Enriching Child Psychology Courses with a Preschool Journal Option

1988 ◽  
Vol 15 (2) ◽  
pp. 93-95 ◽  
Author(s):  
Judith Sugar ◽  
Marylin Livosky
Keyword(s):  
Child Psychology ◽  
Practical Experience ◽  
Extra Credit ◽  
Psychology Courses ◽  
Weekly Journal ◽  
Journal Entries

This article describes a preschool journal option for child psychology classes. The option requires students to spend 2 hr each week throughout the term as volunteers at a preschool. Weekly journal entries must integrate lecture and text material with practical experience. Participating students earn extra credit, commensurate with their performance, toward their final course grade. Students' evaluations indicate that the project is enjoyable as well as educational. Furthermore, local preschools are eager to participate in exchange for the volunteers.

scholarly journals Language Learning Difficulties Reported by Beginner-Level Learners of Arabic Using Online Tools

2020 ◽  
Vol 11 ◽  
pp. 19-35
Author(s):  
Mahmoud Amer
Keyword(s):  
Language Learning ◽  
Learning Difficulties ◽  
Online Supplementary Material ◽  
Vocabulary Recall ◽  
Online Tools ◽  
Supplementary Material ◽  
Weekly Journal ◽  
Journal Entries

This study examined how two classes used online supplementary material to learn Arabic and the difficulties they reported in the process of their learning. The two classes have a total of 33 students who completed the course. The data from their weekly journal entries and log information from the site where the material was housed are used to describe the extent and the ways in which students used the material and issues they faced learning Arabic. Results show that students in both classes spent roughly 265 hours practicing Arabic with an average of 8 hours per student throughout the semester and that vocabulary recall and pronunciation were key struggles in their learning. Furthermore, this paper discusses some of the themes that emerged of students’ journal entries about their learning Arabic. Further implications are provided and discussed.

On My Mind: The Conceptual Chicken and the Procedural Egg

2010 ◽  
Vol 16 (4) ◽  
pp. 196-198
Author(s):  
Sally K. Roberts
Keyword(s):  
Learning Theory ◽  
Learning Experiences ◽  
Child Psychology ◽  
Symbol Manipulation ◽  
Abstract Representations ◽  
Hands On ◽  
Hands On Learning ◽  
Psychology Courses

One lesson we learned early on in child psychology courses is that learning progresses from the concrete to the semiconcrete, or representational, and finally to the abstract or symbolic level. At first glance, this seems to be not only logical but also a given fact of life. This vision of learning is a linear progression. When applied to mathematics, this learning theory leads to the assumption that the use of manipulatives and hands-on learning experiences should precede procedural symbol manipulation. It also leads to the belief that using manipulatives can ensure understanding of more abstract representations.

Choreographic Cognition

2003 ◽  
Vol 11 (2) ◽  
pp. 297-326 ◽  
Author(s):  
Catherine Stevens ◽  
Stephen Malloch ◽  
Shirley McKechnie ◽  
Nicole Steven
Keyword(s):  
Problem Solving ◽  
Experimental Work ◽  
Music Analysis ◽  
Analytical Tool ◽  
Metaphorical Thinking ◽  
Creative Cognition ◽  
Problem Finding ◽  
Non Linear ◽  
Weekly Journal ◽  
Journal Entries

The process of inception, development and refinement during the creation of a new dance work is described and explored. The account is based on annotated video of the professional choreographer and dancers as they create and sequence new movement material, as well as weekly journal entries made by one of the dancers. A 24-week chronology is reported. We analyse the choreographic process using the Geneplore model of creative cognition as an organising framework and identify generative and exploratory processes including problem finding and problem solving, metaphorical thinking, non-linear composition, and multi-modal imagery. An analytical tool adapted from the discipline of music analysis is used to explore relationships between recurring themes and visual, visceral, spatial and tactile images. Ideas for experimental work relating to choreographic cognition are discussed.

scholarly journals Pre-service teachers’ Perceived Concerns and Benefits during Practicum

2020 ◽  
Vol 9 (2/2) ◽  
Author(s):  
Bayram Pekoz
Keyword(s):  
Turning Point ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Method ◽  
Self Evaluation ◽  
University Courses ◽  
Weekly Journal ◽  
The University ◽  
Journal Entries ◽  
Selection Of

The study focused on pre-service teachers’ benefits from teaching practice, and the problems they experienced during practicum. Using document analysis method, the data were obtained from their portfolios which included self-evaluation forms, weekly journal entries, and summary reports of their teaching experience. The results indicate that a) teaching practice is a turning point for pre-service teachers, b) it was the practicum opportunity rather than the coordinating teachers’ support that mattered, c) selection of the coordinating  teachers was not done effectively, d) longer-service coordinating teachers followed conventional methods, e) the more practical the university courses the less problems the pre-service teachers experienced.

scholarly journals Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes

2017 ◽  
Vol 19 (2) ◽  
pp. 167-184 ◽  
Author(s):  
Sergio Andrés Suárez Flórez ◽  
Edwin Arley Basto Basto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Public University ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Teachers Beliefs ◽  
Bachelor Of Arts ◽  
Beliefs About Teaching ◽  
Weekly Journal ◽  
Journal Entries

This study aims at identifying pre-service teachers’ beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers’ beliefs changed once they faced the reality of the classroom.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

The Fundamentals of the Clinical Fellowship Experience

2016 ◽  
Vol 1 (11) ◽  
pp. 81-85
Author(s):  
Melanie Hudson
Keyword(s):  
Growth And Development ◽  
Transition Period ◽  
Clinical Skills ◽  
Practical Experience ◽  
Professional Experience ◽  
New Graduate ◽  
Independent Practitioner

The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.

Review of Advances in Clinical Child Psychology.

1995 ◽  
Vol 40 (10) ◽  
pp. 1015-1015
Author(s):  
Terri Gullickson
Keyword(s):  
Child Psychology ◽  
Clinical Child Psychology
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