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Journal articles on the topic 'Education Change (Psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Rosenfield, Sylvia A., and Carolyn F. Humphrey. "Consulting psychology in education: Challenge and change." Consulting Psychology Journal: Practice and Research 64, no. 1 (2012): 1–7. http://dx.doi.org/10.1037/a0027825.

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2

Kulikowich, Jonna M., and Maeghan N. Edwards. "Analyzing change in school psychology research." Psychology in the Schools 44, no. 5 (2007): 535–42. http://dx.doi.org/10.1002/pits.20245.

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3

Maier, Karl J., George I. Whitehead, and Mark I. Walter. "Teaching Psychology and Climate Change." Teaching of Psychology 45, no. 3 (June 20, 2018): 226–34. http://dx.doi.org/10.1177/0098628318779261.

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The American Psychological Association (APA) has called for psychologists to become more involved in addressing climate change. One way to address this pressing issue is through curriculum. To this end, we describe an undergraduate course that we created and teach exclusively focused on the interface of psychology and global climate change. The course is a seminar structured around three broad themes: science and impacts, adaptation, and solutions. To support others developing curriculum in this area, we explain these themes and share the course organization and structure, along with our experiences in teaching it. We provide relevant examples of activities and resources in the context of the goals and outcomes of APA’s “Guidelines for the Undergraduate Psychology Major.” We discuss considerations of competence and interdisciplinarity in teaching on this issue. Finally, given the magnitude and significance of climate change, we consider experiential aspects of students in the course related to stress.

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4

Boll, Thomas J. "Graduate education in psychology: Time for a change?" American Psychologist 40, no. 9 (1985): 1029–30. http://dx.doi.org/10.1037/0003-066x.40.9.1029.

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5

Vosniadou, Stella. "Conceptual Change and Education." Human Development 50, no. 1 (2007): 47–54. http://dx.doi.org/10.1159/000097684.

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6

Harper, Gregory F. "Assisting Change in Education (Book)." Journal of Educational and Psychological Consultation 4, no. 1 (March 1993): 101–4. http://dx.doi.org/10.1207/s1532768xjepc0401_7.

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7

Berman, Dene S., and Jennifer Davis-Berman. "Positive Psychology and Outdoor Education." Journal of Experiential Education 28, no. 1 (July 2005): 17–24. http://dx.doi.org/10.1177/105382590502800104.

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A relatively new movement in psychology, positive psychology, has many implications for the field of outdoor education. Positive psychology has the goal of fostering excellence through the understanding and enhancement of factors that lead to growth. It embraces the view that growth occurs when positive factors are present, as opposed to the notion that it is the result of dynamic tension. This article argues that traditional models of change that rely upon disequilibrium may not be the best to use in outdoor programs. After presenting examples of positive psychological applications to outdoor programs, implications for outdoor education and therapy programs are discussed.

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8

Rowlands, Stuart. "The Latest Research on Conceptual Change from Developmental Psychology." Science & Education 28, no. 9-10 (October 26, 2019): 1253–62. http://dx.doi.org/10.1007/s11191-019-00077-7.

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9

O'Connell, Agnes N. "Psychology of Women Students' Self-Concepts, Attitudes, and Assertiveness: A Decade of Research." Teaching of Psychology 16, no. 4 (December 1989): 178–81. http://dx.doi.org/10.1207/s15328023top1604_2.

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In two studies, I compared students' pretest-posttest scores on self-concept, attitudes, and assertiveness in Psychology of Women and other psychology courses taught by women. In the 1970s, I conducted the study to determine if emphasizing intellectual mastery in Psychology of Women facilitated personal change. I replicated the study to determine if students in the 1980s differed from students in the 1970s on these measures. The data indicated that intellectual mastery in Psychology of Women facilitated personal change in both decades. Students in the 1980s were neither significantly different from students in the 1970s on pretest scores nor in their reports of personal change at posttest. Students' scores on these measures have not changed, and Psychology of Women courses emphasizing intellectual mastery continue to serve a dual purpose.

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10

Carey, Susan. "Science Education as Conceptual Change." Journal of Applied Developmental Psychology 21, no. 1 (January 2000): 13–19. http://dx.doi.org/10.1016/s0193-3973(99)00046-5.

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11

Dodd, David K. "Teaching Behavioral Self-Change: A Course Model." Teaching of Psychology 13, no. 2 (April 1986): 82–85. http://dx.doi.org/10.1207/s15328023top1302_9.

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The need for psychology departments to offer course instruction in behavioral self-change is presented. Results of a random survey suggest that less than 10% of psychology programs offer such instruction, despite evidence in the literature of its effectiveness and popularity with students. My own behavioral self-change course is described and specific suggestions for implementing the course are included. The course offers students an opportunity to apply proven psychological principles to their own lives and thus meets the needs for personal relevance of education. The course also remains true to scientific rigor by introducing and integrating several important concepts from research methods and behavior modification.

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12

Bohari, Normila Mohd. "Life Long Learning: the Important and Future Change in Education." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5302–14. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020237.

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13

Collisson, Brian, and David Rusbasan. "Psychology or Psychological Science?" Teaching of Psychology 45, no. 2 (March 11, 2018): 164–71. http://dx.doi.org/10.1177/0098628318762903.

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The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name change was often perceived as unnecessary, nonrepresentative, or intimidating to science-averse students. Within psychological science programs, a name change was often perceived as better conveying the science of psychology to others, a scientific/research focus, or interdisciplinary partnerships. Differences of opinion may be due to psychological science, as compared to psychology, faculty’s greater concern about conveying psychological science to others, clarifying their program’s focus, and partnering with other sciences.

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14

Sánchez-Miguel, Emilio, and Jesús-Nicasio García-Sánchez. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology." Spanish Journal of Psychology 4, no. 2 (November 2001): 182–202. http://dx.doi.org/10.1017/s1138741600005746.

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In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.

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15

Jimerson, Shane R., Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Dorothy L. Espelage, Jorge E. Gonzalez, Scott L. Graves, et al. "Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change." School Psychology Review 50, no. 1 (January 2, 2021): 1–7. http://dx.doi.org/10.1080/2372966x.2021.1889938.

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16

Malpiedi, Barbara J., and John Hillison. "Career Education—A Time of Change." Journal of Career Development 12, no. 3 (January 1986): 219–30. http://dx.doi.org/10.1177/089484538601200303.

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17

Kazdin, Alan E. "Understanding Change." Journal of School Psychology 38, no. 4 (July 2000): 337–47. http://dx.doi.org/10.1016/s0022-4405(00)00040-6.

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18

Whitehead, Dean. "Health education, behavioural change and social psychology: nursing’s contribution to health promotion?" Journal of Advanced Nursing 34, no. 6 (June 2001): 822–32. http://dx.doi.org/10.1046/j.1365-2648.2001.01813.x.

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19

Walsh, Mary Roth. "The Psychology of Women Course: A Continuing Catalyst for Change." Teaching of Psychology 12, no. 4 (December 1985): 198–203. http://dx.doi.org/10.1207/s15328023top1204_3.

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20

Roberts, George W., Lee Anne Bell, and Spencer J. Salend. "Negotiating Change for Multicultural Education: A Consultation Model." Journal of Educational and Psychological Consultation 2, no. 4 (December 1991): 323–42. http://dx.doi.org/10.1207/s1532768xjepc0204_2.

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21

Munro, Geoffrey D., and Margaret M. Behlen. "Connecting Psychological Science With Climate Change." Teaching of Psychology 44, no. 3 (June 6, 2017): 274–77. http://dx.doi.org/10.1177/0098628317712788.

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Students often have little understanding of the role psychological science plays in informing us about the impact of human behavior when addressing climate change. We designed an assignment for a social psychology course based on Frantz and Mayer’s use of the decision tree model of helping behavior to identify the psychological barriers that reduce the likelihood that people will take action against climate change. Students identified one barrier and designed a persuasion or influence attempt to address that barrier. The assignment integrated social psychological topics in several areas (e.g., helping behavior, persuasion). A pretest–posttest design revealed that students’ knowledge of the role of psychological science in understanding climate change increased compared to a control class.

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22

Bradley-Johnson, Sharon, and Vincent J. Dean. "Role change for school psychology: The challenge continues in the new millennium." Psychology in the Schools 37, no. 1 (January 2000): 1–5. http://dx.doi.org/10.1002/(sici)1520-6807(200001)37:1<1::aid-pits1>3.0.co;2-q.

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23

White, Barbara Y. "ThinkerTools: Causal Models, Conceptual Change, and Science Education." Cognition and Instruction 10, no. 1 (March 1993): 1–100. http://dx.doi.org/10.1207/s1532690xci1001_1.

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24

Rauer, Amy J., Francesca Adler-Baeder, Mallory Lucier-Greer, Emily Skuban, Scott A. Ketring, and Thomas Smith. "Exploring processes of change in couple relationship education: Predictors of change in relationship quality." Journal of Family Psychology 28, no. 1 (February 2014): 65–76. http://dx.doi.org/10.1037/a0035502.

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25

Eagle, Gillian T., and Pierre W. Brouard. "AIDS Education for Health Professionals." South African Journal of Psychology 25, no. 1 (March 1995): 21–26. http://dx.doi.org/10.1177/008124639502500103.

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The effectiveness of a three-day AIDS education course conducted for health workers was assessed by means of change scores measured on a Knowledge and Attitudes scale. A control group design was used and a follow-up was conducted one month after completion of the course. The results indicated that the course was effective in producing significant change on the dimensions of ‘Attitudes to Homosexuals' and ‘Attitudes to black Sexuality’. There was no significant change in ‘Attitudes to AIDS’ or ‘Knowledge of AIDS’. These results were confirmed at the one-month follow-up. The results suggest that time-limited education programmes can be effective in producing attitude change in health professionals in relation to AIDS-associated patients and groups.

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26

Shuell, Thomas J. "Cognitive psychology and conceptual change: Implications for teaching science." Science Education 71, no. 2 (April 1987): 239–50. http://dx.doi.org/10.1002/sce.3730710210.

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27

Parent, Jane D., and Kathi J. Lovelace. "Employee engagement, positive organizational culture and individual adaptability." On the Horizon 26, no. 3 (September 10, 2018): 206–14. http://dx.doi.org/10.1108/oth-01-2018-0003.

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Purpose The purpose of this paper is to explore the connections between employee engagement, positive organizational psychology and an individual’s ability to adapt to ongoing organizational change. Design/methodology/approach The literature on individual adaptability, positive organizational psychology and employee engagement is reviewed. A model that suggests that a positive work culture enhances employee engagement and in specific cases leads to increased adaptability is developed. Findings While organizational engagement will have a positive effect on the individual’s ability to adapt to changes, job engagement will have the opposite effect, uncovering potential obstacles to change management in organizations. Research limitations/implications Suggestions for future research are provided with the intent to further academic research in this area. This model can serve as a starting point for future research design and can be tested in organizations undergoing various changes. Practical implications A positive culture fosters both job and organizational engagement within an organization. Managers can understand how to cultivate a positive, engaged environment for employees while understanding how certain job changes might have both positive and negative effects on an individual’s ability to adapt. Originality/value A model for identifying relationships between positive organizational behaviors, two types of employee engagement (organizational engagement and job engagement) and an individual’s ability to adapt to change is helpful to researchers and practitioners alike.

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28

Goldstone, Robert L. "The Complex Systems See-Change in Education." Journal of the Learning Sciences 15, no. 1 (January 2006): 35–43. http://dx.doi.org/10.1207/s15327809jls1501_5.

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29

Baker-Smith, E. Christine. "Suspensions Suspended: Do Changes to High School Suspension Policies Change Suspension Rates?" Peabody Journal of Education 93, no. 2 (February 9, 2018): 190–206. http://dx.doi.org/10.1080/0161956x.2018.1435043.

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30

Grus, Catherine L., and Ronald H. Rozensky. "Competency-based continuing education in health service psychology: Ensuring quality, recommendations for change." Professional Psychology: Research and Practice 50, no. 2 (April 2019): 106–12. http://dx.doi.org/10.1037/pro0000218.

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31

Koocher, Gerald P. "Following the money: Economic inhibitors of change affecting graduate education in clinical psychology." Journal of Clinical Psychology 61, no. 9 (2005): 1171–74. http://dx.doi.org/10.1002/jclp.20159.

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32

Singleton, Chris. "Editorial: Plus ça change. . ." Journal of Research in Reading 22, no. 2 (June 1999): 111–12. http://dx.doi.org/10.1111/1467-9817.00076.

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33

Hesketh, Beryl. "Adapting Vocational Psychology to Cope with Change." Journal of Vocational Behavior 59, no. 2 (October 2001): 203–12. http://dx.doi.org/10.1006/jvbe.2001.1826.

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34

Campbell, Laurie O., Glenda A. Gunter, and Robert F. Kenny. "Evaluating Social Change Games." International Journal of Game-Based Learning 9, no. 4 (October 2019): 31–44. http://dx.doi.org/10.4018/ijgbl.2019100103.

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The RETAIN Model is a game design and evaluation model for serious games. In this study, educators evaluated social change web-based and mobile app games using the RETAIN model rubric. In general, web-based games scored higher on the RETAIN rubric than their mobile app counterparts. In addition, the educators analyzed the social change games for their “hidden curriculum.” In some cases, the rubric and “hidden curriculum” contributed to educators altering the way they used the games they had appraised by supplementing context, incorporating discussion, or not using the games at all. The RETAIN model rubric offered educators a tool to evaluate digital games.

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35

Subotnik, Rena F., and Karen D. Arnold. "Time for a change." Roeper Review 15, no. 3 (February 1993): 118–20. http://dx.doi.org/10.1080/02783199309553483.

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36

Holst, Jesper. "Supporting Change in Schools." British Journal of Special Education 24, no. 2 (June 1997): 76–79. http://dx.doi.org/10.1111/1467-8527.00019.

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37

Hill, Lola. "Changing Minds: Developmental Education for Conceptual Change." Journal of Adult Development 11, no. 1 (January 2004): 29–40. http://dx.doi.org/10.1023/b:jade.0000012525.69639.5d.

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38

Leik, Robert, and Mary Anne Chalkley. "There Is Change and There Is Change: Telling One From the Other." NHSA Dialog 2, no. 1 (January 1999): 89–90. http://dx.doi.org/10.1207/s19309325nhsa0201_14.

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39

Lovibond, Syd H. "The Education and Training of Clinical Psychologists." Behaviour Change 11, no. 1 (March 1994): 45–53. http://dx.doi.org/10.1017/s0813483900005234.

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This paper argues that fundamental changes are required in the way we go about educating and training professional psychologists in general, and clinical psychologists in particular, if we are to solve their current identity, status, and role problems. The primary responsibility for change must devolve upon the universities with long experience of both research and education in the basic discipline, and graduate professional training. The most urgent task is to persuade the universities in question to introduce a national system of six-year courses, based strictly on the scientist-professional model, for all professional psychologists. A possible structure for such courses is presented, and the implications of its adoption are examined. In this context training in cognitive-behaviour therapy (CBT) and the education and training role of the Psychology Foundation of Australia are discussed.

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40

Malinauskienė, Daiva. "THE ŠIAULIAI UNIVERSITY EDUCATION DEPARTMENT THROUGH FIFTY YEARS: BETWEEN STABILITY AND CHANGE." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 4, no. 2 (September 25, 2012): 47–53. http://dx.doi.org/10.48127/spvk-epmq/12.4.47a.

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The Department of Education is a division of Šiauliai University with deep pedagogical and scientific traditions, the history of which began in 1962. At that time, the former Department of Pedagogy and Psychology was divided into two departments and a separate Department of Pedagogy was established. In 2001, after significant changes in the system of educational sciences, the Department of Pedagogy was renamed the Department of Education as an independent and innovative institutional research unit.

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41

Ashton, Carolyne V. "Using theory of change to enhance peace education evaluation." Conflict Resolution Quarterly 25, no. 1 (2007): 39–53. http://dx.doi.org/10.1002/crq.189.

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42

Borrego, Joaquín. "It takes a village for meaningful and sustainable change in diversifying psychology." Training and Education in Professional Psychology 12, no. 4 (November 2018): 297–300. http://dx.doi.org/10.1037/tep0000224.

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43

Kanchier, Carole, and Wally R. Unruh. "Factors influencing career change." International Journal for the Advancement of Counselling 12, no. 4 (November 1989): 309–21. http://dx.doi.org/10.1007/bf00123259.

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44

Wallace, Louise M., Kerry E. Evers, Hilary Wareing, Orla M. Dunn, Kate Newby, Andrea Paiva, and Janet L. Johnson. "Informing School Sex Education Using the Stages of Change Construct." Journal of Health Psychology 12, no. 1 (January 2007): 179–83. http://dx.doi.org/10.1177/1359105307071752.

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45

Hrabowski, Freeman A. "Institutional Change in Higher Education: Innovation and Collaboration." Peabody Journal of Education 89, no. 3 (May 27, 2014): 291–304. http://dx.doi.org/10.1080/0161956x.2014.913440.

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46

Rayner, Steve. "Restructuring Reform: choice and change in special education." British Journal of Special Education 21, no. 4 (May 31, 2007): 169–73. http://dx.doi.org/10.1111/j.1467-8578.1994.tb00120.x.

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47

Niculescu, Alexandra C., Dirk T. Tempelaar, Amber Dailey-Hebert, Mien Segers, and Wim H. Gijselaers. "Extending the change–change model of achievement emotions: The inclusion of negative learning emotions." Learning and Individual Differences 47 (April 2016): 289–97. http://dx.doi.org/10.1016/j.lindif.2015.12.015.

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48

Watson, Linda. "Children's Misconceptions and Conceptual Change." Australasian Journal of Early Childhood 22, no. 2 (June 1997): 12–16. http://dx.doi.org/10.1177/183693919702200204.

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Children bring a range of beliefs relating to the scientific domains to early childhood services. These often differ from the accepted ‘scientific view’ and hence are termed ‘misconceptions’ or ‘preconceptions’. An examination of how these misconceptions change over time, through instruction and through other mechanisms is presented in the paper that follows. Piagetian and Vygotskian theories offer insights into children's misconceptions, relating to how they are formed, and how they are influenced by personal experience and social factors. Both of these theories can be utilised to ensure that early childhood educators respond appropriately to children's earliest conceptions and promote children's concept development.

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49

DeLaney Horsch, Patricia. "School Change: A Partnership Approach." Early Education & Development 3, no. 2 (April 1992): 128–38. http://dx.doi.org/10.1207/s15566935eed0302_7.

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50

Atkinson, Leslie. "Evaluating WISC-R change scores." Psychology in the Schools 29, no. 2 (April 1992): 154–56. http://dx.doi.org/10.1002/1520-6807(199204)29:2<154::aid-pits2310290210>3.0.co;2-r.

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