Psychology Commons^™

Assessing Perceptions Of Group Work Using Team-Based Learning, Lauren Ferry, Phillip J. Wong, Kathryn Hogan

James Madison Undergraduate Research Journal (JMURJ)

Group work is frequently incorporated into courses; however, student perceptions of their experiences and the benefits of group work might differ based on the structure of course. In this study, we examined student perceptions of group work in a team-based learning (TBL) course. Undergraduate students completed pre- and post-surveys on their team work experiences over a semester. Students had lower agreement with the statement “working in groups usually ends up with one person doing all of the work” and higher agreement with “working in a group makes me feel as though I am part of a learning community” at post-test. …

Negative Emotions In Fieldwork: A Narrative Inquiry Of Three Efl Researchers’ Lived Experiences, Adilur Rahaman, Shuvo Saha

The Qualitative Report

Through narrative inquiry this research depicts and interprets the negative emotions that three English as Foreign Language (EFL) researchers experienced in different research sites during their fieldwork. Narrative inquiry informs the design of this investigation as the approach is particularly useful for understanding lived experiences. The study draws on autobiographical as well as narrative data to report the negative emotions that evolve during English language education fieldwork, an aspect absent in the existing literature. Findings suggest that the researchers experienced a wide range of negative emotions namely ethical dilemma, anger, anxiety, guilt, and shame. These results carry implications for language …

Knowledge-Intelligence Integrative Taxonomy, Ammar Yakan

Al Jinan الجنان

Knowledge and Intelligence constitute the base for human cognition processes. Knowledge and Intelligence are also reciprocal since intelligent behavior requires good knowledge and good knowledge about a problem implies an intelligent behavior to solve it. Educational psychologists have thoroughly studied knowledge and intelligence concepts while discussing the teaching and learning paradigms. Knowledge was defined to be information in action or the set of skills, competencies, beliefs, and insights owned by an individual and exerted during problem solving process. Intelligence, on the other hand, is the process conditions affecting the problem solution, such as time, place, shape, suitability, appropriateness, reliability, and …

Collecting: A Process Of Learning, Growth, And Forming Identity, Nate Trachte

Summit to Salish Sea: Inquiries and Essays

Why do people stuff their homes full of things that have no real utility and attach such great personal attachment to them? It is the relationships involved in any action that provide a lasting sense of satisfaction. Transformation in life as with education is about being able to sit with uncertainty, asking questions, and seeking to understand with the spirit of earnest curiosity. We should seek to hold each other gently in the uncertainty of learning and growth. What if instead of focusing on rushing to meet standards and goals, we slow down and embrace the process of learning missteps …

What To Make Of A Diminished Thing: Re-Envisioning Spirit And Relation In Environmental Education, Zoe Wadkins

Summit to Salish Sea: Inquiries and Essays

Traditional westernized systems of education reflect complex historical, social, and political forces that prioritize uniformity at expense of people’s multi-dimensionality. This paper details a returning to relation via education’s potential to entwine multiple perspectives in mutual understanding of lived experience. Education in this way becomes an interwoven tapestry and a means to speak across difference in mending, rather than in mutual deterioration. Enjoining personal storytelling with indigenous epistemology, the author pursues hope in reconfiguring the display of our educational tapestry.

Nourishing Solidarity: Critical Food Pedagogy And Storytelling For Community, N. Tanner Johnson

Summit to Salish Sea: Inquiries and Essays

This piece was delivered in four parts in tandem with a four-course meal, with the intention of providing the audience with time to engage in the sharing of their own perspectives around food and eating. Foodways, the particular cultural and social contexts within which food sits offer a unique entry point into deeper, more connective opportunities for environmental education. The food justice and food sovereignty movements provide a foil for traditional forms of environmental education which reinforce settler-colonial narratives about the more-than-human world. Food is something that everyone has some sort of interaction with every single day. At the same …

The Queer Agenda: A Fluid Education, Charlee Corra

Summit to Salish Sea: Inquiries and Essays

Throughout this paper, I weave together various aspects of my identity in order to investigate how fluidity and questioning form an undercurrent of my being and therefore of the way I teach. Through metaphors and narratives of my experiences within environmental education and experiential learning I seek clarity and expansiveness rather than definitive answers, leaning into the certainty that change is inevitable and there are rarely any static answers. Using queerness, Judaism, and my scientific background as the layers of my unique identity lens and positionality, I explore the ways in which the power of questioning, critical thinking, democratic education …

Pedagogy Of Tarot: Simultaneity Of Past, Present, And Future, Ashley S. Hill

Summit to Salish Sea: Inquiries and Essays

A three card tarot spread can represent the past, present, and future. As a reflective practice, tarot does not divine the future; rather it invites the practitioner to consider context and imagine multiple futures. Simultaneously experiencing the past, present, and future of education is valuable and is possible through a pedagogy of tarot. A pedagogy of tarot connects fxminist and democratic approaches to education through non-hierarchical relationships that honor lived experiences - calling teachers and learners to remain conscious and awake to one another. By acknowledging the possibility of multiple truths within current sociopoliticial and hxstorical contexts, we can make …

Research Across The Curriculum: Using Cognitive Science To Answer The Call For Better Legal Research Instruction, Tenielle Fordyce-Ruff

Dickinson Law Review (2017-Present)

The American Bar Association (ABA), law students, and employers are demanding that law schools do better when teaching legal research. Academic critics are demanding that law professors begin to apply the lessons from the science of learning to improve student outcomes. The practice of law is changing.

Yet, the data shows that law schools are not changing their legal research curriculum to respond to the need of their students or to address the ABA’s mandate. This stagnation comes at the same time as an explosion in legal information and a decrease in technical research skills among incoming students. This article …

No Perfect Syllabus For Distance Learning: Dbt Skills For Deciding How To Teach Throughout Uncertainty, Lynne-Marie Shea

Pedagogy and the Human Sciences

The COVID-19 Pandemic presents a unique set of challenges as we work to continue teaching and learning in the midst of a shared crisis. The processes of sharing and acquiring knowledge that define pedagogical practice, though, is so much more than the sum of the “whats” and “hows” of teaching practice. As we consider how best to remain rooted to pedagogy within the confines created by the Corona Virus, the fusion of present-focused awareness and dialectical theory that is central to Dialectical Behavior Therapy (DBT) provides a framework through which to respond to uncontrollable circumstances with both acceptance and change. …

Efficacy Of Response To Intervention For Students Struggling With Reading, Emily J. Warburton

Intuition: The BYU Undergraduate Journal of Psychology

Response to intervention (RTI) has increased in popularity in schools recently as a means of helping students according to their responsiveness to 3 different tiers of intervention: general classroom instruction, small group instruction, and individual instruction. Using a PsychInfo search, we examined articles to determine the how well the current RTI model fulfills its intended purpose in providing remedial reading instruction to struggling children, teacher perceptions of the system, and what changes could improve the model in coming years. For elementary aged students, we found that RTI has helped students achieve grade-level benchmarks. For secondary school students, there is much …

A Proposed Taxonomy For General Aviation Pilot Weather Education And Training, John M. Lanicci, Thomas A. Guinn, Jayde M. King, Beth Blickensderfer, Robert Thomas, Yolanda Ortiz

Journal of Aviation/Aerospace Education & Research

As General Aviation (GA) safety continues to remain a focus of the aviation community, GA pilot weather education and training continues to be an active area of interest within the research community. This study introduces a taxonomy for organizing GA pilot weather education and training materials that was originally conceived as part of the FAA’s Weather Technology In the Cockpit research program. The taxonomy is built upon three main knowledge categories, or tiers:1) Weather Phenomena (which includes hazards); 2) Weather Hazard Products; and 3) Weather Hazard Product Sources and their Application. The concept behind the categorization is to link knowledge …