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Full-Text Articles in Psychology
Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter
Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter
Jeremy Szteiter
This paper extends the notion of lifelong learning beyond gaining knowledge over a lifetime to preparing oneself to teach what has been learned to others. The "Teaching Mind," as I define the idea, involves thinking about what has been learned and what one knows by reconsidering that knowledge through the eyes of self as a teacher. The Teaching Mind assumes a broad notion of teaching that relates to informal and community learning across all areas of life and culture, beyond professional teaching in formal schools. The pursuit of the Teaching Mind is highly accessible to all those who wish to …
Bullying, Anxiety About Bullying, And Special Education Placement, Ryan Allen, Danielle Saia, Conway Saylor, Penny Arnau
Bullying, Anxiety About Bullying, And Special Education Placement, Ryan Allen, Danielle Saia, Conway Saylor, Penny Arnau
Ryan A. Allen
Bullying experiences and self-reported anxiety about bullying and were compared in 72 elementary and middle school students including 16 in self contained (SC) special education classes, 20 receiving resource or consultation (RC), and 36 matched peers. Individually administered Bully Victimization Scale and School Violence Anxiety Scale scores (Reynolds, 2003) revealed that children with special needs (both SC & RC) tended to report more peer victimization and higher anxiety about school violence than matched peers from the same schools. Placement was not related to self-reported bullying experiences. Students in self-contained classes were significantly more anxious about possible bullying, especially physical, in …
Using Dibels: A Survey Of Purposes And Practices, Jeanne Jenkins, Amy Hoffman, Dunlap Kay
Using Dibels: A Survey Of Purposes And Practices, Jeanne Jenkins, Amy Hoffman, Dunlap Kay
Jeanne E. Jenkins
Using a mail survey and face-to-face interviews, this study explored educators' use of and perceptions about DIBELS, a widely used reading assessment and intervention instrument. Analysis included tabulations and a conceptual analysis of extended responses. Most frequent uses for DIBELS included identification of at-risk students, intervention development, and progress monitoring. However, respondents were less clear about how progress monitoring data informed their instruction and whether DIBELS was aligned with state-mandated testing. Time issues were perceived as both positive (quick to administer) and negative (administered individually and repeatedly) factors. Mirroring the literature, respondents expressed both strong positive and negative views about …