Abstract This paper discusses the major educationalpsychology concerns for both elementary education and adult education such as intelligence, expectations, attitude, goals, motivation and stress. The paper states that educationalpsychology is a very valuable tool in any classroom, and specifically in the adult classroom. The author believes that educationalpsychology should be developed differently when considering adults because adult students have different needs than children.
Table of Contents
Introduction: The Nature of EducationalPsychology Intelligence
Adult Learning
Goals and Motivation
Expectations and Roles
Stress
Conclusion
From the Paper "Stress is part of daily life for every person on the planet. This is also true in the classroom for teachers and students alike. Stress may be experienced in either a positive or negative way, and has a profound effect on performance and attitude. Teachers may experience negative stress for example when students appear unresponsive to teaching strategies, and/or fail to live up to expectation. This stress may then communicate itself to the students and degenerate into a cycle where the students perform poorly because that is what is expected of them. Furthermore, students, especially in the adult classroom, may experience stress because of pressure from the workplace to perform better, while having to spend extra time on their studies."
Abstract The study will give the relationship between cognitive neuropsychology, cognitive psychology and Artificial intelligence, and its application for education in psychology. By revealing the differing aspects of three elements of psychology, we can see how they intertwine and create a cohesive bond in educationalpsychology.
Abstract This paper presents a critical review on the learning theories of educational psychologists, Ivan Pavlov and B.F.Skinner. Educational psychologists create achievement tests, develop learning aids and curricula, study cognitive development, and investigate psychological issues in the classroom, including adjustment problems and teacher-pupil interaction.
Abstract This paper presents a complete suggested curriculum for sex education for a young teenage audience. Included in this paper are sections on abortion, teen pregnancy, sexual victimization, abstinence, contraception, STD's, homosexuality, etc. It is designed for a 10 week course and has 10 topics, as well as assumption tests for students.
From the Paper "While some of the conservative views associated with the white, upper-middle class are present in South Pasadena, for the most part progressive and liberal views prevail, especially within the school system. South Pasadena High School is known for striving to prepare students for college in all ways possible, in many cases this means introducing students to controversial content, such as is seen in the universities, and encouraging open discussion and debate on said content. It is greatly with this in mind that I designed this curriculum to allow students to think about important issues relating to sex, and discuss them openly in the classroom setting. While some of the issues we will discuss, such as homosexuality, contraception, and abortion are controversial issues, they will be dealt with so as to create as little discomfort for the students and their parents as possible."
Abstract This paper examines behaviorism and the roles of educational and clinical psychology in association with behaviorism.
From the Paper " Psychology, in all of its branches, has its roots in theories that originated with Sigmund Freud. His work with the theories behind psychoanalysis opened the gates for other theorists, some of whom agreed with Freud and expanded on his work. Other theorists diverged from Freud's work, removing the psyche almost entirely from their own work. These theorists studied the field of behaviorism. Some notable behaviorists were John B. Watson, Edward L. Thorndike, and Burrhus Frederick (B.F.) Skinner. "
An analysis of the book "Experience and Education" by John Dewey. The paper argues that that education should be based on the child's psychological and physical development, as well as the world outside the schoolroom.
Abstract The book "Experience and Education" developed and nourished ideas that shaped the basis for many of present day's common education practices, such as the performance-based assessment, cooperative and inquiry-based learning, play-oriented preschools, and hands-on science. This paper gives a brief biography of the author, summarizes the ideas presented in the book and discusses the strengths, weaknesses and drawbacks of these ideas.
From the Paper "Published in 1938, the novel "Experience and Education" is perhaps his most brief, clear response to the problems as being perceived by him in both traditional forms of pedagogy as well as in the fundamental reactions to those conservative forms. According to him in the book, these traditional practices have mostly served to reproduce an existing unjust social order."
Abstract This paper presents a detailed look at problem solving in the field of educationalpsychology. The author peeks at some of the problems that are unique to psychologists in the field of education and then takes us through some suggestions about problem solving that needs to be done. With laws in place to protect the learning disabled and the recent rash of violence in school systems across the nation educational psychologists have their hands full and the author of this paper explores their work.
Abstract This paper presents an application for an individual seeking entrance into a Graduate School of Education, who would like to be accepted to the educationalpsychology program where he aims to concentre on assessment, evaluation and testing. The paper enumerates the candidate's interests and the qualities that he feels would make him an ideal choice for this particular program.
From the Paper "My personality makes me an excellent candidate for your program. I have done my homework on the field, since a child's education is nothing to be taken lightly, and I feel I have a good understanding of what an applicant to your program would need to succeed. I am outcomes based, but I also understand that one must be attuned to personality attributes to make the most from an educational experience. In education I feel these is no once size fits all, and I believe this understanding will help me as I work to develop instructional processes and assessments for the classroom that will also consider the individual. I am particularly interested in the students who have challenges, either educationally or behaviorally. I feel that by working to develop new assessment tools it will be possible to further evaluate the skills and abilities for these students which may previously have been unavailable to us. I look forward to working with teachers, parents and students in order to formulate tools which will help students get the most out school."
Abstract This paper first gives a thorough definition of special education and what type of student requires special education and then takes a look at how special education has changed in the United States, what has affected its evolution, and federal and state legislation that has passed concerning special education. The paper also discusses the legal frameworks that have been enacted by the United States Congress and state legislatures with regards to special education as well as some of the acts enacted, which were intended to provide additional support to children with learning disabilities.
Definitions
Legal Definition of Special Education Impact of Changing Demographics on Educational Service Delivery in the
United States
Creating Classroom Environments that Address the Linguistic and
Cultural Backgrounds of Students with Disabilities
Minority Students in Special and Gifted Education Comparison of the California State and Federal Methods of Student
Classification
Legal Basis for Educational Services for Special Education Students
From the Paper "According to the Federal Laws of the United States of America, ?Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97 300.26(a)].? The revised statutes of Arizona defines a child with disability as ?a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have a disability and who, because of the disability, needs special education and related services [ARS 15-761(2)].? Under federal law, a student can qualify for special education services under the disability categories of mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities [IDEA 97 602(3)(a)]. (Special Education ? Definition), (Learning Disability Resources) & (Legal Definition of Special Education) "
Abstract Educational Leadership historically depended upon EducationalPsychology for assessing the individual's personality traits in determining "who" would make a good school leader. The problem with personality and trait-based measurements, however, emerged in the difference between pencil-and-paper test performances, and interactive social behaviors, which often contradicted each other. As the ideas of school culture emerged with the introduction of Anthropology's understanding of "culture," school leadership was re-conceptualized towards a cultural and social-based understanding of inter-active participants with values and interests that required inclusivity in the school's community. As personality was regarded less and less relevant to educational leadership, sociality and communicative skills were regarded as more valuable, as were abilities in negotiation, compassion and patience. This has produced a multi-dimensional approach to educational leadership, where all levels of school activity, including the school's relation with its community, are included in understanding what it required of an educational leader.
Abstract This paper proposes to develop a fourth grade curriculum on character education in a large urban elementary school. The paper critically analyzes diverse, significant and pertinent texts and experiences that the writer has encountered within (and across) her course work and that reflect the most current research theory and practice on 4th grade character education. The writer proposes that, at present, insignificant attention is generally paid, in the fourth grade and at other levels of K-12 education, to issues of personal character and relationships with others.
Table of Contents:
Introduction
Rationale for the Proposal
Purpose of the Project
Elements of the Project
How My Proposed Curriculum Addresses Diverse Needs of Colleagues (and Students)
Projected Outcomes
Identification of Participants
Projected Timeline for the Project
Critical Reflections on how this Proposed Curriculum Will Contribute to Systemic Change at the School and/or Community/ Society Level
References
Appendix I: Children's Literature Recommended for teaching Character Education, Grades 1-5
Appendix II: Potential Character Education Classroom Activities; Lesson Plans and other Information for Teachers and Administrators
From the Paper "As a result, school curricula began now, also, to examine, for the first time, relationships among people, independent of race, class, gender or handicap. It is high time in our elementary schools today, I believe, for such overdue curricular emphasis, especially since, according to both Delgado & Stefanic (2001), and Sleeter & Grant (1988), people tend to automatically create categories, based on past experiences that they then organize in their minds."
Abstract This paper discusses the concerns that new teachers experience in the classroom. The paper further examine the beliefs of Anita Woolfolk in relation to this issue, and the elements of educationalpsychology that may serve to ease the stressors that are apparent in the lives of first year teachers. The paper then examines Woolfolk's suggestions for these individuals, as well as draws conclusions based upon the research.
From the Paper "As novice teachers enter the profession there is a significant amount of apprehension regarding the experience, and what will occur within the first few years of teaching. Planning, students, the administration, and performance are all relatively high concerns that engross the teacher's thoughts as he or she prepares for the onset of school. Yet, Woolfolk suggests that these ideas are only the beginning notions of new teachers today (Shaughnessy, 2004, p. 1). More than any other concern the issue of being an effective teacher appears to be the most significant factor for new teachers. Questions of whether or not teaching styles will engross student learning, or if the teacher has the capability to utilize the lessons learned in the classroom become a primary issue for new teachers as the first year of school approaches."
Abstract This paper examines the multiple roles of the school psychologist in Florida's educational system. It looks at the responsibility of the school psychologist for evaluating the effectiveness of school academic programs as well as behavior management programs. The paper looks at the treating of high-risk students, as well as the involvement in every aspect of a student's education including educational problems, mental health and family issues.
Abstract This report examines the place that Piaget's theories should have in the modern classroom, particularly during the stage of middle childhood, the potential practical applications of his work at this educational stage, and the potential educational pitfalls of ignoring his groundbreaking ideas during this time.
From the Paper "Piaget's theories have two major components: the process of "coming to know" and the stages that humans pass through in order to acquire this ability (Huitt & Hummel, 1998, para. 3). Because of his initial training as a biologist, Piaget continually related his psychological theories back to biological bases. Indeed, he stated in an interview in 1969 that "I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology" (Pyche, 2). His theories about the process of learning clearly reflect this bias. Thus, intelligence is reflected through adaptation to the environment and is controlled through mental processes called schemas. Schemas can be either congenital, such as reflexes, or constructed. Through schemas, a person builds a mental representation of the world, and uses them to assimilate with or accommodate to the environment around them (Huitt & Hummel, 1998, para. 5-8)."
Abstract This paper discusses the great deal of worthwhile information for today's instructional professionals, that is related to styles of learning and psychological approaches to learning, which can be found in contemporary literature. The paper presents a review and analysis of the literature, reflecting a diversity of ideas and techniques for the learning process.
Outline:
Massification of Higher Education Direct Instruction
Albert Bandura
Scaffolding
Zone of Proximal Development (ZPD)
Theory for Teaching Technology
From the Paper "The person who created the concept of ZPD, Lev Vygotsky, believed basically that "humans use tools that develop from a culture, such as speech and writing, to mediate their social environments" (Riddle, 1999); also, Vygotsky understood the importance of a teacher becoming a collaborator rather than "dictating her meaning...for future recitation..." In the e-Book Learning, Teaching & Technology (Lipscomb, et al., 2004), it is emphasized that the ZPD is "always changing" as the student's knowledge expands; and as the scaffolding is gradually removed (a process called "fading"), teachers should soon see whether or not they correctly judged the ZPD, or if in fact they went too far beyond a student's ability to learn in the first round of scaffolding."
