Pub Date : 2021-07-01DOI: 10.1177/1475725721999610
Jenel T. Cavazos, W. Stern, Elise Stepheson, Benjamin C. Heddy, Zachary J. Kunicki, Sarah L. DiPerri, Marie C. Tate, Nicholas S Zambrotta
Abstracts of recent articles published in Teaching of Psychologys of recent articles published in Teaching of Psychology
《心理学教学》近期文章摘要
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"Jenel T. Cavazos, W. Stern, Elise Stepheson, Benjamin C. Heddy, Zachary J. Kunicki, Sarah L. DiPerri, Marie C. Tate, Nicholas S Zambrotta","doi":"10.1177/1475725721999610","DOIUrl":"https://doi.org/10.1177/1475725721999610","url":null,"abstract":"Abstracts of recent articles published in Teaching of Psychologys of recent articles published in Teaching of Psychology","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"301 - 305"},"PeriodicalIF":2.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725721999610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49052947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.3167/latiss.2021.140203
Chenyu Wang
Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.
{"title":"The irony of an ‘international faculty’","authors":"Chenyu Wang","doi":"10.3167/latiss.2021.140203","DOIUrl":"https://doi.org/10.3167/latiss.2021.140203","url":null,"abstract":"Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"14 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84375345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.3167/latiss.2021.140205
Eleanor Shoreman-Ouimet
This article outlines pedagogical practices and methodologies for increasing student engagement in the classroom and in the broader community on the topic of climate change. The emphases are placed on (1) preliminary assessments of student understanding and emotional responses to the topic of climate change, (2) assignments that enable student groups to assess and increase campus-wide awareness of various aspects of climate change, and (3) public engagement and service-learning opportunities that allow students to expand their impact beyond the local campus and into their broader community. These practices have proven effective, for large format lecture courses as well as smaller seminar-style courses, in encouraging student participation, overcoming apathy and motivating student effort and action far beyond what can be stimulated by traditional classroom assignments and assessments.
{"title":"It’s time to (climate) change the way we teach","authors":"Eleanor Shoreman-Ouimet","doi":"10.3167/latiss.2021.140205","DOIUrl":"https://doi.org/10.3167/latiss.2021.140205","url":null,"abstract":"This article outlines pedagogical practices and methodologies for increasing student engagement in the classroom and in the broader community on the topic of climate change. The emphases are placed on (1) preliminary assessments of student understanding and emotional responses to the topic of climate change, (2) assignments that enable student groups to assess and increase campus-wide awareness of various aspects of climate change, and (3) public engagement and service-learning opportunities that allow students to expand their impact beyond the local campus and into their broader community. These practices have proven effective, for large format lecture courses as well as smaller seminar-style courses, in encouraging student participation, overcoming apathy and motivating student effort and action far beyond what can be stimulated by traditional classroom assignments and assessments.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"73 4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89184280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.3167/latiss.2021.140204
Priya Dixit
This article examines (im)obility in the global visa regime through the experiences of a Global South academic working in the Global North. Drawing on an autoethnographic account of a visa application, this article outlines the ways in which the global visa regime negatively affects a Global South academic’s life. Visa regulations constitute a particular Global South academic subject in the Global North, one whose academic career is characterised by uncertainty and anxiety, as visas can limit access to promotions and to fieldwork and research opportunities. Visa experiences can thus contribute to alienation and non-belonging of Global South scholars in academia, while impacting knowledge production and teaching.
{"title":"Encounters with borders","authors":"Priya Dixit","doi":"10.3167/latiss.2021.140204","DOIUrl":"https://doi.org/10.3167/latiss.2021.140204","url":null,"abstract":"This article examines (im)obility in the global visa regime through the experiences of a Global South academic working in the Global North. Drawing on an autoethnographic account of a visa application, this article outlines the ways in which the global visa regime negatively affects a Global South academic’s life. Visa regulations constitute a particular Global South academic subject in the Global North, one whose academic career is characterised by uncertainty and anxiety, as visas can limit access to promotions and to fieldwork and research opportunities. Visa experiences can thus contribute to alienation and non-belonging of Global South scholars in academia, while impacting knowledge production and teaching.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"36 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72957850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.3167/latiss.2021.140202
C. Hindle, V. Boliver, A. MacLarnon, C. McEwan, B. Simpson, Hannah Brown
Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.
{"title":"Experiences of first-generation scholars at a highly selective UK university","authors":"C. Hindle, V. Boliver, A. MacLarnon, C. McEwan, B. Simpson, Hannah Brown","doi":"10.3167/latiss.2021.140202","DOIUrl":"https://doi.org/10.3167/latiss.2021.140202","url":null,"abstract":"Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"13 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88973956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.3167/latiss.2021.140206
Matias Thuen Jørgensen, Lena Brogaard
University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.
{"title":"Using differentiated teaching to address academic diversity in higher education","authors":"Matias Thuen Jørgensen, Lena Brogaard","doi":"10.3167/latiss.2021.140206","DOIUrl":"https://doi.org/10.3167/latiss.2021.140206","url":null,"abstract":"University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"43 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82539916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-26DOI: 10.1177/14757257211016604
Anika Bürgermeister, Inga Glogger-Frey, Henrik Saalbach
The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ self-efficacy and feedback quality in a quasi-experiment. Student teachers (n = 129) were asked to repeatedly provide peer feedback on learning strategies and were supported by a digital tool. The support was varied: support in assessment (A; realized by rubrics), in formulating the feedback (F; by providing sentence starters), in both components (A+F), or no support (Control). We conducted a 2 × 2 analysis of variance (ANOVA) to measure the effect on feedback quality and 2 × 2×2 mixed ANOVAs to investigate the effects on self-efficacy. Results revealed that student teachers perceived higher self-efficacy regarding assessing learning strategies and giving feedback after repeatedly giving and receiving peer feedback. While supporting feedback-writing (F) was immediately beneficial for students’ self-efficacy, the combination (A + F) was most advantageous in the long run. In addition, feedback quality was higher when students were supported in writing the feedback. The findings show that competencies to assess and to give feedback seem to be distinct components that should be fostered individually. The developed support by the digital tool seems to be one beneficial approach here.
{"title":"Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality","authors":"Anika Bürgermeister, Inga Glogger-Frey, Henrik Saalbach","doi":"10.1177/14757257211016604","DOIUrl":"https://doi.org/10.1177/14757257211016604","url":null,"abstract":"The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ self-efficacy and feedback quality in a quasi-experiment. Student teachers (n = 129) were asked to repeatedly provide peer feedback on learning strategies and were supported by a digital tool. The support was varied: support in assessment (A; realized by rubrics), in formulating the feedback (F; by providing sentence starters), in both components (A+F), or no support (Control). We conducted a 2 × 2 analysis of variance (ANOVA) to measure the effect on feedback quality and 2 × 2×2 mixed ANOVAs to investigate the effects on self-efficacy. Results revealed that student teachers perceived higher self-efficacy regarding assessing learning strategies and giving feedback after repeatedly giving and receiving peer feedback. While supporting feedback-writing (F) was immediately beneficial for students’ self-efficacy, the combination (A + F) was most advantageous in the long run. In addition, feedback quality was higher when students were supported in writing the feedback. The findings show that competencies to assess and to give feedback seem to be distinct components that should be fostered individually. The developed support by the digital tool seems to be one beneficial approach here.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"383 - 404"},"PeriodicalIF":2.2,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14757257211016604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47472898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.1177/14757257211013638
Manuela Benick, Laura Dörrenbächer-Ulrich, M. Weißenfels, F. Perels
Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend little time in the instruction of SRL strategies. The objective of the current study was, therefore, to develop an intervention that guides teachers to provide students with SRL strategies and investigate if additional teacher training (ATT) can enhance the intervention effects. Data of 607 fourth-graders were used to analyze their SRL within a pretest/posttest control-group design using a questionnaire and a learning diary. Contrasting the data of the groups actively participating in the intervention (simple intervention group and trained-teachers intervention group) with the data of a passive control group revealed positive effects of the intervention in terms of an increase in their reported use of SRL strategies (questionnaire and diary data). However, we found no transfer effects on achievement, as well as that the ATT had no beneficial effect on results at the student level. For fourth-graders, the developed intervention seems appropriate to impart SRL strategies to them. For teachers, it represents a potential opportunity to instruct SRL strategies to their students in their classes.
{"title":"Fostering Self-Regulated Learning in Primary School Students: Can Additional Teacher Training Enhance the Effectiveness of an Intervention?","authors":"Manuela Benick, Laura Dörrenbächer-Ulrich, M. Weißenfels, F. Perels","doi":"10.1177/14757257211013638","DOIUrl":"https://doi.org/10.1177/14757257211013638","url":null,"abstract":"Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend little time in the instruction of SRL strategies. The objective of the current study was, therefore, to develop an intervention that guides teachers to provide students with SRL strategies and investigate if additional teacher training (ATT) can enhance the intervention effects. Data of 607 fourth-graders were used to analyze their SRL within a pretest/posttest control-group design using a questionnaire and a learning diary. Contrasting the data of the groups actively participating in the intervention (simple intervention group and trained-teachers intervention group) with the data of a passive control group revealed positive effects of the intervention in terms of an increase in their reported use of SRL strategies (questionnaire and diary data). However, we found no transfer effects on achievement, as well as that the ATT had no beneficial effect on results at the student level. For fourth-graders, the developed intervention seems appropriate to impart SRL strategies to them. For teachers, it represents a potential opportunity to instruct SRL strategies to their students in their classes.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"324 - 347"},"PeriodicalIF":2.2,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45758260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-12DOI: 10.1177/1475725721996219
Kelley Haynes-Mendez, Susan A. Nolan
Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.
{"title":"Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations","authors":"Kelley Haynes-Mendez, Susan A. Nolan","doi":"10.1177/1475725721996219","DOIUrl":"https://doi.org/10.1177/1475725721996219","url":null,"abstract":"Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"175 - 188"},"PeriodicalIF":2.2,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725721996219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43316457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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