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Educational Psychology Commons™

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2008

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Articles 121 - 127 of 127

Full-Text Articles in Educational Psychology

Music And The Brain, Kimberly D. Madison Jan 2008

Music And The Brain, Kimberly D. Madison

Graduate Research Papers

A great deal of literature focuses on the subject of music and the brain and how music can affect learning. Music stimulates brain patterns, and therefore should be considered essential in an academic setting. This review was written to provide an analysis of the published literature and studies in the area of music and cognitive development, to examine how the brain is wired for music, and to determine whether music is an effective tool in enhancing environmental and cognitive learning conditions in classrooms.

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Experiences Of Mature Age Female Students Studying Psychology: A Phenomenological Account, Ruth Ayres, Andrew Guilfoyle Jan 2008

Experiences Of Mature Age Female Students Studying Psychology: A Phenomenological Account, Ruth Ayres, Andrew Guilfoyle

EDU-COM International Conference

Australian Government policies have increased accessibility of under-represented groups into Universities, and one significant group in this shift is mature aged women (Department of Education, Science and Training 2004). University policy related to provision of support for nontraditional groups of students, through improved academic and support services is beneficial in improving student retention rates among non-traditional student groups (Krause et al. 2005). The present paper reports a phenomenological approach (Moustakas 1994; Smith & Osborn 2003) to understanding how expectations of higher education impacts on adjustment to study within lived experiences of 12 women aged between 40-49 years studying Psychology. Each …

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Development Of Teaching And Technology Integration: Focus On Pedagogy, Nancy Wentworth, Charles R. Graham, Tonya Tripp Jan 2008

Development Of Teaching And Technology Integration: Focus On Pedagogy, Nancy Wentworth, Charles R. Graham, Tonya Tripp

Faculty Publications

The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates’ field experience and the assignments-related rubric was based on research that points teacher education programs to give candidates experiences in rethinking their views of pedagogy as they integrate technology into the curriculum. The initial development of the rubric came as a result of requirements of national accrediting organizations for licensure programs to have performance assessments of their candidates. The review of the assignment by technology experts as well as education faculty showed a disconnect between the goals of the technology faculty and the mentors helping …

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Exploring A Multidimensional Model Of Victimization And Eating Disturbances For College Women, Malinda Martin Sudduth Isaacs Jan 2008

Exploring A Multidimensional Model Of Victimization And Eating Disturbances For College Women, Malinda Martin Sudduth Isaacs

University of Kentucky Doctoral Dissertations

Research demonstrates that sexual harassment, sexual assault, and eating disorders are pervasive gender-based social problems on college campuses. These phenomena can cause long- term psychological consequences, and negatively impact women’s ability to succeed in both academia and the workplace. Not only have the prevalence and effects of these issues been documented, a significant number of studies have found a relationship between various forms of victimization and eating disorders/symptoms. Research has shown that eating disorders may function as coping strategies for managing the psychological distress that often results from the trauma of sexual harassment and sexual assault. Although, this link has …

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Educating Secondary School Students With Learning Difficulties: The Teacher's Perspective, Christine Potter Jan 2008

Educating Secondary School Students With Learning Difficulties: The Teacher's Perspective, Christine Potter

Theses : Honours

Educating students with learning difficulties in mainstream classrooms has been a major concern for educators (Elkins, 2007). This paper reviews the research relating to the issues teachers' experience when teaching students with learning difficulties (LD) in secondary schools. The review initially provides an overview of the definition of LD and the academic, social, and behavioural characteristics experienced by students with LD. The review explores student, teacher, and school environment factors that impact on the teachers' role when students with LD are educated in mainstream classrooms. The analysis of the research in this area showed that teacher's attitudes, views, and concerns …

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Model-Centered Instruction, The Design, And The Designer, Andrew S. Gibbons Iii Jan 2008

Model-Centered Instruction, The Design, And The Designer, Andrew S. Gibbons Iii

Faculty Publications

A model of instruction described by Wenger (1987) identifies three elements that are active during instruction: the mental model the instructor wishes to share with the learner, the external experience used to communicate the mental model, and the evolving mental model of the learner. Gibbons (2003a), writing in response to Seel (2003), noted this three-part description as a bridge concept relating learning and instruction. This view has important practical implications for designers of instruction. For example, Gibbons and Rogers (in press) propose that there exists a natural layered architecture within instructional designs that corresponds with instructional functions. Among these layers …

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Critical Thinking As Disciplinary Practice, Stephen C. Yanchar, Brent D. Slife, Russell Warne Jan 2008

Critical Thinking As Disciplinary Practice, Stephen C. Yanchar, Brent D. Slife, Russell Warne

Faculty Publications

Critical thinking in psychology has traditionally focused on method-centered tasks such as the assessment of method use, data analysis, and research evidence. Although helpful in some ways, this form of critical thinking fails to provide resources for critically examining the scientific-analytic foundation on which it rests and, when used exclusively, prohibits sufficiently critical analysis of theory and research. An alternative view of critical thinking—that emphasizes the identification and evaluation of implicit theoretical assumptions—is advocated. It is suggested that this alternative approach improves upon method-centered approaches by addressing not only implicit assumptions but also rule-following concerns. This approach is intended to …

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