scholarly journals Distance Education in Graduate Training Programs: Lessons Learned from School Psychology Students

2019 ◽  
Vol 16 ◽  
Author(s):  
Shannon Viola ◽  
Elina Saeki ◽  
Elise Hendricker
Keyword(s):  
Distance Education ◽  
School Psychology ◽  
Online Courses ◽  
Training Programs ◽  
Graduate Training ◽  
Lessons Learned ◽  
Future Research ◽  
Psychology Programs ◽  
Blended Courses ◽  
School Psychology Students

Although online course offerings continue to expand in postsecondary institutions, little research regarding distance education in applied graduate psychology programs is available. This exploratory study evaluated school psychology graduate students’ perceptions, interests, and experience with distance education. Results indicated students view hybrid/blended courses more favorably than fully online courses. While students reported challenges and disadvantages with distance education, they also expressed a desire to have more online and hybrid/blended courses for theoretical and foundational courses. Those who have taken distance education courses reported positively on its impact towards their academic progress. Implications for training programs and future research are discussed.

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

2019 ◽  
Vol 41 (2) ◽  
pp. 137-153 ◽  
Author(s):  
Desireé Vega ◽  
Cynthia Plotts
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Cultural Immersion ◽  
Future Research ◽  
Psychology Programs ◽  
Psychology Graduate Students ◽  
Immersion Experience ◽  
Mexico Border ◽  
Bilingual School Psychology ◽  
Bilingual School

This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

The Quality Matters Program

2011 ◽  
pp. 1723-1727 ◽  
Author(s):  
Ronald Legon
Keyword(s):  
Distance Education ◽  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Instructional Designers ◽  
College Level ◽  
Quality Matters ◽  
Online Teachers ◽  
Blended Courses

The Quality Matters™ Program (www.qualitymatters. org) is a set of standards (or rubric) for the design of online college-level courses and the online components of hybrid/blended courses, and a peer review process for applying these standards. The Quality Matters Rubric is based on recognized best practices, built on the expertise of instructional designers and experienced online teachers, and supported by distance education literature and research. The goals of the program are to increase student retention, learning and satisfaction in online courses by implementing better course design.

Integrating Internationalization in Counseling Psychology Training Programs

2009 ◽  
Vol 37 (6) ◽  
pp. 877-901 ◽  
Author(s):  
Laura Turner-Essel ◽  
Charles Waehler
Keyword(s):  
Counseling Psychology ◽  
Training Programs ◽  
American Psychological Association ◽  
International Perspective ◽  
Psychology Training ◽  
Future Research ◽  
Psychology Programs ◽  
Psychology Training Programs ◽  
Training Opportunities

Previous scholars have made specific suggestions regarding what counseling psychology training programs can do to help future psychologists become more cross-culturally aware. This article addresses the questions of whether and how U.S. counseling psychology training programs are currently employing these suggestions. Forty-seven American Psychological Association— accredited counseling psychology programs responded (67% response rate) to a survey designed to assess the availability of international training opportunities to graduate students in counseling psychology. In-depth interviews were also conducted with faculty members from 10 programs. Several ideas emerged from the data, including the role of students and the most common obstacles for developing an international perspective. Specific examples of programs' international activities are provided, and recommendations for future research are discussed.

Texts and Tasks

2021 ◽  
pp. 1643-1664
Author(s):  
Dixie D. Massey
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Online Courses ◽  
International Comparisons ◽  
Future Research ◽  
Broad Audience ◽  
Reading Abilities ◽  
Great Scrutiny ◽  
The Subject ◽  
K 12

The subject of students' reading abilities and achievement are the focus national and international comparisons. Such a broad audience makes reading content, activities, and assessments the subject of great scrutiny. At the same time, we know little about reading within the quickly expanding market of K-12 distance education. Research offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter describes the types of reading students do in online K-12 courses, followed by a review of the limited research about reading in online courses. The chapter concludes with instructional implications for teachers of online courses and possibilities for future research.

Therapists’ (and Their Therapists’) God Representations in Clinical Practice

1994 ◽  
Vol 22 (4) ◽  
pp. 325-344 ◽  
Author(s):  
Randall Lehmann Sorenson
Keyword(s):  
Training Programs ◽  
Graduate Training ◽  
Clinical Work ◽  
Future Research ◽  
Personal Therapy ◽  
Differential Impact ◽  
Religious Issues ◽  
Study Support ◽  
God Representations ◽  
Graduate Training Programs

Previous studies have focused on patients’ developmental conceptions of God, and how these dynamics are manifest in treatment with psychotherapists. The present study is the first to examine empirically this relationship the other way around: that therapists’ developmental antecedents of their own God representations can also have differential impact on their clinical work, perhaps especially so with patients who are themselves religious. Four hypotheses were examined: that anonymous therapists’ work with religious issues in therapy could be matched from either their developmental God representations (H1), or their experience with how religious issues were addressed in their own personal therapy (H2); and that pooling information from both variables would increase the number of matches significantly over either variable alone (H3, H4, p < .05 for all hypotheses). Three of the four hypotheses were confirmed. Data from the present study support the argument that when it comes to how therapists work with religious issues in therapy, even more important than their developmental construction of God as a psychological representation is their experience with how religious issues were handled in their own personal therapy. I offer seven points for future research, along with implications for graduate training programs that seek to equip students to work with religious issues in therapy.

scholarly journals An Analysis of the Journey of Open and Distance Education: Major Concepts and Cutoff Points in Research Trends

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Ünal ÇAKIROĞLU ◽  
Mehmet KOKOÇ ◽  
Seyfullah GÖKOĞLU ◽  
Mücahit ÖZTÜRK ◽  
Fatih ERDOĞDU
Keyword(s):  
Distance Education ◽  
Review Process ◽  
Online Courses ◽  
Research Trends ◽  
Open Educational Resources ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Instructional Process ◽  
Cutoff Points ◽  
Upward Growth

In an effort to understand trends in open and distance education more comprehensively, this study aims to identify the research trends, major concepts, and cutoff points in the articles published between 2009 and 2016. From five major peer-reviewed journals, a total of 989 articles were analyzed through a systematic literature review process using content analysis. The articles were coded based on the following three categories: level, topics, and sub-topics. The results indicated the followings: (1) emerged main themes in the articles were foundations of open and distance education, instructional process, and effects of applications; (2) there was an upward growth in the publishing of the articles on massive open online courses, open educational resources, and students’ perspectives; (3) new pedagogical approaches and online learning design played a triggering role in the research topics; and (4) technological and pedagogical developments between 2011 and 2012 had an influence on the tendency of the articles. In addition, we explored cutoff points so that they may provide insights and valuable hints for researchers to design new studies in open and distance education field. Discussions about the gaps in the state-of-the-art trends and directions about future research were also included. 

scholarly journals Online Practice Course Development with Action Research: A Case Example

10.18060/4 ◽  
2008 ◽  
Vol 9 (2) ◽  
pp. 91-105
Author(s):  
Khadija Khaja ◽  
Phillip Ouellette ◽  
Carenlee Barkdull ◽  
Joanne Yaffe
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Online Courses ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Medium ◽  
Future Research ◽  
Course Development ◽  
Instructional Environment ◽  
Effective Teaching And Learning

Despite the proliferation of online courses in social work, questions still exist about learning practice skills in an online instructional environment. This paper describes a case example of an action-oriented approach to the development of an online practice course. Lessons learned from students’ and instructor’s perspectives are shared as well as recommendations for future research relative to course development and evaluation of online courses. The study examined student feedback with respect to their overall learning experience. Findings indicated that involving students in the design and development of an online practice course benefited both students and faculty and can be an effective teaching and learning strategy regardless of the instructional medium used.

Sign in / Sign up

Export Citation Format

Share Document