China
Africa
Explore chapters and articles related to this topic
Using Web-Based Cases to Enhance, Extend, and Transform Pre-Service Teacher Training: Two Years in Review
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Curtis J. Bonk, Katrina Daytner, Gary Daytner, Vanessa Dennen, Steve Malikowski
Students in the COW conferences took some ownership over their learning and were constantly reflecting on situations that might arise when they began their professional careers. To foster ownership, the instructors assumed roles of coaches and consultants in this learning environment. Consequently, instructors and practicing teachers mentored student electronic learning by providing feedback, general recommendations, task structuring, pivotal questions, and indirect instruction. Such an approach is a transformation from the lecture-based instruction that often occurs in this type of course. At the same time, it aligns undergraduate educational psychology with the emerging social constructivist paradigm. In essence, COW instructors are practicing what they are preaching!
Specialist ServicesRole of the Educational Psychologist
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Sometimes assessments carried out by educational psychologists are used to help inform local authority assessments of children and young people with special educational needs and disabilities to provide advice which may be incorporated into an EHCP. Educational psychology assessments are primarily used to help identify outcomes, plan future interventions to help the child/young person and review progress.
1
Published in L.S. Vygotsky, V.V. Davydov, Silverman Robert, Educational Psychology, 2020
The old psychology, which had considered the psyche in isolation from behavior, was, in fact, unable to find a genuine soil for an applied science. On the contrary, because it was concerned with constructions out of thin air, and abstractions, it was always out of touch with genuine experience and, therefore, too insubstantial a discipline to become a source from which an educational psychology could be created. Every science arises out of practical demands and is, ultimately, directed also towards practical application. Marx has said that it was enough for philosophers to have interpreted the world, now it’s time to change it. Such a time comes for every science. But philosophers have interpreted the soul and mental phenomena until they were no longer able to figure out how to recast these phenomena simply because these phenomena fell outside the realm of experience. Now, however, when psychology has begun to study behavior, it is natural to wonder how to alter behavior. Educational psychology is also a science of the laws of variation of human behavior and of the means of mastering these laws.
Preparing the Leaders of Tomorrow: Learnings from a Two-Year Community of Practice in Fragility Fractures
Published in Journal of European CME, 2022
Suzanne Murray, Bente Langdahl, Enrique Casado, Keyla Brooks, Cesar Libanati, Livio Di Lecce, Patrice Lazure
The educational design of the CoP programme was developed based on the following 6 core competencies, which were identified in the literature [22]: 1) Behavioural science and educational psychology, 2) adult learning principles, 3) interprofessional collaboration, 4) healthcare economics, 5) technological literacy, and 6) leadership (including basic leadership skills, resilience, and leading in a crisis). Content was developed by an interdisciplinary group of experts, including experts in bone health management (co-authors BL and EC) and in behavioural science, implementation research, and continuing education (co-author SM and HP in acknowledgements). Development was based on literature and discussions between experts and specific learning objectives were developed for each competency (see Table 1).
What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy
Published in Medical Teacher, 2021
Seetha U. Monrad, Nikki L. Bibler Zaidi, Karri L. Grob, Joshua B. Kurtz, Andrew W. Tai, Michael Hortsch, Larry D. Gruppen, Sally A. Santen
This study brings into question whether the modified Bloom’s taxonomy is sufficiently compatible with writing MCQs to justify its routine application in medical trainee assessment. In exploring this issue, we returned to the literature. A number of important studies in the educational psychology literature have addressed this issue in non-medical education fields. For example, Chi et al. found that physics experts engage in qualitative analysis to recognize patterns prior to problem solving (pattern recognition), but then abstract principles to solve problem representations (pattern recognition → analytic reasoning); whereas physics novices primarily use literal features to base their representations (Chi et al. 1981). A similar approach may occur in medical students. Students often study by taking numerous practice questions. In this process, they may be learning patterns that they then apply to the examination questions.
Development of complementary and alternative medicine (CAM) education for clinical psychologists: An example from Indonesia
Published in International Journal of Mental Health, 2020
Andrian Liem, Peter A. Newcombe
In Indonesia, there are three professional psychology fields: clinical, industrial-organizational, and educational psychology. However, only CPs are recognized as a health profession by Indonesian law and health system (Kementerian Kesehatan RI, 2017). To become and practice as one in Indonesia, an individual must complete an undergraduate degree in psychology and a master of professional psychology program, hereinafter they must also have a license from the Indonesian Health Profession Board (Kementerian Kesehatan RI, 2017; Setiyawati, Blashki, Wraith, Colucci, & Minas, 2014). The psychology curriculum is set by a mutual agreement between the Indonesian Psychological Association (HIMPSI) and Association of Providers of Psychology Education in Indonesia (AP2TPI), entitled The Joint Agreement (Ningdyah, Helmes, Kidd, & Thompson, 2016). In contrast to the Blueprint recommended by HSPEC (2013) in the USA, there are no specific statements that requires Indonesian CPs to be familiar with CAM.