Contemporary practices in a changing climate: Critical issues for Australian educational and developmental psychologists

1998 ◽  
Vol 15 (2) ◽  
pp. 74-93
Author(s):  
Carey Denholm ◽  
Kevin Collis ◽  
Alison Garton ◽  
Alan Hudson ◽  
Margaret McFarland ◽  
...  
Keyword(s):  
Educational Psychology ◽  
Work Climate ◽  
Annual Conference ◽  
Contracting Out ◽  
Changing Climate ◽  
Standards Of Practice ◽  
Critical Issues ◽  
Contemporary Educational Psychology

AbstractA number of crucial issues face educational and developmental psychologists as they attempt to make sense of the emerging climate for contemporary practices. Downsizing, contracting out of services, and changes to standards of practice are examples of tensions in the work climate. This compilation of brief presentations at a symposium at the 33rd Annual Conference of the Australian Psychological Society (APS) is aimed to inform members of the APS College of Educational and Developmental Psychologists (CEDP) about some compelling issues in contemporary educational psychology work.

The Deception Study: A Potential Paradigm for the Evaluation of Generalizability of Social Skills Training

1985 ◽  
Vol 13 (4) ◽  
pp. 342-348
Author(s):  
Kevin Wheldall ◽  
Richard Alexander
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Educational Psychology ◽  
Social Skills Training ◽  
Skills Training ◽  
Academic Skills ◽  
Evaluation Methodology ◽  
Observed Behaviour ◽  
Per Se ◽  
Contemporary Educational Psychology

Research into social skills training has, in common with much other contemporary educational psychology practice, been beset by the problem of how best to evaluate effectiveness. Alongside the movement towards more behaviourally inclined approaches has grown a dissatisfaction with the traditional methods of evaluting effectiveness. If we recognize behaviour per se as being the appropriate level for intervention, whether in relation to academic skills teaching, classroom management, social skills training or whatever, then it follows that effectiveness can only logically be assessed in terms of measurable changes in observed behaviour. Evaluation methodology has tended to lag behind interventional methodology, however, so that it has not been uncommon to see behavioural work assessed in terms of changes in attitude and/or knowledge. On occasion evaluation is not even attempted and behaviour change is assumed to generalize outside the specific confines of the intervention situation.

scholarly journals Equity and the Urban University: Introduction to the Chicago Conference Issue

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
Beatriz Gonzalez ◽  
Howard Rosing
Keyword(s):  
Higher Education ◽  
Urban Areas ◽  
Racial Segregation ◽  
Annual Conference ◽  
Transformative Power ◽  
Urban Institute ◽  
College Degrees ◽  
Critical Issues ◽  
Metropolitan Universities ◽  
Political Act

his 2018 CUMU Annual Conference issue of Metropolitan Universities journal (MUJ) highlights efforts by universities and scholars seeking to engage directly with issues of equity in cities. Reflecting on the conference theme, Partnering for Equity, the City of Chicago offered arguably one of the most sobering and rich contexts for discussing the role of higher education in promoting equity. A 2017 study found the cost of lost income to Chicago’s regional economy due to racial segregation exceeded $4 billion (Urban Institute, 2017, pg. IX). This same study noted an estimated 83,000 college degrees never attained because of racial segregation (Urban Institute, 2017, pg. 40). Chicago, like many urban areas, present the most pressing opportunities and challenges for uncovering and addressing issues of equity. As reflected in the conference presentations and speeches, one of the most important changes in higher education is the growing recognition that social change begins on and around the campus. Paulo Freire posited this view nearly 40 years ago in Pedagogy of the Oppressed, naming education a political act. To fully realize this transformative power of higher education, universities must partner across institutions and sectors to reveal and address critical issues of equity. This is the focus of the work shared at the 2018 CUMU Annual Conference.

scholarly journals Authenticity and Learning: Implications for Reference Librarianship and Information Literacy Instruction

2015 ◽  
Vol 76 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Kevin Michael Klipfel
Keyword(s):  
Information Literacy ◽  
Educational Psychology ◽  
Literacy Instruction ◽  
Existential Psychology ◽  
Student Centered ◽  
Information Literacy Instruction ◽  
History Of ◽  
Authentic Engagement ◽  
Contemporary Educational Psychology

This article articulates and defends a student-centered approach to reference and instructional librarianship defined by authentic engagement with students’ interests. A review of the history of the construct of authenticity in philosophy, humanistic and existential psychology, and contemporary educational psychology is traced. Connections are drawn between the philosophy of authentic engagement and the tradition in librarianship of “Counselor Librarianship.” Recommendations for applications to the library context are then outlined.

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