Education and Psychology

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Can academia be a place where engage our creativity and experience the joy of inquiry?
I reflect on my educational experiences as a starting point for an exploration of the way that education can be a joyful process if framed as an opportunity for what I call "creative inquiry." I outline some dimensions of an attitude of creative inquiry, focusing on Wonder, Passion, Hope, and Conviviality. I then explore a number of different metaphors for inquiry and the way they can frame our attitude and evoke different moods.

Race and inequitable education have been a long-standing topic of debate in American education. Much of the recent controversy over race and education in America is reflective of the Brown v Board of Education ruling of 1954 that allowed Black students to attend schools with White students. Then, as now, conversation about what is best for Black students largely focuses on same- race student and teacher classrooms (Anderson, 2015 Boggs & Dunbar, 2015, Coleman 2007, Cottman, 2015, Driessen, 2015, Deck, 2013, Hyland, 2005 & Ladson-Billings, 1995). However, despite the best intentions of those who tried to desegregate schools, classroom composition is still not racially balanced in the U.S. In 2011, White students attended schools that were 9 percent Black, while Black Students attended schools that were 78 percent Black (NAEP, 2015). Many of the Black students who attended predominately Black schools lived in the South (NAEP, 2015). Regardless of location, educational outcomes for Black and White students are not the same. Black students are not performing as well as White students. The discrepancies between White and minority students’ educational outcomes are so severe that Johnson and Kritsonis (2006) consider achievement gaps between Black and White students a national dilemma

This paper introduces teaching resources, particularly, Cartas do Gervásio (Letters from Gervasio) and self-regulated learning theory–from a socio-cognitive perspective–for university-level music
ear training classes. It is part of a doctoral research study that comprised pedagogical activities in 2011 and 2012 at two Brazilian public universities. The main purpose was to deepen the discussion on
teaching university-level ear training and to bring proposals for improvement. In this case, self-regulated learning was proposed as a curriculum infusion to compulsory classes. Methodologically, it follows
action-research processes and content analysis guided data processing. Students were offered a weekly study plan, coaching, a variety evaluations designs, readings and activities of three chapters (letters) from the book Comprometer-se com o estudar na universidade: cartas do Gervásio ao seu umbigo (Letters from Gervasio to His Navel: Getting Committed to Studying in Higher Education), by Pedro Rosario, José Núñez and Julio González-Pienda. The results showed a positive relationship between students and the new practices encouraging teachers to use these teaching resources.
Keywords: Selfregulated learning; music ear training; Cartas do Gervásio; higher education; teaching resources for class.

Teaching academic material through English as a foreign language presents additional challenges for the students, but also additional benefits. I report on a module of medical psychology taught in English to Ecuadorian university students whose first language is Spanish. Comparisons of pre and post module reading comprehension scores showed that there was large and statistically significant improvement in reading comprehension. However, ratings of confidence in comprehension remained unchanged. The improvement in scores represents an example of incidental learning, as the module was focused entirely on content and did not include any teaching of English as a foreign language. I conclude that teaching with only academic journal articles is possible. In addition, incidental improvements in reading comprehension may present additional benefits of this approach.

The purpose of this study was to examine the effect of a psycho-education program aimed at reducing learned
helplessness and irrational beliefs of eight–grade elementary students. The study was an experimental study
based on the pre-test-post-test model with control and placebo group. A total of 27 participants, 9 group
members in each group, participated in the study. Irrational Beliefs Scale and Attribution Style Questionnaire
for Children were used to gather data. The psycho-education program based on cognitive behavioral therapy
developed by researchers had been carried out with the experimental group for ten weeks, while a group
guidance program focusing on problems in adolescence was run with the placebo group for four weeks. No
procedure was applied to the control group. Group comparisons were investigated by two-way ANOVA for
repeated measures. According to the results of analysis, there were no significant differences among three
groups regarding learned helplessness and irrational beliefs scores, while there was a significant difference
between pre-test and post-test scores of the experimental group with regard to irrational scores. The results
of the study exhibited that the psycho-education program was effective in decreasing irrational beliefs, but not
effective in decreasing learned helplessness of the participants.

Educational Sciences: Theory & Practice - 13(3) • 1440-1446
©2013 Educational Consultancy and Research Center

The purpose of this article is to define the main objectives of the operational and effective activity of psychologists working in secondary education and higher education. By analysing the main work of the researchers in psychology and my own empirical and theoretical research concerning this problem clearly distinguishes the main axes of this operational application: education, learning, prevention of school and university failures, psychological evaluation and follow-up of people in difficulties and thus prospects for the optimization of creativity, intellectual productivity, strengthening of well-being and the construction of the identity of adolescents and young people in modern society. (p.254-278)

The purpose of this article is to define the main objectives of the operational and effective activity of psychologists working in secondary education and higher education. By analysing the main work of the researchers in psychology and my own empirical and theoretical research concerning this problem clearly distinguishes the main axes of this operational application: education, learning, prevention of school and university failures, psychological evaluation and follow-up of people in difficulties and thus prospects for the optimization of creativity, intellectual productivity, strengthening of well-being and the construction of the identity of adolescents and young people in modern society.

A complete core resource for National 5 and CfE Higher Psychology including the following topics: Approaches to Psychology, Sleep, Psychopathology, Memory, Stress, Intelligence, Research methods, Conformity, Prejudice, Non-verbal communication and Relationships. Level notes are included throughout to highlight what pupils for each level need to know and do.

The purpose of this study was to examine the effect of a psycho-education program aimed at reducing learned
helplessness and irrational beliefs of eight–grade elementary students. The study was an experimental study
based on the pre-test-post-test model with control and placebo group. A total of 27 participants, 9 group
members in each group, participated in the study. Irrational Beliefs Scale and Attribution Style Questionnaire
for Children were used to gather data. The psycho-education program based on cognitive behavioral therapy
developed by researchers had been carried out with the experimental group for ten weeks, while a group
guidance program focusing on problems in adolescence was run with the placebo group for four weeks. No
procedure was applied to the control group. Group comparisons were investigated by two-way ANOVA for
repeated measures. According to the results of analysis, there were no significant differences among three
groups regarding learned helplessness and irrational beliefs scores, while there was a significant difference
between pre-test and post-test scores of the experimental group with regard to irrational scores. The results
of the study exhibited that the psycho-education program was effective in decreasing irrational beliefs, but not
effective in decreasing learned helplessness of the participants.

Educational Sciences: Theory & Practice - 13(3) • 1440-1446
©2013 Educational Consultancy and Research Center