Education Commons^™

From Inference To Reasoning: The Construction Of Rationality, David Moshman

Department of Educational Psychology: Faculty Publications

Inference is elementary and ubiquitous: Cognition always goes beyond the data. Thinking—including problem solving, decision making, judgment, planning, and argumentation—is here defined as the deliberate application and coordination of one’s inferences to serve one’s purposes. Reasoning, in turn, is epistemologically self-constrained thinking in which the application and coordination of inferences is guided by a metacognitive commitment to what are deemed to be justifiable inferential norms. The construction of rationality, in this view, involves increasing consciousness and control of logical and other inferences. This metacognitive conception of rationality begins with logic rather than ending with it, and allows for developmental progress …

Consultation With School Personnel, Susan M. Sheridan, Richard J. Cowan

Department of Educational Psychology: Faculty Publications

Consultation services in school settings is gaining increased recognition in research, training and practice, and is expanding to include a variety of related professionals as consultants (e.g., special educators, counseling psychologists, community psychologists, speech pathologists; Gutkin & Curtis, 1999). There also appears to be a trend in increased consultation between medical professionals (e.g., general physicians, pediatricians, psychiatrists) and school personnel. Whereas the term consultation may have broad meanings across educational, medical, and psychological practice, one common feature is that consultation generally consists of two or more people working together to address concerns regarding a third-party client (Sheridan & Kratochwill, 1991). …

Psychology In The Schools, School Psychology Review, School Psychology Quarterly And Journal Of Educational And Psychological Consultation Editors Collaborate To Chart School Psychology’S Past, Present, And “Futures”, Rik Carl D'Amato, Susan M. Sheridan, Leadelle Phelps, Emilia C. Lopez

Department of Educational Psychology: Faculty Publications

For the first time in the history of school psychology, four editors of journals with a school psychology readership are collaborating to offer our field extensive coverage of the recently held School Psychology Futures conference and to continue discussion on a variety of topics relevant to the professional practice of school psychology. This introduction briefly describes the special journal issues that will be or have been offered in Psychology in the Schools (PITS), School Psychology Review (SPR), School Psychology Quarterly (SPQ), and Journal of Educational and Psychological Consultation (JEPC)on topics related to the conference. This information is provided in an …

Use Of Distance Education By Religions Of The World To Train, Edify, And Educate Adherents, P. Clint Rogers, Scott L. Howell

Faculty Publications

Islamic, Hindu, Buddhist, Baha'i, Jewish, and Christian organizations are all experimenting with distance education for various reasons and to different extents, due to religious, economic, and political factors. Religious institutions worldwide are not only turning to the World Wide Web (WWW) to place information concerning religious beliefs and provide virtual services for their constituents but are also getting more involved in formally educating their members at a distance. This paper will document some of these educational efforts and the reasons behind the expanding use of distance education by several of the major religious institutions for training, edifying, and educating their …

Post Literacy And Continuing Education For Vocational Training: Administering Adult Education Programs, Teaching Adults And Helping Them Learn, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Conscientiousness Is Key: Incentives For Attendance Make Little Difference., Maureen A. Conard

SHU Faculty Publications

"This study examined differences in class attendance at different levels of conscientiousness and incentives (3.5% vs. 6% of course points). Results of a 2 × 2 (Level of Incentives × Level of Conscientiousness) ANOVA indicated a significant main effect for conscientiousness. Conscientiousness accounted for 14% of the variance in attendance, compared to 1% for incentives. Attendance appears to be influenced more by conscientiousness than by incentives."

Overcoming The Limitations Of Learning Objects, David Wiley, Matthew Barclay, Deonne Dawson, Brent Lambert, Laurie Nelson, David Wade, Sandie Waters

Faculty Publications

Note: this is not the final version of the article. There are a number of issues facing those who wish to employ learning objects in the facilitation of learning. There are a number of issues facing those who wish to employ learning objects to facilitate learning. These issues are not, however, inherent in the component-based paradigm. The first section of this paper describes some of the most difficult issues to be resolved. In the second section, we present a model of the use of learning objects that is grounded in a object-based paradigm. In the third section, we describe the …

Home-School Collaboration, Richard J. Cowan, Susan M. Swearer Napolitano, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

Home-school collaboration is a reciprocal dynamic process that occurs between at least one parent (or guardian) and at least one individual within the school system (e.g., educators, administrators, psychologists) who share in decision making regarding mutually determined goals and solutions related to a student for whom all parties share interest and responsibility. Home-school collaboration may occur at three levels: system (i.e., between the home and school settings), school/classroom, and individual. With all participants (e.g., parents, educators) offering their unique roles and contributions, the collaboration process is guided by the primary emphasis on mutually determined academic and behavioral goals serving as …

Teaching Mathematics In Multilingual Classrooms, Anjum Halai

Book Chapters / Conference Papers

No abstract provided.

Adult Learning Theory And High School Students, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Home-School Collaboration And Bullying: An Ecological Approach To Increase Social Competence In Children And Youth, Susan M. Sheridan, Emily D. Warnes, Shannon Dowd

Department of Educational Psychology: Faculty Publications

Bullying and other forms of violence among children and youth is a prevalent concern among educators, psychologists, and families alike. Families and schools represent the primary systems in children's lives, and schools and homes are their primary learning contexts. These ecological contexts provide important frameworks within which development occurs. Healthy development occurs most seamlessly when there are congruent and consistent messages delivered across contexts, and healthy and constructive relationships among them. The development of meaningful partnerships among these systems on behalf of children and youth is particularly important to produce positive, lasting outcomes. Thus, an optimal focus for interventions aimed …

Family-Centered Positive Psychology: Focusing On Strengths To Build Student Success, Susan M. Sheridan, Emily D. Warnes, Richard J. Cowan, Ariadne V. Schemm, Brandy L. Clarke

Department of Educational Psychology: Faculty Publications

Family-centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family-based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with …

Two Decades Of Research On The Problem Solving Inventory A Call For Empirical Clarity, Muninder Kaur Ahluwalia, Lisa A. Suzuki

Department of Counseling Scholarship and Creative Works

Heppner, Witty, and Dixon's review of 2 decades of research on the Problem Solving Inventory (PSI) provides highlights of more than 120 studies relating problem-solving appraisal to psychological adjustment, physical health, coping, and educational and vocational issues. Although clearly an impressive body of literature, the level of data reported is uneven with attention to effect sizes (e.g., correlations) and sample descriptors (e.g., race/ethnicity, n size, gender). Acknowledging the importance of the PSI and this major review, we provide commentary on the need for a meta-analysis and the continual expansion of research on the PSI with respect to diversity issues (i.e., …

Perceptions Of Helpfulness In Conjoint Behavioral Consultation: Congruence And Agreement Between Teachers And Parents, Susan M. Sheridan, William P. Erchul, Melissa S. Brown, Shannon E. Dowd, Emily D. Warnes, Diane C. Marti, Ariadne V. Schemm, John W. Eagle

Department of Educational Psychology: Faculty Publications

Conjoint behavioral consultation (CBC) can be considered a help-giving model, wherein consultants work with parents and teachers in an effort to develop constructive partnerships aimed at addressing needs of students for whom both parties share responsibility. The development of strong relationships among systems in a child’s life is related to positive outcomes for children, and congruence among systems is one relationship variable that has received previous research attention. This study examined the degree to which parent and teacher perceptions of the helpfulness of the CBC consultant are congruent, and its relationship with various case outcomes. Correlational analyses suggest that parents’ …

Globalisation And Alcohol, Ian Newman

Department of Educational Psychology: Faculty Publications

Alcohol has been a global beverage for centuries. It is the best known and most widely used psychoactive drug. It occurs in nature without human assistance. It is one form of the four universal beverages -- water. milk, fruit/plant juices (which may be fermented), and blood. Alcohol is consumed in almost all societies of the world and all societies acknowledge, either directly or indirectly. its good and its bad affects. Despite the universality of alcohol and more than 5000 years of recorded experience, alcohol and its problems continue to challenge governments. businesses, communities, and families. Over time each society developed …

The Nexus Explored: A Generalised Model Of Learning Styles, Damian Gordon, Gordon Bull

Conference papers

The controversy over learning style (the unique way of thinking and reasoning that characterizes an individual learner) as to whether or not it is a stable cognitive factor is one which has raged on for a number of years, and has been reinvigorated recently with the advent of easy-to-use courseware development tools and the consequent development of virtual learning environments. This paper surveys a number of different learning styles models and it concludes there is a large degree of commonality between the different theories, which allows us to distill key or core learning style characteristics which point the way to …

Alcohol Expectancies Among High School Students In China, Duane F. Shell, Ian Newman, Ming Qu

Department of Educational Psychology: Faculty Publications

Objective: There is little systematic information on the patterns of Chinese adolescents' alcohol expectancies and the influence of expectancies on drinking behavior. The purpose of this study was to examine Chinese high school students' alcohol expectancies and gender and drinking status (non-drinker, occasional drinker, regular drinker) differences in expectancies.

Method: We administered the Chinese Adolescent Alcohol Expectancy Questionnaire (CAEQ) to a convenience sample of 1244 high school students (M = 627; F = 617) from schools in Huhhot City, Chayouhou Qi, and Tongliao City in Inner Mongolia, China.
Results: We identified eight expectancy factors: three negative (general negative consequences, harm …

Using Weblogs In Scholarship And Teaching, David Wiley, Trey Martindale

Faculty Publications

The web has become an important resource for teaching and learning (National Center for Educational Statistics [NCES], 2003). One reason the web is such a vital resource is that it allows almost anyone to contribute to its "holdings." Tools like HTML editors and FTP clients have made web publishing available to many teachers and students. However, the challenge of learning to use these tools has been a barrier to web publishing for many. Weblogs reduce the technical barriers to effective web publishing significantly.

Thinking About Andragogy: The International Foundation For Its Research, Theory And Practice Linkage In Adult Education And Human Resource Development, John A. Henschke Edd

IACE Hall of Fame Repository

More than 50 major works published in English from national and international sources on Andragogy are presented here, in order to provide a clear and understandable, international foundation for the linkage between the research, theory and practice of andragogy, and its application to HRD. The six themes provided a foundation for the linkage: Evolution of the term; historical antecedents shaping the concept; comparison of American and European understanding; popularizing of American concept; practical application; and theory, research, and definition.

Non-Native English Speakers And Their Experience In College: A Study Based On Interview Conducted With International Students At The University Of Massachusetts In Amherst, Amadou Kamara

Master's Capstone Projects

This study explores the experiences of international students within their learning environment and the community at large from the vintage point of being second, third, or fourth language speakers of English. Six undergraduate participants ( three male and three female) were selected from five disciplines and·one undeclared major at the University of Massachusetts Amherst. A phenomenological interviewing process was used to explore the experiences of the non-native English speakers. Three sixty-minute interviews were conducted with each of the participants and later transcribed. The study explores the educational and social experiences of the participants in college, and also their experiences of …

Hope And Guidance For Parents Of Children With Ocd: A Review Of Freeing Your Child From Obsessive-Compulsive Disorder [Book Review Section], Richard J. Cowan, Susan M. Swearer Napolitano

Department of Educational Psychology: Faculty Publications

A favorable review of Freeing Your Child from Obsessive-Compulsive Disorder by T.E. Chansky (Crown Publishers, 2004). From the review: "Closely following March and Mulle's (1998) treatment protocol, this book is guided by the philosophy that an individual with OCD must “boss back” symptoms in order to break the symptom cycle. With this approach OCD is objectified (and externalized) as a “brain bully” or enemy that can be overcome with knowledge, determination, and support. Separating the child from his/her OCD symptoms is an effective, concrete technique that children and adolescents will readily comprehend. Such a tactic reminds parents that their child …

Speech-Language Pathologists' Opinions On Communication Disorders And Violence, Dixie Sanger, Barbara J. Moore-Brown, Judith Montgomery, Susan Hellerich

Communication Sciences and Disorders Faculty Articles and Research

Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence.

Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United States.

Results: Participants acknowledged that violence is an increasing concern. They also recognized the valuable role they have in planning prevention programs and serving on multidisciplinary teams. In contrast, SLPs' opinions suggested that they did not feel well trained to deal with violence, nor did they feel that …

Psychological Versus Generic Critical Thinking As Predictors And Outcome Measures In A Large Undergraduate Human Development Course, Robert L. Williams, Renee Oliver, Susan Stockdale

Faculty and Research Publications

This article compares the predictive and outcome status of a subject-specific versus a generic measure of critical thinking in a large undergraduate course. Specifically, the predictive potential of critical thinking was assessed with respect to test performance, both for tests requiring critical thinking and for those requiring only direct recall. This paper also examines the extent to which answering practice-exam questions with embedded psychological critical thinking issues produced improvement in critical thinking. The impact of the treatment on the critical thinking of students who performed well or poorly on the course tests requiring considerable application of critical thinking was assessed.

Reconfiguring Childhood Boys And Girls Growing Up Global, Cindi Katz

Publications and Research

Children are a spur, a commitment, a way of imaging the future—but all too often these sorts of phrases just rattle around a vacuum, their utterance the beginning and end of the commitment. We emphasize “the best interests of the child,”but this gloss provides a moral imperative to all manner of uncompleted projects and unfulfilled policies. Likewise, the use of children’s images or presence in public forums of all types gives a patina of honorableness to practices and plans that never actually make good on the promissory note of childhood. The 1992 Rio Earth Summit is a notable example. Such …

Reevaluating Course Completion In Distance Education—Avoiding The Comparison Between Apples And Oranges, Scott L. Howell, R. Dwight Laws, Nathan K. Lindsay

Faculty Publications

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these …

Instructional Perspectives Of Nurse Educators Engaged In Teaching Via Distance Education, John A. Henschke Edd

IACE Hall of Fame Repository

The purpose of this study was to contribute to knowledge regarding instructional perspectives of 35 University of Missouri-St. Louis nurse faculty, who were teaching via distance education formats. The study was designed to identify differences of respondents rating the seven factors of the Instructional Perspectives Inventory (IPI), which include: teacher empathy with learners; teacher trust of learners; planning and delivery of instruction; accommodating learner uniqueness; teacher insensitivity toward learners; learner-centered learning processes; and teacher-centered learning processes (Henschke, 1994). This study also identified differences between the seven factors and specific demographic data (age, number of years teaching nursing, number of semesters …

Coverage: Findings From A National Sample Of Introductory Psychology Syllabi, Scott Bates

Psychology Faculty Publications

No abstract provided.

Hard Times And An Uncertain Future: Issues That Confront The Field Of Emotional/Behavioral Disorders, Robert A. Gable

Communication Disorders & Special Education Faculty Publications

In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of which have empirical support. I assert that unresolved issues surrounding translating scientific research into classroom practice further hinder efforts to apply the most efficacious intervention options, as does our failure to exert control over the infrastructure of public education and the context in which we serve students with E/BD. Finally, I offer some modest proposals …

Sometimes, Practice Makes Imperfect: Overcoming The Automaticity Of Challenging Behavior By Linking Intervention To Thoughts, Feelings, And Action, Robert A. Gable, Richard Van Acker

Communication Disorders & Special Education Faculty Publications

In schools throughout the country, education personnel express concern over the aggressive and antisocial behavior of children and youth. The frequency and severity of these acts compel us to find more effective strategies for decreasing and eliminating these behaviors. In this article, we argue for a broader explanation of the nature and treatment of aggressive behavior, especially when it rises to what is essentially an automotive response level. We contend that both assessment and intervention must account for internal and external influences on behavior and that treatment should encompass cognitive, affective, and behavioral dimensions of the problem. Finally, we discuss …

Multiple Intelligences Of Young Adolescents, Kelly A. Schloss

Graduate Research Papers

This study investigated how multiple intelligences related specifically to young adolescents. Self-perceptions of seventh and eighth graders, attending a large middle school and a moderately sized junior high in Iowa, were compared. Intelligence categories rated by students included intrapersonal, interpersonal, body/kinesthetic, mathematical/logical, verbal/linguistic, visual/spatial, and music/rhythmic.

Implications for this research include utilizing activity based instruction, promoting risk free learning opportunities for girls, implementing developmentally responsive practices at the middle level, providing educational support for low socio-economic students who may lack other resources often needed for success, and using visual, kinesthetic and musical approaches to learning for learning disabled students.