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i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students

Most Cited

Volume 9 Issue 3 November - January 2016 [Open Access]

Research Paper

The Effects of Student Financial Contributions toward Their Post-Secondary Educational Experience

Eva Marie Kane*

Teacher, Smiths Station Freshman Center, Smiths Station, Alabama, USA.

Eva Marie Kane (2016). The Effects of Student Financial Contributions toward Their Post-Secondary Educational Experience. i-manager’s Journal on Educational Psychology, 9(3), 1-10. https://doi.org/10.26634/jpsy.9.3.3768

Abstract

The college student population in USA is predicted to increase from 13 million to 21 million between 2003–2015 (Strom and Storm, 2004). This increase along with the exponentially increasing cost of post-secondary education has caused an increase in the financial burden placed on students. Between 2000 and 2012, the two major post-secondary institutions in the South eastern state of USA, where the study was conducted has raised their tuition rates almost 200 percent (Bennett & Wilezol, 2013). The present study used a quantitative approach to determine the relationship between student's financial contributions and student motivation. Student financial contribution was determined by students' personal contributions (loans, scholarships, full and part-time work, and student savings) toward tuition, fees, books, housing, and transportation. The survey was distributed using the College of Education, listserv through the Office of Institutional Research and Assessment. This study found that, there is a significant statistical relationship between student financial contribution and intrinsic goal orientation.

References

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Research Paper

Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees

S. N. Vijaya Kumari * , Savita P. Naik**

* Associate Professor, St. Ann's College of Education (Autonomous), Mangalore University, Karnataka, India.

** Lecturer, District Institute of Education and Training (D.I.E.T), Uttara Kannada District, Karnataka, India.

Vijaya Kumari S.N and Savita P. Naik (2016). Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees. i-manager’s Journal on Educational Psychology, 9(3), 11-23. https://doi.org/10.26634/jpsy.9.3.3769

Abstract

Teachers serve education, which is an effective instrument of man making. The teachers learn this art through Preservice teacher education programme. Teaching has been a reflective process from the beginning. Reflection is used in all sectors of teacher education, including Vocational and Adult education, for a number of years. Despite numerous articles, there is a little solid empirical evidence that supports the view that it results in superior teaching practices among Elementary teacher trainees. This Research study focuses on the orientation of various processes of capturing Reflection. It also considers the development of Teaching Skills of pre-service teachers' throughout their practicum. In relation to these, it analyzes the effect of Teaching Aptitude in developing Teaching Skills among Elementary Teacher Trainees.

The samples for this experimental research study were Elementary Teacher Trainees selected randomly from Teacher- Training Institutions of Uttara Kannada district, Karnataka, India and were grouped into High and Low Teaching Aptitude groups by administering the standardized Teaching Aptitude Test. 2x2 factorial design was used as an experimental design. Data collection consisted of measuring Teaching Skills by observing lessons and rating the Teaching Skills during the Practicum. The findings of the present study revealed that reflective teaching strategy has significant effect in developing teaching skills. There is no significant effect of teaching aptitude in developing teaching skills as the interaction of reflective teaching strategy and teaching aptitude also has no significant effect on teaching skills. The study suggests that the elementary teacher-trainees perceived the knowledge of reflective teaching after training. This knowledge on reflective process increased their self-awareness towards their teaching skills, which enhanced their professional identity development as teachers. They focused primarily on the instructional processes, motivation, and on classroom management while reflecting on their experiences, while having emphasis on effective teaching so that desired objectives are achieved.

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[21]. Vijayakumari S.N. (2014). “Constructivist Approach To Teacher Education: An Integrative Model For Reflective Teaching”. i-manager ’s Journal on Educational Psychology. 7(4), Feb-Apr 2014, Print ISSN 0973-8827, EISSN 2230-7141, pp. 31-40.

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Research Paper

An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication

Celena Breach* , T. F. McLaughlin, K. Mark Derby*

* Teacher, A-3 Multi-Agency Adolescence Program, Spokane Pubic Schools, Washington, USA

-* Full Professor, Department of Special Education, Gonzaga University, Washington, USA.

Celena Breach, T. F. Mclaughlin and K. Mark Derby (2016). An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication. i-manager’s Journal on Educational Psychology, 9(3), 24-31. https://doi.org/10.26634/jpsy.9.3.3770

Abstract

The purpose of this study was to increase the spelling performance for a 4 grade student with learning disabilities. The second objective was to replicate the document with the efficacy of Copy, Cover, and Compare (CCC) in spelling. The study was conducted in a resource room in a low socio-economic school in the Pacific Northwest. The skill assessed was the number correct spelling words taken from a classroom constructed spelling worksheet. The results showed and increase in number scored correctly when CCC was in effect for each of five sets of spelling words. Using the Percent of Non-overlapping Data points, (PND), the authors also determined that CCC was a very effective intervention. These outcomes replicate other research dealing with CCC.

References

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[5]. Carter, M., McLaughlin, T. F., Derby, K. M. Schuler, H., and Everman, J. (2011). “Differential effects of cover, copy, and compare in spelling with four high school students with severe behavior disorders”. Academic Research International, Vol.1, pp.44-52, Retrieved from http: //174.36.46.112/~savaporg/journals/issue.html

[6]. Cieslar, W., McLaughlin, T. F., and Derby, K. M. (2008). “The effects of the copy, cover, and compare procedure on the math and spelling performance of a high school student with behavior disorder: A case report”. Preventing School Failure, Vol. 52, No. 4, pp. 45-51.

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[10]. Hubbert, E. R., Weber, K. P. and McLaughlin, T. F. (2000). “The effects of copy cover compare and a traditional spelling intervention with an adolescent with a conduct disorder”. Child & Family Behavior Therapy, Vol. 22, No. 3, pp. 55-68.

[11]. Ivicek-Cordes, C., McLaughlin, T. F., Derby, K. M., and Higgins, S. (2012). “Implementing and evaluating cover, copy, and compare spelling for a primary student with autism: A case report”. Academic Research International, Vol. 2, No. 3, pp. 271-276. Retrieved from http://174.36.46.112/~savaporg/journals/issue.html

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[15]. Klee, I., McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., and Kalb, G. (2015). “Using Handwriting Without Tears® and a modified copy, cover, compare through chaining to teach name writing to a preschooler with developmental delays to write his name”. International Journal of Applied Research, Vol. 1, No. 3, pp. 59-65. Retrieved from: http://www.allresearchjournal. com/archi ves/2015/vol1issue3/PartB/72.1.pdf

[16]. Konrad, M., and Joseph, L. M. (2014). “Cover-copycompare: A method for enhancing evidence-based instruction”. Intervention in School and Clinic, Vol. 49, pp. 203-210.

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[37]. Steele, E., McLaughlin, T. F., Derby, K. M., Weber, K. P., Donica, D., and McKenzie, M. (2015). “Employing handwriting without tears® to teach a 4-year- old preschool student to write his name with the appropriate size, shape, and formcombined with an imitate/trace/copy/memory procedure”. i-manager's Journal on Educational Psychology, Vol. 8, No. 4, pp. 21- 29. Retrieved from: http://www.imanagerpublications. com/ Archives.aspx

[38]. Stein, M., Kinder, D., Silbert, J., and Carnine, D. W. (2006). Designing Effective Mathematics Instruction: A Direct Instruction Approach, 4th Ed., Upper Saddle River, NJ: Merrill/Pearson, and Prentice-Hall.

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[41]. Weber, B., McLaughlin, T. F., Cozza, M., and Millersmith, T. (2013). “Using and evaluating cover, copy, and compare with a 4th-grade student with autism: A case study with brief measures of maintenance of treatment effects over time”. International Journal of English and Education, Vol. 2, No. 4, pp. 221-230. Retrieved from http://ijee.org/vol4_issue_4

[42]. Zielinski, K., McLaughlin, T. F., and Derby, K. M. (2012). “Employing and evaluating cover, copy, and compare on spelling accuracy with high school students with learning disabilities”. American Secondary Education, Vol. 41, No. 1, pp. 78-95.

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Research Paper

Determinants of Educational Continuation Decisions of Higher Secondary School Students in India: An Application of Theory of Planned Behavior

Sreekala Edannur* , Samsu Firsad**

* Faculty, School of Education, Pondicherry University, India

** Research Scholar, Department of Education, English and Foreign Languages University (EFLU), Hyderabad, India.

Sreekala E. and Samsu Firsad (2016). Determinants of Educational Continuation Decisions of Higher Secondary School Students in India: An Application of Theory of Planned Behavior. i-manager’s Journal on Educational Psychology, 9(3), 32-43. https://doi.org/10.26634/jpsy.9.3.3771

Abstract

The determinants of educational and occupational continuation of younger people in India are still attributed to their socio economic background (primary effects). This deters the government from taking steps to bring the disadvantaged youngsters’ higher education, since there is not much one can do to improve the social origin factors. The secondary effects of social origin are often neglected with a conviction that these effects have still not come to play a role as a determining factor in educational continuation decisions of Indian students. The present study was thus conducted to understand the determinants of students' continuation decisions to higher education. Theory of planned behavior is tested here, using its constructs. The study was conducted among 300 higher secondary school students of Kerala state in India. Schools and classes were selected randomly and data were collected from intact classrooms. Achievement test scores were collected from school records. The questionnaire used by Ajsen is modified and validated for the use in this study for assessing the planned behavior of students. The continuation decisions, the dependent variable are considered as a binary variable and the response was sought with a question of whether they will continue to higher education or not. The results of the present study give a clear indication of the manifestation of secondary effects in higher education decisions. Attitude toward Behavior and Perceived Behavioral Control have significantly predicted the intention of higher secondary students for continuing to higher education. Subjective Norms are found not predicting the decisions.

References

[1]. Ajzen, I. (1991). Organizational Behavior and Human Decision Processes: The Theory of Planned Behavior. Retrieved from http://www.nottingham.ac.uk.

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Research Paper

Neuromathematical Trichotomous Mixed Methods Analysis: Using the Neuroscientific Tri–Squared Test Statistical Metric as a Post Hoc Analytic to Determine North Carolina School of Science and Mathematics Leadership Efficacy

James Edward Osler II* , Letita R. Mason**

* Faculty Member, North Carolina Central University, USA.

** Student Mentor, National Consortium of Secondary STEM Schools (NCSSS), USA.

James Edward Osler II and Letita R. Mason (2016). Neuromathematical Trichotomous Mixed Methods Analysis: Using the Neuroscientific Tri–Squared Test Statistical Metric as a Post Hoc Analytic To Determine North Carolina School of Science and Mathematics Leadership Efficacy. i-manager’s Journal on Educational Psychology, 9(3), 44-61. https://doi.org/10.26634/jpsy.9.3.3772

Abstract

This study examines the leadership efficacy amongst graduates of The North Carolina School of Science and Mathematics (NCSSM) for the classes of 2000 through 2007 from a neuroscientific and neuromathematic perspective. NCSSM alumni (as the primary unit of analysis) were examined using a novel neuromathematic post hoc method of analysis. This study is grounded in the theoretical construct that non-cognitive psychological (also called motivational) factors are core components of leadership efficacy (self-efficacy), indicative of NCSSM graduates (who had high academic performance and attained STEM [Science, Engineering, Technology, and Mathematics] degrees). In this neuroscientific mixed–methods analysis, a quantitative phase was conducted to collect the data captured by the Mind Garden Leadership Efficacy Questionnaire. A Post Hoc qualitative analysis was conducted in the second phase of the data analysis, using the applied neuromathematic Trichotomous–Squared Test methodology (that has an associated qualitative researcher–designed Inventive Investigative Instrument (Osler, 2012a) embedded within the statistical methodology). An additional outcome of the research investigation was the development of a new assessment methodology called the “Mason Leadership Efficacy Model”.

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i-manager's Journal on Educational Psychology (JPSY)

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Volume 9 Issue 3 November - January 2016 [Open Access]

The Effects of Student Financial Contributions toward Their Post-Secondary Educational Experience

Eva Marie Kane*

Teacher, Smiths Station Freshman Center, Smiths Station, Alabama, USA.

Eva Marie Kane (2016). The Effects of Student Financial Contributions toward Their Post-Secondary Educational Experience. i-manager’s Journal on Educational Psychology, 9(3), 1-10. https://doi.org/10.26634/jpsy.9.3.3768

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Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees

S. N. Vijaya Kumari * , Savita P. Naik**

* Associate Professor, St. Ann's College of Education (Autonomous), Mangalore University, Karnataka, India. ** Lecturer, District Institute of Education and Training (D.I.E.T), Uttara Kannada District, Karnataka, India.

Vijaya Kumari S.N and Savita P. Naik (2016). Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees. i-manager’s Journal on Educational Psychology, 9(3), 11-23. https://doi.org/10.26634/jpsy.9.3.3769

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An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication

Celena Breach* , T. F. McLaughlin**, K. Mark Derby***

* Teacher, A-3 Multi-Agency Adolescence Program, Spokane Pubic Schools, Washington, USA ** -*** Full Professor, Department of Special Education, Gonzaga University, Washington, USA.

Celena Breach, T. F. Mclaughlin and K. Mark Derby (2016). An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication. i-manager’s Journal on Educational Psychology, 9(3), 24-31. https://doi.org/10.26634/jpsy.9.3.3770

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Determinants of Educational Continuation Decisions of Higher Secondary School Students in India: An Application of Theory of Planned Behavior

Sreekala Edannur* , Samsu Firsad**

* Faculty, School of Education, Pondicherry University, India ** Research Scholar, Department of Education, English and Foreign Languages University (EFLU), Hyderabad, India.

Sreekala E. and Samsu Firsad (2016). Determinants of Educational Continuation Decisions of Higher Secondary School Students in India: An Application of Theory of Planned Behavior. i-manager’s Journal on Educational Psychology, 9(3), 32-43. https://doi.org/10.26634/jpsy.9.3.3771

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Neuromathematical Trichotomous Mixed Methods Analysis: Using the Neuroscientific Tri–Squared Test Statistical Metric as a Post Hoc Analytic to Determine North Carolina School of Science and Mathematics Leadership Efficacy

James Edward Osler II* , Letita R. Mason**

* Faculty Member, North Carolina Central University, USA. ** Student Mentor, National Consortium of Secondary STEM Schools (NCSSS), USA.

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* Associate Professor, St. Ann's College of Education (Autonomous), Mangalore University, Karnataka, India.

** Lecturer, District Institute of Education and Training (D.I.E.T), Uttara Kannada District, Karnataka, India.

Celena Breach* , T. F. McLaughlin, K. Mark Derby*

* Teacher, A-3 Multi-Agency Adolescence Program, Spokane Pubic Schools, Washington, USA

-* Full Professor, Department of Special Education, Gonzaga University, Washington, USA.

* Faculty, School of Education, Pondicherry University, India

** Research Scholar, Department of Education, English and Foreign Languages University (EFLU), Hyderabad, India.

* Faculty Member, North Carolina Central University, USA.

** Student Mentor, National Consortium of Secondary STEM Schools (NCSSS), USA.