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Author: Gretchen M. Reevy
Publisher: Frontiers Media SA
ISBN: 2889195627
Category : Psychology
Languages : en
Pages : 82
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Book Description
Frontiers in Psychology is introducing a new research topic, Pedagogical Psychology: Beyond the 21st Century, which will be released as an online journal issue in summer 2014. The purpose of Beyond the 21st Century will be to publish goal- oriented articles leading to improvement of teaching and learning at all levels of psychology education. Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology. Types of manuscripts which are appropriate for Pedagogical Psychology should be visionary, yet empirically and/or theoretically based. We welcome manuscripts in all domains of pedagogical psychology, with a special interest on topics that are new, or expected to evolve rapidly. Such innovative topics include, but are not limited to: Online and hybrid teaching; Massive Open Online Courses (MOOCs). How has student success improved with the introduction of online/distance education? Are there dangers associated with online/distance education, especially MOOCS? How can student success be improved as technology evolves beyond the MOOC concept? What technological advances will make psychology education available and useful for more, and more diverse students? How can the physical classroom be transformed into a student centered, effective, virtual environment? Using the internet as resources for classes (e.g., stat tutorials, etc.) Uses of technology, such as social media (e.g., Facebook, Twitter), wikis, and clickers in the classroom The challenge of teaching particular courses online, such as psychology laboratory courses or practicums Seeking effective user feedback (i.e., regarding user friendliness, teaching effectiveness) for online courses, including MOOCs The Wikipedia initiative of the Association for Psychological Science Teaching “Generation Me;” anticipating changing generational needs Teaching international students Teaching non-traditional-age students Undergraduate research projects Integrating multiculturalism into all courses Infusing social justice issues into psychology courses Creating opportunities for interdisciplinary learning Teaching techniques for psychology courses which are often offered as electives rather than core curriculum (e.g., evolutionary psychology, psychology and the law, cross-cultural psychology, health psychology, positive psychology) Assessing institutional student learning objectives across the curriculum Contingent faculty/adjunct faculty/lecturers in psychology departments Working with changing legislative & accreditation constraints and unpredictable budgets Co-Hosts of Pedagog
Author: Gretchen M. Reevy
Publisher: Frontiers Media SA
ISBN: 2889195627
Category : Psychology
Languages : en
Pages : 82
Get Book Here
Book Description
Frontiers in Psychology is introducing a new research topic, Pedagogical Psychology: Beyond the 21st Century, which will be released as an online journal issue in summer 2014. The purpose of Beyond the 21st Century will be to publish goal- oriented articles leading to improvement of teaching and learning at all levels of psychology education. Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology. Types of manuscripts which are appropriate for Pedagogical Psychology should be visionary, yet empirically and/or theoretically based. We welcome manuscripts in all domains of pedagogical psychology, with a special interest on topics that are new, or expected to evolve rapidly. Such innovative topics include, but are not limited to: Online and hybrid teaching; Massive Open Online Courses (MOOCs). How has student success improved with the introduction of online/distance education? Are there dangers associated with online/distance education, especially MOOCS? How can student success be improved as technology evolves beyond the MOOC concept? What technological advances will make psychology education available and useful for more, and more diverse students? How can the physical classroom be transformed into a student centered, effective, virtual environment? Using the internet as resources for classes (e.g., stat tutorials, etc.) Uses of technology, such as social media (e.g., Facebook, Twitter), wikis, and clickers in the classroom The challenge of teaching particular courses online, such as psychology laboratory courses or practicums Seeking effective user feedback (i.e., regarding user friendliness, teaching effectiveness) for online courses, including MOOCs The Wikipedia initiative of the Association for Psychological Science Teaching “Generation Me;” anticipating changing generational needs Teaching international students Teaching non-traditional-age students Undergraduate research projects Integrating multiculturalism into all courses Infusing social justice issues into psychology courses Creating opportunities for interdisciplinary learning Teaching techniques for psychology courses which are often offered as electives rather than core curriculum (e.g., evolutionary psychology, psychology and the law, cross-cultural psychology, health psychology, positive psychology) Assessing institutional student learning objectives across the curriculum Contingent faculty/adjunct faculty/lecturers in psychology departments Working with changing legislative & accreditation constraints and unpredictable budgets Co-Hosts of Pedagog
Author: Curry Malott
Publisher: IAP
ISBN: 1617353329
Category : Education
Languages : en
Pages : 619
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Book Description
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use to critique and transform the larger society in which we live and work.
Author:
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 44
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Book Description
Author: Zehlia Babaci-Wilhite
Publisher:
ISBN: 9781793510051
Category :
Languages : en
Pages : 306
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Book Description
Featuring contributed chapters written by experts within the field, Learning Critical Thinking Skills Beyond the 21st Century for Multidisciplinary Courses: A Human Rights Perspective in Education provides readers with various perspectives regarding the intersection of education, human rights, and critical thinking. The text integrates strategies and best practices that support equitable education, elevate human rights, and pave the way for a better future. The text is divided into four modules. In Module 1, readers learn about the history and evolution of human rights, how students can integrate language arts and human rights into STEM/STEAM subjects, and how critical teaching and social justice teaching can increase students' involvement and understanding. Module 2 features scholarship on leadership and inclusion in cross-cultural and multidisciplinary critical thinking, field theory as a means to analyze the social world critically, and the need across the disciplines for high-quality critical thinking. In Module 3, chapters speak to the critical nature of cultural learning and individual life experience in the quest for sustainability, the dynamics of cultural encounters, the correlation between art and mathematics from an instructional aspect, and how digital storytelling can foster greater academic literacy. The final module features chapters on humanistic literacy, strategies to enhance global literacy, and critical and cultural literacy.
Author: Gretchen Gimpel Peacock
Publisher: Guilford Press
ISBN: 1462507778
Category : Education
Languages : en
Pages : 642
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Book Description
Bringing together leading authorities, this concise, state-of-the-science Handbook delves into all aspects of problem solving-based school psychology practice. Thirty-four focused chapters present data-based methods for assessment, analysis, intervention, and evaluation, with special attention given to working in a response-to-intervention framework. Tools and guidelines are provided for promoting success in key academic domains: reading, writing, and math. Social-emotional and behavioral skills are thoroughly....
Author: Merlin C. Wittrock
Publisher: Routledge
ISBN: 1351780727
Category : Education
Languages : en
Pages : 310
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Book Description
Originally published in 1989, this title for the first time in one volume, organized and discussed the fundamental advances in theory, technology, and research methods in educational psychology, at the time. The book provides comprehensive, integrated reviews and discussions of recent advances of the day in such areas as learning, cognition, instruction, and applications to curriculum.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: Willem Koops
Publisher: University of Pennsylvania Press
ISBN: 0812208234
Category : Psychology
Languages : en
Pages : 302
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Book Description
In 1900, Ellen Key wrote the international bestseller The Century of the Child. In this enormously influential book, she proposed that the world's children should be the central work of society during the twentieth century. Although she never thought that her "century of the child" would become a reality, in fact it had much more resonance than she could have imagined. The idea of the child as a product of a protective and coddling society has given rise to major theories and arguments since Key's time. For the past half century, the study of the child has been dominated by two towering figures, the psychologist Jean Piaget and the historian Philippe Ariès. Interest in the subject has been driven in large measure by Ariès's argument that adults failed even to have a concept of childhood before the thirteenth century, and that from the thirteenth century to the seventeenth there was an increasing "childishness" in the representations of children and an increasing separation between the adult world and that of the child. Piaget proposed that children's logic and modes of thinking are entirely different from those of adults. In the twentieth century this distance between the spheres of children and adults made possible the distinctive study of child development and also specific legislation to protect children from exploitation, abuse, and neglect. Recent students of childhood have challenged the ideas those titans promoted; they ask whether the distancing process has gone too far and has begun to reverse itself. In a series of essays, Beyond the Century of the Child considers the history of childhood from the Middle Ages to modern times, from America and Europe to China and Japan, bringing together leading psychologists and historians to question whether we unnecessarily infantilized children and unwittingly created a detrimental wall between the worlds of children and adults. Together these scholars address the question whether, a hundred years after Ellen Key wrote her international sensation, the century of the child has in fact come to an end.
Author: Robert E. Slavin
Publisher:
ISBN: 9781292020730
Category : Educational psychology
Languages : en
Pages : 578
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Book Description
From renowned educational psychologist, Robert Slavin, the Tenth Edition of this popular text translates theory into practices that teachers can use in their classrooms with deeper inquiry into the concept of intentionality and a thorough integration of standards. This new edition highlights the most current issues and emerging trends in the field of educational psychology, while continuing to have in-depth, practical coverage with a focus on the intentional teacher. An intentional teacher, according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become intentional teachers, the author offers a set of questions to guide them and models best practices through classroom examples.
Author: Bernie Trilling
Publisher: John Wiley & Sons
ISBN: 1118157060
Category : Education
Languages : en
Pages : 263
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Book Description
This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a video with clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com.
