, Steven
- Abstract
Educational institutions are value-added suppliers of academic capability. Community colleges, while focused on access and diversity, operate within this framework. Unlike other institutions, however, remediation is a much greater part of their mission. It is consequently important to show that remediation has value. This article examines the impact of English attainment on success in subsequent general education courses. It finds a strong relationship between the two. Moreover, that relationship is not mainly a function of students' initial or placed level but is found to be a function of the last attained level. The implications of this for community colleges and for students entering college at low levels of ability are discussed. (Contains 3 figures and 4 tables.)
- Published
- 2007
15. Implications of Academic Dishonesty for Teaching in Psychology
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Jordan, Augustus E.
- Abstract
Academic dishonesty among students reveals potential problems in the teaching of psychology. In particular, a teaching pedagogy that emphasizes information delivery, and uses examinations as a method to discriminate among students aspiring for social and financial status, contributes to an academic climate of dishonesty. As a constructive response, I recommend that psychology faculty discuss with students (and with each other) certain fundamental assumptions of liberal education and consider how these assumptions relate to the discipline of psychology.
- Published
- 2003
- Full Text
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16. American Psychological Association Symposium Papers. Occasional Paper #24.
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Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children. and Turnure, James E.
- Abstract
Presented are seven child research and development papers delivered at the 1973 American Psychological Association Symposium in Montreal. Described are the beneficial results produced by relevant goal oriented researchers who become directly involved with societal problems. Advocated is the need for psychology to become more historical, empirical, and pragmatic within an ethological framework. Research and development centers such as the one at the University of Minnesota are set forth as alternative arrangement to traditional departments. Discussed is the relationship between an early intervention project for retarded children and a university research and development center. The connection between theoretical and applied research is examined. Emphasized is the importance of adjusting research to fit practical problems in such real-life situations as the home and the classroom. (CL)
- Published
- 1973
17. Interdisciplinary Studies Program. Teacher's Guide: Part III.
- Author
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Valencia Community Coll., Orlando, FL.
- Abstract
This teacher's guide was developed for the third of four courses in Valencia Community College's Interdisciplinary Studies program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the course's topic (i.e., Western intellectual history from 1800 to 1950 traced through the themes of the nature of objective and subjective knowledge); introduces each unit; discusses each topic within each unit, including information on methodology and main points to be stressed; and provides student papers showing the work in each unit. The units of the course are: (1) Determinism and Indeterminism, in which objectivity and subjectivity are examined through the writings, paintings, and music of some of the most famous 19th century figures; (2) Major Theories in Modern Psychology, which is devoted to four founders of modern psychology: Freud, Adler, Jung, and Skinner; (3) A Social Science Research Report, which focuses on analyzing data, reviewing literature, and mastering report writing; (4) Relativity and Its Effects, which explores the discoveries of Albert Einstein, discusses their philosophical implications, and shows that these implications were picked up and interpreted in painting, music, and poetry; and (5) Existentialism, which examines the period from World War I through World War II and looks at existentialism in psychology, philosophy, and film. (AYC)
- Published
- 1984
18. Rapprochement among Undergraduate Psychology, Science, Mathematics, Engineering, and Technology Education.
- Author
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Newman, John H.
- Abstract
Suggests fostering a closer integration of higher education at research universities, liberal arts colleges, and science departments. The discipline of psychology shares common interests as a scientific field in developing undergraduate science education. Psychologists need to become proactive in this interdisciplinary agenda. Contains 56 references. (MMU)
- Published
- 1998
19. Analysis of Research Journals, and Related Research Structure, in Special Education. Final Report.
- Author
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Computer Horizons, Inc., Chicago, IL. and Narin, Francis
- Abstract
To provide insight into the organization, interrelationship, and importance of the relevant areas of research related to special education, a study was made of citings to and from a core of journals in special education, psychology and general education. The basic data consisted of cross citings related to the special education literature. A total of 118 journals were chosen for inclusion in the analysis. It was found that there was a much stronger tie from special education to psychology than from special education to general education. General and special education were both felt to be dependent upon psychology and relatively independent of one another. It was concluded that in fields where there was a relatively high degree of organization of knowledge, the journals tended to be concentrated in their referencing, with a large fraction of references in a given journal to a relatively small number of journals. In fields which drew upon many different areas of knowledge, and which themselves had small bases of accepted knowledge, it was felt that the referencing structure tended to be quite dispersed. (CD)
- Published
- 1971
20. Bibliography of Guidance and Guidance-Related Materials.
- Author
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Wayne County Intermediate School District, Detroit, MI. and Glovinsky, Sanford J.
- Abstract
The Bibliography of Guidance and Guidance-Related Materials includes lsitings of the following: (1) audio visual materials, (2) books, and (3) booklet series. Books and booklet entries are annotated and are grouped under the following headings: (1) general education, (2) guidance, (3) psychology-mental health, (4) sociological grouping, (5) testing material, and (6) vocational-occupational information. (KJ)
- Published
- 1969
21. Syllabus for Education 672 - Introduction to Adult Education.
- Author
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Ohliger, John
- Abstract
The syllabus for Education 672, an introductory course on adult education at Ohio State University, opens by listing the five basic courses and describing course objectives (knowledge, skill in thinking, and development of interests and social attitudes). Subsequent sections explain the use of term papers and field visits and outline textbook and related readings on the history of adult education, definitions of its scope, sponsoring agencies and the mass media, program areas, educational methods (largely group discussion), psychology, sociology (the place of adult education in society), financial support, coordination of adult education, the marginality of adult education in the educational establishment, and additional areas of study (including comparative education, general education, adult educator training, evaluation, participation, counseling, and promotion). Also included are an outline for studying adult education programs in greater Columbus, Ohio, a list of agencies, and an extensive bibliography. (ly)
- Published
- 1967
22. General Education Assessment in Introductory Psychology.
- Author
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Price, William F.
- Abstract
North Country Community College (New York) implemented a model of general education specifying competencies to be achieved in liberal arts courses. Introductory psychology students were pre- and posttested on competencies of knowledge (objective and subjective), critical thinking, and writing, using an objective test and essay. Significant gains were found. The methodology can be applied across the liberal arts curriculum. (Author/MSE)
- Published
- 1994
23. Freud, Problem Solving, Ethnicity, and Race: Integrating Psychology into the Interdisciplinary Core Curriculum.
- Author
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Dunn, Dana S.
- Abstract
The new core curriculum at Moravian College, in Pennsylvania, utilizes an interdisciplinary approach, integrating topics of psychology into three of the seven core courses: "Microcosm/Macrocosm"; "Quantitative Problem Solving"; and the seminar "Gender, Ethnicity, and Race." The course "Microcosm/Macrocosm" focuses on major themes in Western Culture. Psychology is introduced into the course through examinations of Sigmund Freud's views on the human mind and culture, completion of dream analysis assignments, and written responses to readings of Freud's correspondence with Albert Einstein. The course "Quantitative Problem Solving" focuses on understanding problem representations, heuristics, decision strategies, logic, and critical thinking processes. The course utilizes elements of cognitive psychology dealing with problem solving and decision making, such as memory structure and the constraints imposed by it. Students in the course complete two projects with psychological elements: designing a behavior modification or life-style management project; and conducting an analysis of the social roles viewed during three hours of prime time television. The core seminar focuses on "American character." Students explore the ideas of self-reliance, conformity, individualism, honesty, and prejudice through novels, a play, films, and autobiographies which address issues of gender, ethnicity, and race. Though the course does not explicitly incorporate psychological topics, it is taught jointly by a social psychologist, a theologian, and an education professor who provide an interdisciplinary orientation. (PAA)
- Published
- 1992
24. Curriculum Diversification: Responding to Changing Needs.
- Author
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Graf, Eric
- Abstract
Considerations regarding the undergraduate psychology program at Ithaca College are reviewed. In reevaluating the program, the following projections were made: the number of students who select psychology as a major in preparation for graduate studies will diminish; the majority of students electing the major will primarily need a solid liberal arts education based on the general education principle; a general education will be manifested in the syllabi of the courses, not in course or distribution requirements; in comparison to the student of earlier periods, the student of today is on the whole less prepared, both in terms of skills and the motivation needed to appreciate the discipline required by a science; and while there is a place and need for the liberal arts educated person, there is also a strong trend toward professional education. For the relatively small number of students who intend to pursue graduate studies in psychology, the college has developed a "fellowship" program. Students are assigned either to individual faculty members or to the departmental laboratories and work closely with the assigned staff member, to tutor students or to lead freshman students in the laboratory. For these activities, the students receive a small stipend. (SW)
- Published
- 1983
25. Reconstructing Introductory Psychology.
- Author
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Winter, David G.
- Abstract
Introductory psychology courses are often designed as technical, preprofessional courses for majors, but they should instead offer a view of human nature. A Wesleyan University course was designed on the notion of the psychological human, and covered the functions of perception and memory, cognitive processes, the social dimension of human nature, and psychopathology. (MSE)
- Published
- 1984
26. Undergraduate Research in Small Psychology Departments.
- Author
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Kierniesky, Nicholas C.
- Abstract
To determine characteristics of and opinions about undergraduate student research in psychology at small liberal arts colleges, 337 schools were surveyed via questionnaires. The return rate was 81 percent. Eighty-four percent of the respondents support such activity. A student research program is not related to number of students per faculty. (RM)
- Published
- 1984
27. Non-Technical Education in the Electrical Engineering Department of the Swiss Federal Institute of Technology.
- Author
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Davis, Joan S. and Schaufelberger, Walter
- Abstract
Describes curriculum enrichment aimed at giving engineers the background necessary to deal with systems from a holistic point of view. Explains science and society interactions as reasons for implementation of courses in (1) the physiology and psychology of work; (2) law, sociology, technology, and environment; and (3) economic growth and ecological equilibrium. Includes evaluation and future plans. (JM)
- Published
- 1986
28. Literature, Irrationality, and the Prospect of Didacticism.
- Author
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Casement, William
- Abstract
Discusses the didactic value of literature study. Considers contemporary irrationalist philosophy's emphasis on human experience's subjective nature and its rejection of the possibility of shared, objective moral concepts being conveyed by reading literature. Acknowledges literature's subjective elements, while stressing the objective, cognitive contributions of literature to general moral education. (AYC)
- Published
- 1986
29. The Psychological Rights of the Child.
- Author
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Catterall, Calvin D.
- Abstract
The need for and the process of formulating an international declaration of the psychological rights of the child are detailed. The tentative declaration issued by International School Psychology is outlined, efforts for soliciting involvement in the process of improving the declaration are considered, and implications of adopting and implementing the final declaration are discussed. (SBH)
- Published
- 1978
30. General Psychology: Too Much to Give Away.
- Author
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Davis, Stephen F.
- Abstract
The idea of making general psychology more accessible to and/or usable by the general public is considered (i.e., the idea of giving psychology away). A larger and related question is whether general psychology, as an academic course and as an orientation to psychology, should be approached as general studies. One impediment to giving psychology away is the size and complexity of the field. There are 44 divisions of the American Psychological Association that include such areas as general, teaching, physiological and comparative, and public service psychology. The size and complexity of the field may also have created the impression that the field lacks unity and cohesion. Some have proposed that psychology be dissected into smaller parts that would more readily be accepted by consumers. It is argued that this proposal would be detrimental to psychology in general. It is suggested that psychologists might help others appreciate the importance and uniqueness of the total field, not "pushing" psychology as a panacea, but rather acknowledging that the field is large and loosely organized and is still having growing pains. (SW)
- Published
- 1985
31. A Clashing of Symbols: Method and Meaning in Liberal Studies.
- Author
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O'Callaghan, Phyllis
- Abstract
Thirteen essays describe the interdisciplinary approach of the graduate liberal studies program from the point of view of each of the disciplines involved: philosophy, history, art, literature, social science, psychology, science, and theology. The following are included: "Graduate Liberal Studies Programs: Origin and Aims" (Phyllis O'Callaghan); "Research and Liberal Learning" (Richard B. Schwartz); "Reading Theology" (John F. Haught); "Science, Technology, and Society" (Thomas P. McManus); "Learning in the Social Sciences: Some Advice" (James Fremming); "Understanding History" (Phyllis O'Callaghan); "Teaching Literature in a Liberal Studies Program" (Michael J. Collins); "Seeing Art as Cultural Inquiry" (Diane Apostolos-Cappadona); "Philosophy as a Mode of Liberal Learning" (Jesse Mann); "Reading Psychology: Insights and Pitfalls" (Darlene Howard); "Method and Meaning in Liberal Studies" (James W. Thomasson); "The Discipline of Dialogue: The Contribution of Philosophy to a Liberal Studies Program" (Francis Ambrosio); and "The Wisdom of Merlyn" (Mary Anne Grant), a student's perspective on liberal studies. (KM)
- Published
- 1988
32. Psychology as a Liberating Art.
- Author
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Cole, David L.
- Abstract
Discusses how changes in teaching conditions, student characteristics, and career needs affect undergraduate psychology programs. The author suggests that the objectives of undergraduate psychology programs can combine a liberal arts orientation with practicality by training students in methods of inquiry and increasing their competence in problem solving. (AM)
- Published
- 1982
33. Selective Pressure and the Teaching of Psychology: The Fox and the Hedgehog.
- Author
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Candland, Douglas K.
- Abstract
Examines the social changes influencing the educational objectives of undergraduate psychology programs. Faced with increasingly diverse student needs, program planners are pressured to choose a vocational over a liberal arts orientation. The author argues that psychology should develop a professional course alongside its present-day curriculum, preferably as a post-baccalaureate year. (AM)
- Published
- 1982
34. Psychology and Literature: An Interdisciplinary Approach to the Liberal Curriculum.
- Author
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Williams, Kerry G. and Kolupke, Joseph
- Abstract
Describes an interdisciplinary team-taught course which applied the psychological viewpoints of Freud, Skinner, and Rogers to the interpretation of major literary works. Identifies literary works used, along with problems encountered, and provides suggestions for teaching methods. (JDH)
- Published
- 1986
35. Some Thoughts on General Education and the Teaching of Undergraduate Psychology.
- Author
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Costin, Frank
- Abstract
Discusses how undergraduate psychology programs can contribute to a good, general education. Programs can reinforce intellectual skills, such as a sense of history, the ability to communicate effectively orally and in writing, and the ability to think quantitatively. The educational factors influencing sex differences in mathematical ability are examined. (AM)
- Published
- 1982
36. The Challenge: Educating Students to Meet Challenges.
- Author
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Mink, Walter D.
- Abstract
Discusses how greater student diversity and rapid changes in the field of psychology increase the need for individualized, innovative teaching methods and continued professional growth. Future psychology curricula should stress information-gathering skills, problem solving, and effective communication. (AM)
- Published
- 1982
37. Acknowledging the Preparation of Students for Post Graduate Life.
- Author
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Ware, Mark E.
- Abstract
Examines the role of the faculty in preparing undergraduate psychology students for their postgraduate careers. Increasing concern with career development has led to proposals for curriculum revisions, career development courses, and a changing faculty role. Research indicates that faculty interest in postgraduate careers may increase student interest in psychology. (AM)
- Published
- 1982
38. Undergraduate Education in Psychology from the 1950's Through the 1990's.
- Author
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McKeachie, Wilbert J.
- Abstract
Reviews major areas of interest in the future of undergraduate psychology education. Educators will be concerned with the increasingly diverse student needs, the value of a liberal arts education, and the need for personal and professional growth. The debate over educational objectives and program course content will continue. (AM)
- Published
- 1982
39. General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies
- Author
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Bolourian, Yasamin, Losh, Ainsley, Hamsho, Narmene, Eisenhower, Abbey, and Blacher, Jan
- Subjects
Curriculum and Pedagogy ,Education ,Specialist Studies In Education ,Intellectual and Developmental Disabilities (IDD) ,Brain Disorders ,Clinical Research ,Behavioral and Social Science ,Autism ,Mental Health ,Quality Education ,Autism Spectrum Disorder ,Autistic Disorder ,Humans ,School Teachers ,Students ,Teacher Training ,General education ,Inclusion ,Autism spectrum disorder ,Teacher perceptions ,Pedagogical practices ,Student-teacher relationships ,Student–teacher relationships ,Psychology and Cognitive Sciences ,Developmental & Child Psychology ,Health sciences ,Psychology - Abstract
To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.
- Published
- 2022
40. Conceptual Thinking as Part of Psychological Readiness of Younger Schoolchildren for Secondary School
- Author
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R. D. Sanzhaeva, T. L. Mironova, N. S. Shapkin, B. A. Gunzunova, and D. R. Galsanova
- Subjects
thinking ,concept ,general education ,younger adolescents ,psychological readiness ,learning efficiency ,History of Russia. Soviet Union. Former Soviet Republics ,DK1-4735 ,Psychology ,BF1-990 - Abstract
Psychological readiness for secondary school requires new development tools. The article focuses on conceptual thinking as a factor in the psychological readiness of younger schoolchildren for secondary school. The research objective was to identify the effect of conceptual thinking on psychological readiness for secondary education. Conceptual thinking is a key factor for the development of academic knowledge, as well as for the formation of meta-subject competencies. In fact, it is regarded as a criterion for psychological readiness for academic activities in general. The article focuses on psychological readiness from different angles, e.g., as adaptation to the peculiarities of the academic process. It describes the difficulties that students face in the learning process, as well as analyzes the necessary competencies and neoplasms necessary for secondary school. The authors developed recommendations for effective psychological readiness. The results obtained can be used for pedagogical and psychological support.
- Published
- 2022
- Full Text
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41. Brain literate: making neuroscience accessible to a wider audience of undergraduates.
- Author
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Salomon, Danielle, Martin-Harris, Laurel, Mullen, Brian, Odegaard, Brian, Zvinyatskovskiy, Aleksey, and Chandler, Scott H
- Subjects
Cognitive and Computational Psychology ,Psychology ,Neurosciences ,Quality Education ,bioethics ,critical thinking ,general education ,interdisciplinary ,learning community ,mental illness ,neuroethics ,neuroscience anxiety ,neuroscience education ,research skills ,team teaching ,writing skills ,Neurology & Neurosurgery - Abstract
The ability to critically evaluate neuroscientific findings is a skill that is rapidly becoming important in non-science professions. As neuroscience research is increasingly being used in law, business, education, and politics, it becomes imperative to educate future leaders in all areas of society about the brain. Undergraduate general education courses are an ideal way to expose students to issues of critical importance, but non-science students may avoid taking a neuroscience course because of the perception that neuroscience is more challenging than other science courses. A recently developed general education cluster course at UCLA aims to make neuroscience more palatable to undergraduates by pairing neuroscientific concepts with philosophy and history, and by building a learning community that supports the development of core academic skills and intellectual growth over the course of a year. This study examined the extent to which the course was successful in delivering neuroscience education to a broader undergraduate community. The results indicate that a majority of students in the course mastered the basics of the discipline regardless of their major. Furthermore, 77% of the non-life science majors (approximately two-thirds of students in the course) indicated that they would not have taken an undergraduate neuroscience course if this one was not offered. The findings also demonstrate that the course helped students develop core academic skills and improved their ability to think critically about current events in neuroscience. Faculty reported that teaching the course was highly rewarding and did not require an inordinate amount of time.
- Published
- 2015
42. Skills of Dealing with the Edmodo Environment through Electronic Active Learning Strategies for General Education Teachers
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Pedagogy ,General education ,Psychology - Abstract
المستخلص: هدف البحث إلى تنمية مهارات التعامل مع بنک المعرفة المصري لدى معلمي التعليم العام في بيئة الإدمودو. واختيرت مجموعة البحث من ثلاثين معلما من معلمي التعليم العام. وتمثلت أدوات البحث في: أدوات جمع البيانات، إعداد قائمة بمهارات التعامل مع بنک المعرفة المصري المراد تنميتها في بيئة الإدمودو لدى معلمي التعليم العام. ومادة المعالجة التجريبية مهارات التعامل مع بنک المعرفة المصري في بيئة الإدمودو، أدوات القياس تمثلت في اختبار تحصيلي للمکون المعرفي لمهارات التعامل مع بنک المعرفة المصري، وبطاقة ملاحظة الأداء لمهارات التعامل مع بنک المعرفة المصري، وبطاقة تقييم فاعلية التعلم والتدريب في بيئة الإدمودو. وجاءت النتائج موضحة فاعلية تنمية مهارات التعامل مع بنک المعرفة المصري (المکون المعرفي والأداء المهاري) في بيئة الإدمودو لدى معلمي التعليم العام، ووجود علاقة ارتباطية دالة موجبة بين درجات الأفراد مجموعة البحث في المکون المعرفي والأداء المهاري، وفاعلية التعلم والتدريب في بيئة الإدمودو.الکلمات المفتاحية:مهارات التعامل مع بنک المعرفة المصري، بيئة الإدمودو.بنک المعرفة
- Published
- 2022
43. Generating Civically-Engaged Undergraduate Student Scientists in General Education Classrooms
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Tara T. Lineweaver and Tonya R. Bergeson
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civic engagement ,general education ,undergraduate research ,student scientists ,teaching-led research ,Psychology ,BF1-990 - Published
- 2019
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44. The curious case of Bakht er Ruda: liberal education, freedom and other technologies of colonial government.
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Almusharaf, Waleed
- Subjects
- *
GENERAL education , *PSYCHOLINGUISTICS , *LIBERTY , *SET (Psychology) , *LIBERALISM - Abstract
Drawing on the literature on governmentality, recent studies of colonial power emphasize the role of sovereign power and discipline as the means of creating obedient subjects in the exercise and maintenance of colonial rule. Through examining educational materials of the Bakht er Ruda educational institute of Anglo-Egyptian Sudan and its work in liberalizing education, this essay argues for the significance of liberal technologies of rule as modes of exercising power and securing colonial rule over the natives. Specifically, we will look at two aspects of Bakht er Ruda's programme. Through a close reading of colonial era documents, we will first examine the use of school societies as a means of training the Sudanese into a harmonious and orderly social whole through the interiorization of a set of norms, bringing together ideas and practices relating to freedom and responsibility. Secondly, we look at the introduction of psychology as a language and set of techniques utilized by the institute in the construction of political subjects skilled in the self-regulation of desires and actions necessary for the free and responsible subject, upon which liberalism as a strategy of power depends. [ABSTRACT FROM AUTHOR]
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- 2019
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45. Generating Civically-Engaged Undergraduate Student Scientists in General Education Classrooms.
- Author
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Lineweaver, Tara T. and Bergeson, Tonya R.
- Subjects
GENERAL education ,UNDERGRADUATES ,PSYCHOLOGY ,CURRICULUM ,SCIENTIFIC knowledge - Published
- 2019
- Full Text
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46. Disparities in general education inclusion for students of color with disabilities: Understanding when and why
- Author
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North Cooc
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Longitudinal study ,Schools ,education ,General education ,Educational inequality ,Special education ,Education ,Developmental psychology ,Asian americans ,Education, Special ,Test score ,Developmental and Educational Psychology ,Humans ,Pacific islanders ,Disabled Persons ,Longitudinal Studies ,Students ,Psychology ,Inclusion (education) - Abstract
Research on disproportionality in special education has largely overlooked how students of color with disabilities are less likely to spend time in general education classrooms than White peers with disabilities. Although disparities in general education inclusion for students of color with disabilities raise larger concerns about educational inequality within schools, when these gaps begin to emerge and what factors may explain them remain less understood due to methodological challenges. In leveraging individual-level administrative data from a large school district over a 10-year period, this longitudinal study found general education inclusion declines for all students as they age. However, Black students with disabilities experienced the least inclusion, whereas Asian American and Pacific Islander (AAPI) students with disabilities were included in the general education classroom more than Latinx and White peers with disabilities; this disparity was largely associated with academic test score differences and disability type.
- Published
- 2022
47. General education teacher preparation in core academic content teaching for students with developmental disabilities
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Üzeyir Emre Kıyak and Elif Tekin-Iftar
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Psychiatry and Mental health ,Clinical Psychology ,Teacher preparation ,Arts and Humanities (miscellaneous) ,Core (graph theory) ,Developmental and Educational Psychology ,Mathematics education ,General education ,Content (Freudian dream analysis) ,Psychology - Published
- 2021
48. Accommodating students with exceptional needs by aligning classroom assessment with IEP goals
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Yaoying Xu and Laura Kuti
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Medical education ,Arts and Humanities (miscellaneous) ,Formal education ,business.industry ,ComputingMilieux_COMPUTERSANDEDUCATION ,General education ,Psychology ,business ,Accommodation ,Education ,Variety (cybernetics) - Abstract
The majority of students with exceptional needs receive most of their formal education in general education or inclusive classrooms. These students often need a variety of accommodations to ensure ...
- Published
- 2021
49. A Study on Performance Diagnosis of College English Courses in General Education after Core Competency-Based Reform -The Case of I University
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Cinthia M. Chong
- Subjects
College English ,Medical education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Core competency ,General education ,Psychology - Abstract
This study conducted a basic learning performance diagnosis for each College English course falling under the purview of basic general education. In line with the five core competencies of I University, the area of foreign language in basic general education focused on communication competency. This study explored the reactions of students taking College English courses to examine whether each course matched the core competency focused on communication, especially the basic learning competence for English communication skills and experiences acquired through the knowledge provided and what changes were needed in the curriculum to improve students’ English communication competence.Through a survey, educational improvements recognized by students who participated in College English I (reading), College English II (listening), and College English III (speaking) classes were compared and analyzed. The performance diagnosis for the study aimed to measure learning performance obtained through each course and utilize it as a basic mean for improving curricula for College English courses. For performance diagnosis, the Learning Performance Diagnosis Tool developed by the Korea National Institute for General Education’s General Education Standards in 2016 was selected. Diagnosis questions from the areas of “basic learning competency” and “knowledge and experience” were selected, and each question was measured using a 5-point Likert scale. The performance diagnosis survey involved 1,366 of 2,063 students (66.2%) in all three courses.Based on the analysis result, students reported that their English communication competency had improved in each course. This result could be interpreted as indicating that the core competency pursed in the area of foreign language at I University and the direction of education pursued in College English courses were appropriate. However, slightly different from basic learning competence area, the performance indicators relating to class activities questions in knowledge and experience area were found to be lower than that of other questions. During the semester, online and offline classes had been conducted depending on the COVID-19 situation, and it can be assumed that this situation resulted in many inconveniences in terms of utilizing effective class activities where students could interact with the professor and classmates. It also seemed urgent to develop effective non-face-to-face or online class activities to prepare for the COVID-19 pandemic era.
- Published
- 2021
50. Foreign Language Course for General Education on the Basis of Learner’s Knowledge -Focusing on the case of a 〈Basic German course〉 at the H. University
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Hyeryun Jeong
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German ,Vocabulary ,Andragogy ,media_common.quotation_subject ,Foreign language ,language ,Mathematics education ,General education ,Adult learner ,Psychology ,language.human_language ,media_common ,Course (navigation) - Abstract
Foreign language courses for General Education generally suffer from poor conditions when it comes to the promotion of the communicative competence of learners. This is due to the predominance of frontal teaching, an insufficient number of lessons, different learner language portfolios, etc. However, learners present many advantages for language acquisition, e.g., the linguistic foundation provided by their mother tongue, their world knowledge, and their English learning experience. Therefore, the limits of the foreign language course for General Education may be overcome by the learners themselves. Thus, such courses should not focus on communicative competence, but rather should serve to strengthen the characteristics of General Education. Above all, motivating learners and promoting autonomous learning are the most important tasks that foreign language courses for General Education should strive to achieve.
- Published
- 2021
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