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Bisinoto, Cynthia, Claisy Marinho, and Leandro da Silva Almeida. "Educational psychology in higher education: Current scene in Portugal." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.
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Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.<br>Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
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Hargrave, Lauren D. "WHAT DO TEACHERS THINK ABOUT EDUCATIONAL PSYCHOLOGY? DEVELOPING AND VALIDATING THE EDUCATIONAL PSYCHOLOGY PRACTITIONER SCALE." UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/64.
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The purpose of this study was to develop and validate the Educational Psychology Practitioner Scale (EPPS), which was designed to (a) assess the practices, training, and skills of educational psychologists and (b) determine their utility among K-12 schools classroom teachers. Study participants included 161 K-12 teachers across 21 states within the United States. An exploratory factor analysis yielded a 25-item, unidimensional scale. Correlating the EPPS with the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Job Satisfaction Scale (Warner, 1973) provided discriminant validity for the scale. Study limitations and future research directions are discussed.
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Williams, Antony. "A contribution to the developememt of critical educational psychology practice an analytically influenced educational psychology." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527247.
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Curran, Paul. "Where's the 'psychology' in British educational and child psychology? : an exploratory investigation into educational psychologists' perspectives." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3764/.
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The study aims to undertake an exploratory investigation into British Educational Psychologists' (EPs) practitioner perspectives on the key psychological theories and models that underpin their professional practice. It also aims to ascertain what the implications might be of practitioner perspectives on this topic for future practice, future training and continuing professional development of EPs hi the British context as "applied" psychologists. Following a small scale national survey on the topic, five focus group discussions were arranged to investigate the topic in more detail with groups of EPs at various career stages. The focus group discussions were subjected to detailed Thematic Analysis using techniques recommended by Braun and Clarke (2006). Analyses were undertaken at both the explicit (semantic) and interpretative (latent) level in order to develop a series of thematic maps. The literature review found that although British EPs have consistently reviewed, evaluated and challenged their professional practice in changing working contexts, there is a paucity of research into their perceptions of the fundamental psychological theories and models that underpin what they actually do "on the job", which was recognised as multi-levelled and complex. Four overarching themes emerged from the extensive interpretative analysis of the data set as key to EP practitioner perspectives on what underpins and influences the use of psychological theory and models in their professional practice. These were: (1) Working context, location and the degree of role clarity within this; (2) Professional self reflection on practice; (3) Training, early supervision and continuing professional development; (4) Developed psychological skills, competencies and knowledge, particularly with a relevant research evidence base. Surprisingly, the analyses found no evidence of expected themes relating to the underpinning psychology for effective interpersonal skills or collaborative team work in the EP practitioner perspectives. A "matrix of evidence for EP practice" is proposed for future use based on the themes from the interpretative analyses undertaken. The methodology employed and the analysis of the findings are both critically appraised. The implications for further research into the topic together with implications for EP professional practice and continuing professional development are outlined.
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Stobie, Ingeborg. "'Change' and 'continuity' in educational psychology." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366935.
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Arnell, Ruth. "Conceptualising evidence-based practice in educational psychology." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34078.
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This exploratory study describes the variation in how evidence-based practice is understood in educational psychology. The study is comprised of two phases, which were both designed, analysed and interpreted using qualitative methodology. In phase one, twenty-two semi-structured interviews were conducted with educational psychologists from eight services in England. A phenomenographic approach to analysis was applied, resulting in a conceptual framework, representing the variation in understandings of evidence-based practice of a group of educational psychologists. In phase two, two focus groups were conducted with a subset of participants from phase one to elucidate the influence of evidence-based practice on decision-making in practice. A framework approach to thematic analysis showed that practice decisions of educational psychologists are influenced by evidence-based practice according to contextual factors, training and practice experiences and personal characteristics. This study gives insight as to how educational psychologists experience and account for the role of evidence and evidence-based practice in their practice and informs how evidence-based practice might be conceptualised in educational psychology. The findings suggest that evidence-based practice is grounded on personal, internalised beliefs while being contextualised by the demands of specific circumstances. The findings have implications for providers of educational psychology training in terms of the curriculum for evidence-based practice and associated learning outcomes.
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Burningham, Julie Ann. "A Simulation-based Approach to Educational Psychology." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2140.
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This paper summarizes a design project entitled "Choose Your Own Teaching Adventure" completed for the Instructional Psychology and Technology Department at Brigham Young University. The purpose of the design project was to prototype a learning tool that instructs beginning pre-service teachers in the classroom application of the principles of behaviorism. Originally, the project was designed to be a static learning object that would be combined with other similar learning modules for additional topics of an Educational Psychology course. At the conclusion of the first prototyping round, however, the project was generalized to become a testing ground for a simulation builder project that would allow other instructors to create their own learning simulation based on the findings of this prototype. The Rapid Prototyping methodology used in this project allowed for quick revisions, lower stakes testing, and more flexibility in the design. The various stages of the design and evaluation process, including revisions and prototypes, are shown and discussed in this paper.
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Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.
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Lyons, Jo. "Educational psychologists into the 21st century : evaluating an alternative model of educational psychology practice in Essex psychology and assessment service." Thesis, University of East London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532440.
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Ivanova, Olena. "Psychology role in teachers-to-be training." Thesis, Дніпровський національний університет залізничного транспорту імені академіка В. Лазаряна, 2019. https://er.knutd.edu.ua/handle/123456789/14702.
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The work deals with psychology as a multifacet discipline which includes many study areas such as human development, sports, health, social behaviour and cognitive processes. Special attention should be paid to social and educational psychology in preparing future specialists in education.<br>В даній роботі психологія розглядається як багатогранна дисципліна, яка включає багато напрямків дослідження, таких як розвиток людини, спорт, здоров'я, соціальна поведінка та когнітивні процеси. Особливу увагу слід приділяти соціальній та освітній психології при підготовці майбутніх фахівців з освіти.<br>В данной работе психология рассматривается как многогранная дисциплина, которая включает много направлений исследования, таких как развитие человека, спорт, здоровье, социальное поведение и когнитивные процессы. Особое внимание следует уделять социальной и образовательной психологии при подготовке будущих специалистов в сфере образования.
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Smith, Robert Lee. "Educational psychology and the law in child care cases." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436425.
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Wooldridge, A. D. "Child study and educational psychology in England 1880-1950." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376014.
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Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.
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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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Katz, Melissa Dawn. "Dual relationships in the practice of school psychology: A study of ethical beliefs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280618.
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The purpose of the present study was to determine the various demographic characteristics of school psychologists and their respective ratings of the frequency of ethical dilemmas they encounter involving dual relationships, and to determine what types of dual relationships are most frequently reported in occurrence. In addition, the present study evaluated the ratings of school psychologists regarding the types of dual relationships that they encounter in the schools and to determine the level at which they rate these situations as ethically troublesome. Two thousand randomly selected members of the National Association of School Psychologists were sent surveys regarding ethical beliefs and practices. 1,000 were sent Form A, which consisted of demographic questions, and a series of multiple relationship situations, on which they were asked to give an ethical rating. 1,000 were sent Form B, which consisted of demographic questions, and a series of multiple relationship situations, on which they were asked to report the occurrences of these situations in their practices. A response percentage of 29.9% (N = 299) was achieved for Form A, and 37.7% (N = 377) for Form B. Significant differences were found between respondents grouped by gender and degree for Ethical Rating Scores. Females were more ethically conservative, rating more items as "never ethical" than males. In addition, practitioners with Master's degrees rated items as more ethically conservative than those with Specialist's degrees. Significant differences were also found between practitioners grouped by school setting for Total Occurrences Scores. Practitioners from rural areas reported that these situations occurred more often than practitioners in other settings.
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Kennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.
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A survey was conducted to examine current training practices of NASP accredited specialist programs. Information was gathered through a mailed survey to NASP accredited school psychology Ed.S. training programs across the United States. Of the 97 training programs to whom surveys were sent, 56 surveys were returned and 51 were considered usable (53% return rate). The survey respondents were divided into groups according to self-reported program emphasis. Thirty-one programs reported emphasizing traditional assessment (Traditional Programs), while 20 programs reported other areas of emphasis (Other Programs). An independent t-test indicated that Traditional Programs offer significantly higher amounts of training in traditional assessment than Other Programs. A Chi-square analysis revealed that approximately half of the Traditional Programs have not changed training in assessment; however, the remaining Traditional Programs showed shifts by an equal number of them increasing and decreasing the amount of training in assessment as compared to 5 years ago. Several differences in level of preparation of program graduates were indicated by a descriptive discriminant analysis. These differences are consistent with program emphasis.
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Scholtz, Sune. "Exploring the use of animal-assisted therapy in educational psychology." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25412.
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The purpose of this study was to explore the use of Animal-Assisted Therapy in Educational Psychology. An empirical study of limited extent was undertaken, which was qualitative by nature and conducted from an interpretivist paradigm. I made use of a therapeutic case, which served as an in-depth case study. Visual data, creative expression, interviews, narrative expression and field notes were employed as data-gathering methods. Data were analysed by means of document analysis. A young boy of 14 years, with whom I have previously worked as a therapist, was the participant in the study. The findings of the study were, firstly that the use of AAT could enable the attainment of goals in therapy. Implementing AAT as a therapeutic tool provided motivation for participation in therapy from the participant. Secondly the use of an animal (dog) in the therapeutic process promoted the formation of a personal, caring, and emotional relationship with the primary participant. Thirdly, psychological benefits in the use of AAT were revealed by this study, namely the opportunity to promote socialisation, self-esteem, communication, interaction and participation in therapy. Fourthly AAT had a value in working with a socio-economically vulnerable child, addressing several of the needs identified in order to enhance the well-being of the child.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.
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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-03302010-152226.
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Grobler, Lidalize. "Parent and caregiver experiences of a higher education rural school partnership providing educational psychology services." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60943.
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The purpose of this study was to explore and describe parents' and caregivers' retrospective
experiences of a higher education-rural school partnership providing educational psychology
services. The study aimed to inform knowledge on community engagement with schools and
forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that
has been ongoing since 2006.
The current study utilised interpretivism as metatheory and qualitative research as
methodological paradigm. An instrumental case study design was utilised, with a specific higher
education-rural school partnership conveniently sampled. Subsequently twelve parents or
caregivers to a child/ren who participated in the relevant community engagement initiative at
any time since 2006, were purposefully selected. Two field visits were taken for data collection
purposes; the first included Participatory Reflection and Action (PRA) discussions between
participants, whilst the second visit entailed member checking. I relied on written recording of
the participants' dialogue on PRA posters, audio recordings of their poster presentations,
observations throughout the process, photographs taken and a reflective journal as data
collection and documentation strategies.
From thematic data analysis two main themes emerged. Firstly, participants identified the
partnership as a platform of educational opportunity, which allowed for children's development
on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the
continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe
space to voice their opinions, and incorporating a parental guidance element.
Based on the findings of the study I can conclude that according to parents and caregivers,
community engagement with schools provides an opportunity for the mobilisation of children
assets to result in their positive development. Furthermore, when additionally activating the
assets of the parents, community engagement can be strengthened.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Educational Psychology<br>MEd<br>Unrestricted
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Salzman, Stephanie Ann. "Meta-Analysis Of Studies Investigating The Effects Of Father Absence On Children's Cognitive Development." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3389.
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The purpose of the present study was the integration of the father-absence research to determine the effects of father absence on children's cognitive development as assessed by standardized intelligence, aptitude, and achievement tests and school grades. The study used the quantitative integrative review methodology of meta-analysis through which the findings from individual studies were integrated and relations between the study findings and characteristics were explored. The meta-analytic approach involved transforming the findings of individual studies to a common metric (i.e., effect size), describing and coding the characteristics of the studies, and then using the analysis of variance and multiple regression analysis to determine whether there were overall effects, subsample effects, and relations among the characteristics of the studies and the study findings. Extensive manual and computer searches uncovered 137 father-absence studies representing 9,955,118 father-absent and father-present subjects from preschool to college age. Analysis of the study findings at the highest level of aggregation yielded a mean effect size of -.26 reflecting a .26 standard deviation superiority of the father-present subjects over the father-absent subjects. Mean effect sizes were found to differ significantly as a function of age of the child at onset of the father absence, age of the subjects at time of study, sample size, sample geographic distribution, and number of matched/controlled factors in each study. Five significant correlations between study characteristics and study effect sizes were obtained: (1) larger effect sizes were associated with father-absence onset during 7-12 years of age; (2) larger effect sizes were identified with younger study subjects; (3) larger effect sizes were associated with smaller study sample sizes; (4) larger effect sizes were related to narrow geographic distributions of study samples; and (5) larger effect sizes were associated with a greater number of matched or controlled factors in the study. Only 14% of the total variance in the study effect sizes was accounted for by the composite set of predictors (i.e., study characteristics).
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Mabe, Monika J. "The effects of attachment and alliances within the family on student/teacher relationships and disruptive behavior." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3592.
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This study focuses on the effect that attachment status and negative alliances within the family has on disruptive behavior ratings and on the closeness or conflict a child feels with their teacher and the teacher’s subsequent ratings of the severity of Oppositional Defiant Disorder. Structural equation modeling was used to determine the impact attachment status, alliances within the family, and disruptive behavior had on the closeness or conflict a teacher felt with their student and the subsequent ratings of the child’s oppositional behavior.
Negative alliance in the family was not a strong predictor of a child’s disruptive behavior or Oppositional behavior in the classroom. However, the closeness or conflict that a teacher feels with a student was a stronger predictor of a child’s negative behavior. This indicates that when the teacher feels more closeness to the child, the child’s behavior is rated as less disruptive, and as conflict increases, teachers rate the child’s behavior as more disruptive. This study provides further evidence that a child’s behavior is shaped by a multitude of factors throughout their childhood including their attachment with their caregiver in their first years of development, their experience with negative alliances in the family, and their relationship with their teacher.
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Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.
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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.
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Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.
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The implementation of learning styles models in the classroom remains a heavily debated topic in education. Notable problems with utilization of learning styles in the classroom include a lack of empirical research support and potential maladaptive effects on student learning and motivation. The primary research questions focused on the presence and quantity of learning styles discussion in the text, which definitions, models, and recommendations were presented, and which of the cited references were based on empirical data. The answers to these questions were compared between educational psychology and introduction to education textbooks. A content analysis of introduction to education (n = 10) and educational psychology (n = 10) textbooks was conducted. Eighty percent of the textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach and the other half as an individual process or style. One-fourth of the textbooks recommended matching instructional methods to learning styles. One comparison of text types, the number of empirical references cited in the text, was statistically significant. Given that most textbooks do not recommend matching instructional methods to learning styles, future research should examine the source of teachers’ beliefs that student learning is improved with the matching of learning styles to teaching approach.
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Umstead, Helen G. "Determining the Value of Outdoor Adventure Education for Educational Leaders." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268317.
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<p> This investigation attempts to determine the value of outdoor adventure education for educational leaders based upon leadership qualities identified in both the Educational Leadership and Outdoor Adventure Education (OAE) literature. Theoretical underpinnings of outdoor adventure education and claimed leadership outcomes resulting from OAE participation are identified and investigated. Three leadership skills identified as both OAE outcomes and constructs valuable to educational leaders (Self-efficacy, Collaboration, and Trust) are the focus of this mixed methodology study.</p><p> Research questions are proposed and addressed using mixed methodology. The anonymous online Outdoor Adventure Education Survey was developed based on previous research (Gareis & Tschannen-Moran, 2004; Rhodes & Martin, 2013; Tschannen-Moran & Barr, 2004; Tschannen-Moran & Gareis, 2004) and with input from educational leadership and OAE experts. Qualitative measures, including participant focus groups and key informant interviews, were developed with the advice of OAE and educational leadership experts before implementation.</p><p> Volunteers at a one-day OAE ropes challenge course participated in the anonymous online Outdoor Adventure Education Survey one week after course implementation of a one-day ropes challenge course and focus group discussions occurred within one month in order to allow for reflection, a major component of Experiential Learning Theory. Facilitators and group leaders participated in individual key informant interviews at irregular intervals after implementation. </p><p> Analysis revealed that OAE impacted self-efficacy in ways that are valuable to leadership, increased participants’ collaboration, and generally increased trust among members of each group. Results varied based on the obstacles encountered and by the group participating, but were positive overall. Additional outcomes included participants’ increased awareness of the importance of open communication, including active listening, and shared decision-making while solving problems collaboratively.</p><p>
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Mann, Fiona Jane. "Investigating the distinct contribution of educational psychology to provide children in care with an enhanced education." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4029.
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Paper 1: This study focused on personal education plans for children in care and the related research around individual education plans. Children in care have been identified by the government and local authorities as a vulnerable group, at risk of failing to fully access education (DCSF, 2010). This paper examines the role of the educational psychologist in supporting children in care. There are three aims; 1. to explore the current role and work of educational psychologists in supporting children in care across local authorities, and within one local authority, 2. to generate, a more in-depth understanding of educational psychologists’ practice regarding children in care. 3. to use the analysis to formulate a framework that will inform an intervention to enhance the personal education plan process. Mixed methods were used to investigate the current role and view of educational psychologists and those involved in the personal education plan (PEP) process. The methods included online surveys, hardcopy questionnaires and semi structured interviews, which produced both qualitative and quantitative data. The findings of this research suggest that EPs most often work with Children in Care in school, and this seems to involve consultations, planning and reviewing meetings at a multiagency level. This study reports that EPs are not often involved in the PEP process but that most EPs have an understanding of the purpose of PEPs. A summary of the distinct contribution EPs believe they have to offer children in care has been presented, and the findings could provide EPs with improved role clarity in the future. A number of themes were also identified that would support the PEP process and a framework has been created that has the potential to enhance the process. Paper 2 - Collaborative Consultation: Background: Children in care (CiC) have consistently underperformed educationally, compared to other children. Personal Education Plans (PEP) were introduced to address this issue. This study aims to implement a PEP intervention (based on a framework from Paper 1) to enhance the educational experience of the child and explore the distinct contribution of the educational psychologist (EP). Method: Action Research was used to structure an intervention and gather the pre and post evaluation data in four case studies. The intervention consisted of an assessment of the child; there were three collaborative consultations with those involved in the PEP and attending the PEP meeting. Data collected include child assessments, notes from consultations, pre and post questionnaires and post semi-structured interviews with the professional. Results: The findings suggest the intervention had a positive impact on the PEP process and how those completing the PEP felt about the process. Changes to the child’s independent functioning could not be attributed to the intervention. The analysis developed and supports the finding in the framework from Paper 1. Conclusion: The revised framework offers a guideline to produce a consistent PEP process across all Local Authorities. Recommendations about the use of assessment and introducing psychological theories through consultation prior to the PEP are provided.
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du, Toit Ina-Mari. "Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60941.
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The purpose of this case study was to explore and describe educational psychology students'
experiences of academic service learning (ASL) as part of a higher education- rural school
partnership in order to inform knowledge on higher education community engagement. The
Transformative Learning Theory framed the study by engaging students in an active meaningmaking
process of critical self-reflection and integration of experiences. Qualitative
methodology was chosen as the preferred mode of inquiry which contributed to my insight and
understanding of participants' subjective experiences of ASL. A constructivist epistemology
guided dynamic interaction with participants, providing a platform for co-constructing
knowledge generated based on participants' retrospective experiences. Seven cohorts of
Master's students in Educational Psychology (2007 to 2013; n=22), who were involved in
assessments and interventions at a rural school as part of their training at the University of
Pretoria, were purposefully selected. Participants were, as far as possible, representative in
terms of gender, age and cultural background. Qualitative data generation techniques (i.e.
questionnaires and semi-structured interviews) were used to collect data, which were then
thematically analysed by reporting on patterns across cohorts. The findings suggested that
participants experienced the ASL practicum as an engaged scholarship that is socially
transformative. The findings furthermore revealed that participants experienced ASL as an
integral part of the educational psychology curriculum and a platform for initiating and
developing professional identity. The ASL practicum experiences of participants are consistent
across cohorts and similar to that experienced by other students in ASL programmes.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Educational Psychology<br>MEd<br>Unrestricted
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Galbraith, John T. "Educational Psychology : A critical reflection on practice, past present and future." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522429.
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Mercieca, Daniela. "Developing and critiquing educational psychology : dilemmas and uncertainty in changing professionalism." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445114.
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Inoue, Allison. "Educational psychology and dyslexia : an investigation into current thinking and practice." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html.
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Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working in three different models of service delivery in England on the topic of developmental dyslexia (henceforth, dyslexia). Findings imply that the EPs sampled do not access high quality scientific research literature on dyslexia; most of the literature accessed appears to be non-peer reviewed and there is little information to support the development of EP practice for assessment and intervention, understanding the link between literacy failure and mental health, or how all this contributes to a consultation method of service delivery. Paper 2: The focus of the empirical paper was to describe and analyse how EPs currently conceptualise dyslexia and delineate what they do with regard to assessment and intervention. Furthermore, it explored how EPs' beliefs about dyslexia, and the wider social context, impact on practice. Findings suggest that dyslexia remains an area of significant confusion and contradiction for the EPs interviewed. Most continue to rely on the British Psychological Society's (BPS, 1999) definition but this appears to add to their confusion rather than clarify their thinking which, in turn, seems to reinforce their beliefs or 'world view' about dyslexia. A very narrow range of actual practice in terms of assessment and intervention was described by the participants. Paper 3: The final paper discussed evidence-based practice (EBP), effective dissemination strategies to promote and measure outcomes, and the impact of such research. To conclude, some thought is given to ways in which the current research contributes to EBP and possible media for dissemination.
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Connor, Tom. "Target monitoring and evaluation : measuring the impact of educational psychology interventions." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019953/.
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The aim of this research is to evaluate the effectiveness of a recently developed tool for measuring perceptions of the effectiveness of Educational Psychology (EP) interventions. The research project was derived following an adaptation of Goal Attainment Scaling into a revised format known as Target Monitoring and Evaluation (TME). Evidence was sought as to its utility within an EP service by investigating the reliability and validity of TME and whether or not this system could be used as a means to evaluate the efficacy of EP-led interventions in schools. Effective service delivery issues were considered by investigating the usability of TME, and evidence was sought from EP and school based colleagues with experience of using TME in order to investigate the practical, operational and commitment issues. Within a mixed methods design the research aim was to compare the quantitative objective utility of TME (in which outcomes for children derived from TME were set against measurements of change from more "conventional" assessment tools) with the qualitative perceived utility of TME (including EP and teacher opinions of the efficacy of TME). The intention was to investigate the reliability and validity — and therefore credibility — of the TME approach by using an external point of reference and comparing perceptions of change measured by TME, compared to a more conventional quantitative measure of change. The research focused specifically on clearly defined and related interventions, in order that TME measures of change could be compared with existing conventional measurement tools. These focused on a total of 24 TME cases completed for children within Key Stage 2 in mainstream primary schools. Quantitative "objective" data relating to both baseline and outcome measures were collected using either a standardised literacy assessment or observation schedule. These were contrasted with teacher-based perceptions of baseline and change at outcome as measured by the TME process. The quantitative outcomes were investigated against the qualitative perceptions of the utility of TME via individual interviews with 10 EPs and 8 Special Educational Needs Coordinators (SENCOs) from schools who had experience of using TME. Each interview was transcribed and analysed using thematic analysis. In the analysis, where positive progress was noted using TME, this was also usually observed using the more conventional forms of evaluation. However, there were inconsistencies in relation to the level of change in each case. The outcomes suggest TME was well regarded as a tool for assisting the process of setting up interventions and as a framework for the discussion at review. TME appeared less well regarded as an evaluative tool to measure outcomes for the EP service, and there were implications for increased support and training. From an evidence-based perspective, it may seem logical that the key element of EP evaluation ought to be based upon successful outcomes for children. However, according to the qualitative analysis, there were many bigger questions about such evaluations, for example, defining the nature of the EP's role, the difficulty in separating elements of influence, and the delivery of services through others.
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Gaon, Felicia. "Self-Compassion as a Buffer from Burnout of Teaching Assistants Working with Students on the Autism Spectrum| A Quantitative Study." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13419867.
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<p> This quantitative study examined self-compassion as a buffer in burnout of teaching assistants working with students on the autism spectrum. An on-line survey was developed using the Self-Compassion Scale (SCS) and the Copenhagen Burnout Inventory (CBI) to investigate self-compassion, burnout, and a number of demographic variables. The survey was shared with teaching assistants who work with students on the autism spectrum in nine New York Counties. One hundred forty-five (<i>N</i> = 145) teaching assistants participated in the study. The self-kindness factor score, the mindfulness factor score, and the overall self-compassion composite score of teaching assistants working with students on the autism spectrum demonstrated statistically significant negative relationships with all areas of burnout: personal, work-related, and student-related. This indicates that as the teaching assistants' scores for self-kindness, mindfulness, and self-compassion increase their scores for all areas of burnout decrease. Overall, the findings indicate that there may be buffers that prevent against burnout in teaching assistants who work with students on the autism spectrum.</p><p>
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Bowman, Shennen. "Correlation of Cognitive Load with the Physical Learning Environment for Undergraduate College Students in an Introduction to Psychology Class." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937852.
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<p> A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college. Cognitive load theory provides a framework that has been used extensively to promote learning. Cognitive load refers to the total amount of mental activity imposed onto the learner. Research noted what has not been examined is how different physical learning environments may affect cognitive load. For this study, the physical learning environment is the place where learning takes place. Three research questions sought a correlation between cognitive load levels and the physical learning environment, online or traditional classroom. The Leppink scale was used to measure cognitive load. A survey was sent, one week in December, until the minimum sample size was determined. Data were determined using a Spearman correlation. The findings indicated no significant relationship exists between Overall Cognitive Load and the physical learning environment (<i>r<sub> s</sub></i> = –0.011, <i>p</i> > 0.05), Intrinsic Cognitive Load and the physical learning environment (<i>r<sub>s</sub></i> = –0.082, <i>p</i> > 0.05), and Extraneous Cognitive Load and the physical learning environment (<i>r<sub>s</sub></i> = 0.086, <i> p</i> > 0.05). Recommendations for future research include looking at gender differences and testing at different times during the semester. </p><p>
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Lodewyckx, Daniel Petrus Gerhardus. "An interactive qualitative analysis of educational psychology students' self-efficacy beliefs in career counselling." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12202006-132015/.
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Kalra, Priya. "Implicit Learning: Development, Individual Differences, and Educational Implications." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.
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This dissertation attempts to link models from cognitive neuroscience with problems and models from education research as well as to advance our understanding of implicit learning. In addition to a review of the current understanding of implicit learning from psychology and neuroscience, an essay on the potential applications of implicit learning to education and two empirical studies comprise this document.
The first study compares implicit learning in adults and children to address the question of developmental invariance in implicit learning. One novel aspect of this study is the use of a battery of implicit learning tasks, as well as comparison explicit learning tasks. Although gross differences were not found between adults and children in the implicit learning tasks, nevertheless first-level item analysis revealed that children and adults may differentially exploit stimulus frequency information to perform the tasks.
The second study uses parallel forms of multiple implicit learning tasks to determine the reliability of implicit learning tasks for adult participants. Contrary to the prevailing view of implicit learning, stable individual differences were found. Correlations between individual implicit learning and certain non-cognitive traits (such as conscientiousness) were found, but IQ was not correlated with implicit learning.
Finally, the implications of these findings for basic research as well as for the possibility of applying implicit learning to K-12 instruction are discussed.<br>Human Development and Education
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Duran, Michelle. "Utilization of distance education in council for accreditation of counseling & related educational programs." Thesis, Texas A&M University - Corpus Christi, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667913.
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<p> In Education, there has been an amplified interest regarding the need for distance education practices over the course of the last century (Allen & Seaman, 2010, 2013, 2014). The purpose of the present study was to explore the attitudes and experiences of counselor educators in Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited counseling programs in relation to distance education. A secondary purpose was to gather data about the implementation of distance education activities in these programs. Exploring this phenomenon provided an up to date picture of the lived experiences of counselor educators with distance education. </p><p> This research study employed a phenomenological design with a quantitative survey and qualitative follow-up interviews. The sample for the quantitative phase of the study consisted of 41 CACREP-accredited counseling programs that successfully completed the researcher-designed survey instrument. Maximum variation purposive sampling for the qualitative phase of the study identified four participants for follow-up interviews. Three themes emerged from participant interviews that described the lived experiences of counselor educators with distance education: external encouragement for implementation, adequate preparation and support for development and delivery, and evolving design for counseling programs and courses. </p><p> The results of the study indicated that implementation of distance education in counselor education programs was related to both extrinsic and intrinsic motivational factors. Factors such as institutional encouragement, incentives, student needs, adequate support services for distance education, competitive program marketability, and university-level teaching experience, were identified as influencing distance education adoption in counselor education programs. </p><p> The results of the study provided information helpful to counselor educators and university administrators planning to implement distance education in counselor education programs. In order for counselor education programs to serve a larger population and remain competitive, they may need to consider incorporating distance education activities within their curriculum. Counselor education preparation programs may need to further infuse instructional components in their curriculums that prepare graduates with the skill and knowledge necessary to implement distance education. A wide range of support services need to be available to assist faculty that want to develop and implement distance education activities. It is recommended that counselor education programs first use a hybrid model in knowledge base courses and transition to making available full distance education courses that include skilled based coursework. </p>
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Evans, Patrick Garland. "Peak experience in educational encounters| A phenomenological-hermeneutic study." Thesis, California Institute of Integral Studies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117910.
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<p> This study inquires into the peak experience of educators arising within educational encounters with students. It indicates a particular trend in education away from authoritarian modes of teacher behavior toward dialogic, empathetic relationships cultivated by teachers with their students. Also indicated is the potential for teachers to transform themselves morally, thereby creating conditions necessary for students to develop moral attitudes and behavior. By developing capacities for meditation, contemplation, and self-reflection, by developing intrapersonal and interpersonal skills, teachers enter on a path of development and actualize a truly human individuality. When self-actualization becomes a modus operando, peak experiences may give self-reflecting teachers knowledge of their own development. </p><p> A mixed-methods approach to the project was used that employed a questionnaire to: (a) establish the demographics of the sample; and (b) survey the types of peak experience that occurred within teachers resulting from educational encounters with children. The questionnaire also requested that the participant give a narrative of a peak experience. From the pool of 46 respondents, seven were chosen for interviews that ultimately clarified and enabled a deeper understanding of the narratives. The interview data and narratives were analyzed using a 3 step process proposed by Ricoeur (1986) and employed by Lindseth and Norberg (2004). The data revealed that teachers working with Steiner pedagogy have a multitude of peak experiences. These teachers use contemplative practice and self-reflection to cultivate intrinsic qualities of empathy, love, and dialogic competence. The findings also affirm that the kinds of peak experience reported by James (1901/2008), Bucke (1905/2006), Maslow (1970), and Csikszentmihalyi (1990) are definitely and extensively in evidence in the sample surveyed. Particular aspects of experience reported also included: dreaming as a mode of cognition, the prescient nature of some experiences, the prevalence of self-reflective and contemplative practices as precursors to peak and transpersonal experiences, the importance of the encounter as a condition for the emergence of such experiences within teachers.</p>
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Galan, Maribel. "Educational practices to support homeless students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.
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<p> This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population. </p><p> The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students. </p><p> The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners. </p><p> Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.</p>
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Ruzicka, Richard L. "Teachers' Basic Psychological Needs Satisfaction and Teachers' Motivating Styles." Thesis, Tarleton State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10605579.
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<p> Research has shown that the autonomy supportive motivating style benefits students, yet the controlling motivating style, which has detrimental effects on students, remains prevalent in K-12 classrooms. Few studies have explored determinants of teachers’ motivating styles. Furthermore, research on the basic psychological needs satisfaction of teachers and teacher demographic factors as determinants of teachers’ motivating styles is scarce. A better understanding of which psychological needs variables might predict teachers’ motivating styles for particular demographic groups of teachers might allow school leaders to better meet the needs of teachers in order to ultimately enhance the self-determination of K-12 students. A Pearson correlation coefficient revealed a positive, strong correlation that was statistically significant between years of teaching experience and teachers self-reported motivating styles. A linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 32.4% of the variance in motivating styles scores for teachers with 1–5 years of experience. Additionally, a linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 20.6% of the variance in motivating styles scores for teachers with 1–10 years of experience. Finally, a linear regression analysis revealed that satisfaction of the basic psychological need for competence explained 20.7% of the variance in motivating styles scores for teachers with at least 11 years of experience.</p><p>
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Gutierrez, Gilbert. "A Study of Educators Experience in Managing Cyberbullying." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933381.
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<p> Cyber bullying; the act of hurting someone with the use of advanced technology, has become a significant problem in educational institutions around the world. While schools have policies in place related to on-site bullying, they have yet to develop policies related to cyber bullying. Administrators found assessing educator responses to student concerns difficult. However, the proposed hermeneutic phenomenological study is to discover how educators in the secondary school experience managing cyber bullying. Specifically, the purpose is to explore the perceptions of secondary educators’ experience from the direct experiences related to them by their students. The goal of this hermeneutic phenomenological study is to explore the phenomenon of cyber bullying and its perceived management by educators who have dealt with students’ ages 12–17 years old. The overarching research question that this qualitative study will evaluate is: how do educators experience managing cyber bullying? The use of Vygotsky’s (1986) sociocultural learning theory along with Maslow’s (1943) hierarchy of needs may give a focused perspective at the problem and possible solutions. Securing a safe environment for students assists parents of school-aged children who have been cyberbullied. With the impact of social networking, the home has become a high priority where safety is now threatened. The findings of this study may initiate a closing of gap to understand how policies may assist in cyberbullying issues.</p><p>
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Jackson, Taft Leanne. "Exploring the potential contribution of educational psychology to the promotion of community cohesion." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-potential-contribution-of-educational-psychology-to-the-promotion-of-community-cohesion(482f8481-7c98-4dfc-9e3a-80df75a0d1d2).html.
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The United Nations Convention on the Rights of the Child (UNCRC) calls for education to prepare children for "responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin" (UN, 1989, p.9). This thesis examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. A systematic review of recent international research into the effects of psychology-based educational approaches promoting community cohesion was undertaken. The review, structured by the PRISMA framework, identified 13 studies examining the effects of approaches to community cohesion. Analysis of these studies yielded insight into approaches to community cohesion, which may be best promoted through educational approaches that have both knowledge and process-based components and through a multi-level approach, which takes into account the individual and their relationships as well as the relationships between community groups and the individual's participation in their community. An empirical study with an Educational Psychology Service (EPS) in the North West of England was undertaken. This consisted of an Appreciative Inquiry cycle of four focus groups exploring ways in which an EPS could envisage promoting community cohesion. Findings from the empirical study suggest that an EPS supporting community cohesion is facilitated by aspects of current EP practice including values and by EPs knowing their school communities. EPs reflecting on their own positionality regarding community and culture may also be a facilitator. Dissemination to EP practice was considered, both at the research site as well as within the profession more generally. A multi-level approach was generated in which dissemination to practice through journal publication, conference presentations and continued contribution to a working group of regional EPSs was planned alongside dissemination through the design and delivery of training packages for schools. Deliberation over whether adopting a children's rights-based approach could help to maintain focus on community cohesion through times of changing government priorities was discussed.
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Lawrence, Z. A. "Black African families' experience of the educational psychology service : an exploratory study." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542358.
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Skade, Lauren Jennifer. "Educational psychology practice and domestic abuse : an exploratory mixed methods web survey." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53298/.
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Emerging research (Cort and Cline, 2017; Dodd, 2009; Gallagher, 2010) suggests the impact of domestic abuse (DA) on children and young people's lives is a crucial issue for Educational Psychologists (EPs). Whilst there are a number of small scale studies exploring EP practice in this area (Gallagher, 2010; Heath, 2015) researchers are yet to explore EP practice in relation to domestic abuse on a larger scale. This research adopted a mixed method web survey design to explore EP practice at a national level. A pragmatic stance was adopted, and descriptive statistics, thematic analysis and factor analysis were utilised to explore EP practice supporting children, families and schools exposed to DA, factors supporting EP engagement in this area and EPs' views around their unique role in relation to DA. The findings suggest EPs encounter DA within their casework to varying degrees. EPs appear to vary in their consideration of DA within case formulation, and in their exploration of DA with school staff and families. Respondents varied in their approach to exploration of DA and the indicators they utilise to prompt exploration. Factor Analysis identified EPs' confidence in introducing DA to the conversation, whilst also ensuring a co-operative relationship exists with parents, is an important factor for EP practice. EPs reported the use of a range of interventions in response to DA; however interventions specifically focused upon DA were not widely used. EPs identified an interest in further involvement with a range of interventions and 23% of respondents reported involvement in systemic approaches around DA. Further factors perceived to be important by EPs in supporting their work in this area were: supervision and training to support EP knowledge and skills, service level policy, and the establishment of a clear role for EPs around DA. The majority of respondents felt there could be a unique role for the EP around DA, with the EPs' facilitative role and their ability to further the psychological understanding of others identified as key themes.
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Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.
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Smith, Tamarah. "Factors Related to Undergraduate Psychology Majors Learning Statistics." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216603.
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Educational Psychology<br>Ph.D.<br>Factors Related to Undergraduate Psychology Majors Learning Statistics Tamarah Faye Smith Doctor of Philosophy: Educational Psychology Major Advisor: Dr. Frank Farley The American Psychological Association (APA) has outlined goals for psychology undergraduates. These goals are aimed at several objectives including the need to build skills for interpreting and conducting psychological research (APA, 2007). These skills allow psychologists to conduct research that is covered in the media (Farley et al. 2009) and influences policy and law (Fischer, Stein & Heikkinen, 2009; Steinberg, Cauffman, Woolard, Graham & Banich, 2009a; Steinberg, Cauffman, Woolard, Graham & Banich, 2009b). One of the fundamental courses required for building these skills is statistics, a course that begins at the undergraduate level. Research has suggested that performance after completing statistics courses is weak for many students (Garfield, 2003; Hirsch & O'Donnell, 2001; Konold et al. 1993; Mulhern & Wylie, 2005; Schau & Mattern, 1997). The current study examined factors that may be related to performance on a statistical test. A sample of 231 students enrolled in or having already completed a statistics course for psychology majors completed a statistical skill questionnaire, built by the author, to measure performance with four APA outlined goals. To measure student attitudes the Survey of Attitudes Toward Statistics (SATS-36; Schau, 2003) was completed with adapted questions to measure perceived attitudes of peers and faculty toward statistics. Finally, questions pertaining to classroom techniques and content areas covered were assessed. Building off of social cognitive theory (SCT; Bandura, 1986) and expectancy-value theory (Eccles & Wigfield, 2002), it was expected that lower attitudes, such as low value and low interest, among the students and those perceived to be held by faculty and peers would be related to lower performance on the statistical test. A series of linear regressions were conducted and revealed no significant relationship between perceived faculty attitudes and performance. Students' own liking and positive affect ratings were positive predictors of performance indicating a gain of 3-4% on the statistical test. However, an interesting negative relationship emerged with respect to students' value of statistics and peer interest scores where performance on the statistical test decreased as value and peer interest increased. This may be demonstrating issues pertaining to the SATS-36 validity when measuring students' value as well as issues with the items created to measure perceived peer interest. The results of a factor analysis on perceived attitude measures for peers and faculty suggest that the need for more items is necessary, particularly for faculty attitudes. Finally, this study provides a first look at the performance of a sample of psychology students with APA goals for quantitative reasoning. Results showed that students performed best at reading basic descriptive statistics (M=74.5%), and worst when choosing statistical tests for a given research hypothesis (M=30%). Performance on questions pertaining to confidence intervals (M=38%) and discriminating between statistical and practical significance (M=39%) was also low. Future research can address limitations of this study by expanding the sample to include a broader range of psychology undergraduates and including additional items for measuring perceived attitudes. Other methodological approaches, such as experimental design and directly measuring faculty attitudes, should also be considered. Finally, further research and replication are necessary to determine if scores on the statistical test will continue to be low with other samples and varying question formats. These results can then be used to generate conversation about why and how students are, or are not, learning the appropriate quantitative skills.<br>Temple University--Theses
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Lake, J. "Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/357658.
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Teaching & Learning<br>Ph.D.<br>Positive psychology is rapidly developing as a field in psychology. Many constructs associated with positive psychology have been developed but relationships have not been demonstrated to second language (L2) learning or L2 learning motivation. The main purpose of this study was to explore empirically some core constructs of positive psychology and L2 learning motivation by testing a structural model of the causal relationships among levels of self-concept, and L2 proficiency. In order to do that, it was first necessary to validate measurable components of each of the levels. The self-concept constructs were: a global positive self-concept, a domain-specific positive L2 self, and L2 skill specific self-efficacy. The various self-constructs were organized into finer levels of specificity, from the global to L2 domain to L2 domain skills. A structural model was created from three latent variables that were in turn created from measured variables at each level of specificity. For the latent positive self-concept the measured variables consisted of flourishing, hope, and curiosity. For the latent variable of positive L2 self the measured variables consisted of an interested-in-L2 self, passion-for-L2-learning self, and L2 mastery goal orientation. For the latent motivational variable of L2 self-efficacy the measured variables were L2 speaking self-efficacy, L2 listening self-efficacy, and L2 reading self-efficacy. The measured variables were based on adapted or newly created self-reports. To demonstrate that the model holds beyond self-reports, objective L2 proficiency measures were also modeled with the latent variables of positive self-concept and positive L2 self. To demonstrate the generalizability of the self-model with L2 proficiency, a cross-validation study was done with two different objective measures of L2 proficiency, TOEIC and TOEIC Bridge. The results for the study were all positive for the creation of composite variables and fit to causal models. Latent variables were created for a composite positive self-concept, a composite positive L2 self, and a composite L2 motivation variable. The positive self-concept and positive L2 self also fit a model that included an objective measure of L2 proficiency. Finally, structural equation modeling confirmed causal relationships among positive self-concept, positive L2 self with both L2 motivation and with L2 proficiency. This study showed how constructs from the rapidly expanding field of positive psychology can be integrated with second language motivation. This study showed one way positive psychology can be applied to second language learning and suggests that positive psychology might invigorate future L2 motivation studies.<br>Temple University--Theses
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Schaefer, Genevieve Lenore. "Relationship of Myers-Briggs Type Indicator personality profiles to academic self-esteem." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2796.
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The purpose of this correlational research study was to determine if Myers-Briggs Type Indicator (MBTI) personality profiles are related to academic self-esteem (ASE), and if there is a relationship, which of the personality preferences and their subtraits are related to both total ASE and its five components. The central premise of the study was that personality type is related to academic self-esteem. Data was collected from 144 students attending 11th and 12th grade classes at a high school located in the Central Valley of California. The research design incorporated a variety of correlational methods to view the scores from two assessment instruments, the Myers-Briggs Type Indicator (MBTI - Form K) and the Student Self-Esteem Inventory (SSEI). The study was designed to answer four main research questions and six supportive questions. The findings of the study indicated that generally, personality type is related to academic self-esteem. Extraversion, intuitive, and judging (ENJ) personality preferences or types have higher ASE than introversion, sensing, and perception (ISP) personality types. Further research could serve to clarify: personality variables which influence academic self-esteem development; gender influence in ASE development; resiliency factors related to ASE development; appropriate communication, instruction, programs, and climate for diverse personality types to increase academic self-esteem, and ultimately, student achievement.
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Annable, David Edwin. "Using Short Presentations to Increase Student Teacher Knowledge of School Psychology." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1213392576.
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Ervin, Brad Robert. "Social-Emotional Learning Interventions| Familiarity and Use among NYS Elementary School Principals." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13422180.
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<p> As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.</p><p>
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Johnston, Jaures Prescott. "Predicting Educational Outcomes For Students Returning From Incarceration." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/42850.
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School Psychology<br>Ph.D.<br>During the 2005-2006 school year, 967 students returned from incarceration and were assigned to RETI-WRAP (Re-Entry Transition Initiative-Welcome Return Assessment Process), a ten-day transition program operated by the School District of Philadelphia designed to review, evaluate, and make recommendations for appropriate
school placement upon their return to the public school system. The current study employed a retrospective analysis of archival data from the ’05-’06 school year in order to identify those variables that predict successful transition (active in school or graduated). The data included demographic information (e.g., gender, grade, high school credits, and race), educational placement (e.g., regular or special education), severity of crime and reading and math scores as determined by standardized testing conducted by RETI-WRAP personnel. Eight variables were used to determine the prevalence,
relationships, and predictive power of demographic, academic, and crime-related
variables. Frequency distributions, Pearson correlations, Phi coefficients, and discriminant function analysis were conducted to examine prevalence, associations
between variables, and predictions to successful re-entry.
A significant Wilks’ Lamba of .945 was obtained for the sole discriminant function. Three variables emerged as significant predictors of successful re-entry: the
number of credits obtained, the severity of the crime committed, and the age of the student. Younger students with more credits who committed less severe crimes were
more likely to have achieved a successful transition. The amount of variance (5%) explained by the statistical model was limited by the imbalanced nature of the sample, in that few students (21.9%) experienced a successful transition.
The current study highlighted the dynamics and overall profile of one of the most challenging and vulnerable populations in the public school system. By using database decision- making and providing a comprehensive framework to understand the
characteristics of students who transition successfully, policy makers are in a better position to identify an optimal placement match based on empirical findings, thus decreasing the number of students who drop out of school or who remain involved with the juvenile justice system.<br>Temple University--Theses