teaching implications
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2022 ◽  
pp. 125-149
Author(s):  
Erica Hamilton ◽  
Ebony Cain-Sanschagrin ◽  
Jenifer Crawford

This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.


2021 ◽  
Vol 15 (1) ◽  
pp. 92
Author(s):  
Lok Ming Eric Cheung

The rhetorically complex concluding components of academic written texts often challenge novice writers, having to summarise their arguments and stance, and offer prospective comments on future developments concerning the subject matter. With an aim to elucidate the lexicogrammatical expressions of such prospective comments in essay conclusions, the present study adopts the system of modality informed by Systemic Functional Linguistics (SFL) to examine the conclusions of explanatory essays written by non-native English speaking associate degree business students. The analysis compares the modality expressions deployed in high- and low-graded essay conclusions, including modality types, explicitness, subjectivity and value. The analysis also investigates how the modality resources are combined for providing more than one comment in the conclusion. The findings show that high-graded texts have a more balanced choice of modality, less overly assertive features and more prospective comments, while they still require improvements on a more consistent deployment of modality features. This paper concludes with a brief discussion on teaching implications of the present study, in that writing instruction can make explicit the functions of different modality expressions and equip students with the linguistic repertoires appropriate for more formal and technical academic written registers.  


2021 ◽  
pp. 009862832110495
Author(s):  
William Douglas Woody

Introduction This paper reviews Facets of an Academic’s Life: A Memoir by Michael Wertheimer, with an eye toward practical guidance for teachers of psychology. Teaching Implications Wertheimer provides a rich review of his experiences, intermixed with important lessons for teachers of psychology alongside the foundational scientific and pedagogical values of curiosity, skepticism, and humility. Practical lessons include recommendations for shaping the teaching of psychology through service and leadership as well as through scholarship and teaching. Additionally, Wertheimer’s detailed descriptions of people and events can provide otherwise-inaccessible content for teachers who examine the history of psychology or who incorporate the historical foundations of psychology into their topical classes. Conclusions Wertheimer’s memoir has much to offer teachers of psychology. He provides practical recommendations as well as guidance about the foundations of science and teaching. The most important recommendations come from his rich life alongside academia and the balance between his wide-ranging professional and personal lives, particularly the importance of relationships, too often ignored in academic biographies.


2021 ◽  
Author(s):  
Jennifer L Beaudry ◽  
Matt N Williams ◽  
Michael Carl Philipp ◽  
Emily Jane Kothe

Background: Understanding students’ naive conceptions about how science works and the norms that guide scientific best practice is important so that teachers can adapt their teaching to students’ existing understandings. Objective: To describe what incoming undergraduate students of psychology believe about reproducibility and open science practices in psychology. Method: International online survey with participants who were about to start their first course in psychology at a university (N = 239). Results: When asked about how research should be done, most students endorsed most (but not all) of ten open science practices. When asked to estimate the proportion of published psychological studies that apply each of a set of 10 open science practices, participants’ estimates tended to average near 50%. Only 18% of participants had heard of the term “replication crisis.” Conclusion: Despite relatively significant media attention on the replication crisis, few incoming psychology students are familiar with the term. Incoming students nevertheless appear to be sympathetic toward most open science practices, although they may overestimate the prevalence of these practices in psychology. Teaching Implications: Teaching materials aimed at incoming psychology students should not assume pre-existing knowledge about open science or replicability.


Author(s):  
M S S El Namaki

<p>Powerful forces of disruption are penetrating the core concepts of strategic thinking and the strategy education industry.</p><p>Traditional strategic thinking literature and instruction material rest on a solid base of concepts developed by authors from Ansoff and Drucker to Porter, Mintzberg and Prahalad. Their concepts lasted for decades and their literature is a standard feature of business school strategy teachings until this very day. Disruptive forces are changing this situation, however, Generic and functional disruptive forces from boundary-breaking technologies, and norm shaking sociology to rule-breaking economics and unsettling political shifts,   have gone a long way towards introducing a new paradigm.</p><p>The following article provides an attempt at identifying those concepts worn out by new realities or end game concepts, and those others constituting a novel thrust.</p><p>The article draws a picture of possible future consequences as well. Those include research prospects, curricula implications and competency gaps.</p>


2021 ◽  
Vol 14 (3) ◽  
pp. 72-89
Author(s):  
Shelby Boehm ◽  
Kathleen Colantonio-Yurko ◽  
Kathleen Olmstead ◽  
Henry “Cody” Miller

In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel, a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives. Our writings have teaching implications for both secondary English language arts classrooms and higher education fields such as English, folklore, mythology, and gender studies. We end by noting the limitations of such teaching.


2021 ◽  
Vol 6 ◽  
pp. 3-17
Author(s):  
Begoña Lasa-Alvarez

In those educational settings where several languages coexist, strategies such as metalinguistic awareness and instructional dialogue can easily be implemented, in that students are immediately able to observe the similarities and differences between languages. The present article examines metalinguistic awareness and instructional dialogue in detail, through an analysis of the findings of a number of studies. Some specific teaching implications are then exposed for the development of both these strategies. The characteristics of plurilingual educational settings, in which languages can and should be taught in an integrative manner, are addressed, looking particularly at regions and communities in Spain where two co-official languages coexist with one or two foreign languages. The benefits of using the same text in various languages as a teaching and learning resource is then showcased, particularly when students are familiar with it, as we will see in the case of Mary Shelley’s Frankenstein. Finally, the practical implementation of metalinguistic awareness and instructional dialogue is encouraged, essentially to enhance students’ productive skills.


2021 ◽  
pp. 009862832110410
Author(s):  
Mercedes Sheen ◽  
Hajar A. K. Yekani ◽  
Timothy R. Jordan

Background Case studies are often used to supplement lecture material to students of psychology. Recent research on the use of online support forums has been shown to be more effective in increasing student attainment of course learning objectives than the use of case studies. Objective The current research replicated two studies on the use of online support forums and extended this work to chronic pain and compared midterm exam scores from two different semesters when case studies and online support forums were used as a supplementary learning exercise. Method Following a lecture on chronic pain students were randomly assigned to either the case study or online support forum condition and asked to rate their experience based on four learning objectives. Results Students who took part in the online support forum learning exercise rated the four learning objectives higher and obtained higher marks on a midterm exam than students in the case study exercise. Conclusion Reading people’s personal accounts of their experience with chronic pain through online support forums is more effective in increasing student understanding of the effects of chronic pain than the traditional case study. Teaching Implications Implications for teaching material that is highly emotional are discussed.


2021 ◽  
pp. 009862832110416
Author(s):  
Kit W. Cho

Background Psychological misconceptions permeate our culture, with many people endorsing these erroneous beliefs. Objective The purpose of this study was to replicate and extend previous findings that reported psychology knowledge and cognitive thinking style predict undergraduates’ beliefs in psychological misconceptions. Method Two hundred and ninety-six undergraduates participated in an online survey in which they completed a psychological misconceptions questionnaire and the Critical Reflection Test (CRT). Participants’ academic information (i.e., number of psychology and non-psychology courses taken and overall psychology GPA) was retrieved via institutional data. Results Number of psychology courses, psychology GPA, and CRT score were all positive correlates of rejecting psychological misconceptions. Conclusion Students who took more and attained higher grades in psychology courses and engaged in more reflective and analytical thinking are less likely to affirm psychological misconceptions. Teaching Implications Psychology courses, particularly those that include activities and assessments to bolster reflective and analytical thinking skills, could be effective means to reduce students’ beliefs in psychological misconceptions.


2021 ◽  
pp. 009862832110422
Author(s):  
Amber Moss ◽  
Jacqueline M. Swank ◽  
Hope Schuermann

Introduction: Individuals in various career fields will interact with people who have experienced trauma while engaging in their work responsibilities, and many have limited, if any, trauma training. Therefore, there is a need to provide trauma training within undergraduate degree programs. Statement of Problem: Online learning is a viable method of meeting the need for psychological trauma education for undergraduate students. Literature Review: Education in the United States has steadily moved toward more online formats, with many students preferring the flexibility of an online course. We discuss the literature on teaching about trauma and considerations for teaching the course online. Teaching Implications: We outline components of an online undergraduate trauma education course focused on teaching students about psychological trauma. This includes presenting the course objectives, describing course assignments, and discussing considerations for the course which instructors can use in teaching about trauma. Conclusion: Instructors of higher education can use the activities and considerations discussed in this article as a guide in the development of an online trauma education course.


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