Education Commons^™

Effects Of A Program To Correct Career Myths Among University Of Nebraska Undergraduates, David L. Erickson

Open Access Master's Theses (through 2010)

The career myths concept was developed in recent years to explain one type of difficulty that counselors have in helping clients implement a rational plan of career decision-making.Career myths are those incorrect or self-defeating career-related beliefs or attitudes which either 1) serve to inhibit the client from making a career decision, or 2) cause the client to make a premature decision, without sufficient regard for self or occupational information.College counselors consider career myths to be a major impediment to rational career planning.

The main goal of this study has been to test the hypothesis that career myths can be effectively …

Math And Science Education, Geoffrey F. Davies, David Moshman, Lauren B. Resnick

Department of Educational Psychology: Faculty Publications

Resnick provides an excellent brief account of current work in cognitive psychology and its important implications for math and science education. As she indicates, most cognitive psychologists view knowledge as consisting of highly organized schemata into which new experiences are assimilated and view the learner as actively constructing new knowledge. This view is consistent with the ideas that Piagetian theorists and educators have been propounding for many years, although Resnick’s discussion is rooted in the more detailed analysis of specific knowledge and learning in specific content areas that typifies the information-processing paradigm of modern cognitive science.

Detrimental Student Behaviors As Perceived By Elementary Teachers, Jimmy D. Lindsey, Greg H. Frith

Research, Publications & Creative Work

The purpose of the is study was to identify a common core of behaviors as perceived by elementary teachers who work with socially and emotionally disordered (S-ED) students. Fifty elementary teachers were randomly selected from a pool of 525 teachers to participate by giving perceptions. The teachers rank ordered ten general, ten socialization, and ten communication asocial behaviors in terms of these behaviors' detrimental effect on instruction. The behaviors ranked as the most detrimental 9the common core) were those describing active and/or aggressive actions. When S-ED students exhibit active and aggressive behaviors, elementary teachers perceive them to be behaving in …