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

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Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

Most Cited

Volume 3 Issue 3 November - January 2010

Article

Better Quality Collaboration: A Proposed Facilitating Relationship between Heedful Interrelating and Cooperative Learning

Sarah R. Daniel* , Brandon K. Vaughn**

* Doctoral Student, The University of Texas at Austin.

** Assistant Professor, The University of Texas at Austin.

Sarah R. Daniel and Brandon K. Vaughn (2010). Better Quality Collaboration: A Proposed Facilitating Relationship Between Heedful Interrelating And Cooperative Learning. i-manager’s Journal on Educational Psychology, 3(3), 1-8. https://doi.org/10.26634/jpsy.3.3.1075

Abstract

Van den Bossche (2006) points to how fruitful collaboration is not merely the case of putting people with relevant knowledge together. Studies on collaborative learning suggest that group outcomes improve when members focus not only on the task but also on the interpersonal group processes (Johnson & Johnson, 2005). However, attempts to improve these processes, through training modules, are often divorce from the main group task. The concept of heedful interrelating (HI) offers a method for addressing the need for high quality interpersonal processes by its focus on the skills necessary for successful interrelating in the moment-by-moment interactions of members working to accomplish a task. HI is defined as interacting with sensitivity to the task at hand while at the same time paying attention to how a person’s individual actions affect group functioning. To interrelate heedfully requires that one notice, take careful action, and pay attention to the effect of that action (Weick & Roberts, 1993). HI’s focus is on how best to interrelate effectively, in real time, to reach the group goal. This article focuses on how HI provides a tangible framework for facilitating group members’ effective engagement in high quality interpersonal processing which, in turn, should translate into an increase in beneficial collaborative outcomes.

References

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[22]. Van den Bossche, P. (2006). Minds in Teams: The Influence of Social and Cognitive Factors on Team Learning. Datawyse, Maastricht, The Netherlands.

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Article

Self Concept: Should we follow Cognitive or Social Construction with Students with Disabilities?

Laura Rader*

Professor of Special Education, Department of Educational Leadership and Special Education, The City College of New York.

Laura Rader (2010). Self Concept: Should We Follow Cognitive Or Social Construction With Students With Disabilities? i-manager’s Journal on Educational Psychology, 3(3), 9-17. https://doi.org/10.26634/jpsy.3.3.1076

Abstract

Initial Investigations into the development of self-concept have been largely descriptive and focused primarily on the concept of self-representation, namely, how the me-self evolves across childhood and adolescence. Investigators sought to document developmental differences in self-representation through coding of spontaneously generated descriptions of the self. These efforts identified broad, discontinuous, qualitative skills in how the self was described. However, there was little analysis of the structural organization of self-concept. Interest in self-processes has burgeoned in the past decade within many branches of psychology. Riding on the bandwagon of the cognitive revolution, self-theorists reconceptualized the self as a cognitive construction that is quite functional in bringing organization and meaning to one’s experiences. In addition to psychologists’ emphasis on self-concept, educators have become interested in the implications of self-concept among special populations within the school setting. Thus, this paper explores the common principles across these newer frameworks and provides educators with specific practical implications to use in the classroom.

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Article

Guidance In The Secondary School

V. Jurist Lionial Kumar*

Lecturer in Psychology, KABD College of Education, Painkulam, Kanyakumari District, TamilNadu.

V. Jurist Lional Kumar (2010). Guidance in the Secondary School. i-manager’s Journal on Educational Psychology, 3(3), 18-22. https://doi.org/10.26634/jpsy.3.3.1077

Abstract

Secondary School Students face a lot of problems in their body as well as in mind due to puberty that tends to adolescence stage. Adolescence has peculiar characters of their own. They need proper Guidance and Counselling to tackle their own problems. Guidance described as a counselling service to assist the individual in achieving self direction and educational, vocational and personal adjustment and to take positive steps in the light of new orientations. Guidance at secondary school stage is an important aspect in moulding the personality of the future leaders of the nation. In this article the author gives the importance aspects of guidance service in the secondary schools.

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Research Paper

Which Social Skills Predict Academic Performance of Elementary School Students?

YoungJi Yoon Sung* , Mido Chang**

* Visiting Assistant Professor, The George Washington University, Washington, D.C

** Assistant Professor, Department of Educational Leadership & Policy Studies, Virgina Tech.

Youngji Y. Sung and Mido Chang (2010). Which Social Skills Predict Academic Performance Of Elementary School Students. i-manager’s Journal on Educational Psychology, 3(3), 23-34. https://doi.org/10.26634/jpsy.3.3.1078

Abstract

The study explored various aspects of students’ social skills in an attempt to identify specific aspect that has significance in predicting their academic performance and examined the longitudinal relationship of these social skills with academic performance. The study used two models that applied advanced statistical tools to a nationally representative database of the U.S., the Early Childhood Longitudinal Study. In the first model which employed the discriminant analysis, the authors successfully classified overall performance levels of fifth graders based on their five subscales of social skills, identifying approaches to learning as the most important skill among the five. In the second model which used the profile analysis, the significant longitudinal relationship between social skills and academic achievement from kindergarten to fifth grade was confirmed; students of different achievement levels showed significantly different developmental trajectories of social skills over the six years.

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[19]. Rapport, M. D., Denney, C. B., Chung, K.-M., & Hustace, K. (2001). Internalizing behavior problems and scholastic achievement in children: Cognitive and behavioral pathways as mediators of outcome. Journal of Clinical Child Psychology, 30(4), 536-551.

[20]. Schneider, B. H. (1992). Didactic methods for enhancing children's peer relations: A quantitative review. Clinical Psychology Review, 12(3), 363-382.

[21]. Tabachnick, B. G., & Fidell, L. S. (2007) Using Multivariate Statistics. Boston, MA: Pearson Education, Inc.

[22]. Tourangeau, K., Brick, M., Le, T., Wan, S., Weant, M., Nord, C., et al. (2004). User's Manual for the ECLS-K Third Grade. Public-Use Data File and Electronic Code Book. Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. NCES 2004-001: National Center for Education Statistics.

[23]. Vygotsky, L. S. (1978) Mind in society. Cambridge, MA: Harvard University Press.

[24]. Walker, H. M., Schwarz, I. E., Nippold, M. A., Irvin, L. K., & Noell J. W. (1994). Social Skills in School-Age Children and Youth: Issues and Best Practices in Assessment and Intervention. Topics in Language Disorders, 14(3), 70.

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Research Paper

Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships

Lence Miloseva* , Tom Page, Milka Lehtonen, Jozefina Marelja, Gisli Thorsteinsson

Vice-President for Academic Affairs, Goce Delcev University, Stip, R.Macedonia.

Lecturer of Electronic Product Design, Department of Design & Technology, Loughborough University, UK.

Researcher, University of Lapland, Finland.

Aalborg University, Copenhagen, Denmark.

* Assistant Professor, Iceland University.

Lence Miloseva, Tom Page, Miika Lehtonen, Jozefina Marelja and Gisli Thorsteinsson (2010). Adolescents' Computer Mediated Learning And Influences on Inter-Personal Relationships. i-manager’s Journal on Educational Psychology, 3(3), 35-43. https://doi.org/10.26634/jpsy.3.3.1079

Abstract

This study reports the findings of the several projects initiated at the Faculty of Education , “Goce Delcev “University , Stip, to investigate the motivation skills, but is uniquely specific to as interpersonal relationships and resources that influence the learner’s participation in the teaching/learning process in the context of online-learning and face to face learning (FtF).Uniquely it also explores e-mail romantic relationships with regard to the levels of relationship satisfaction, intimacy, "inclusion" and interpersonal attraction. Empirical research of this kind is arguably rare and will lead to a better understanding of the possibilities and limitations of a medium that could have large effects on the relationships we have in the lives of participants of computer mediated learning.

References

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[8]. Hendrick, S.S. (1988). A generic measure of relationship satisfaction. Journal of Marriage and the Family 50 : 93-98.

[9]. Jettmar, M.E. and Rapp. W. M. (1996) Computer Mediated Communication: A Relational Perspective, Paper presented at AC of the W.S.Communication Association, in Pasadena, CA.

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[16]. Rheingold, H (1993) The Virtual Community. Reading: Addison-Wesley Publishing Company ISBN - 0060976411

[17]. Schunk, D.H.(1990). Socialization and the Development of Self- Regulated Learning:The role of attributions. Paper presented at the American Educational Research Association, April 16-20, in Boston, MA.

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Effectiveness Of Instructional Strategies Based On Gagne’s Instructional Design (ID) In Improving Thinking Skills Of Secondary School Students

Flosy C.R. D'sourza* , H.M. Kasinath**

* Reader, St.Ann's College of Education, Mangalore.

** Professor of Education & Director of School of Correspondence Education, Karnatak University, Dharwad.

Flosy C.R.D'souza and H.M. Kasinath (2010). Effectiveness of Instructional Strategies Based On Gagne's Instructional Design (ID) in Improving Thinking Skills of Secondary School Students. i-manager’s Journal on Educational Psychology, 3(3), 44-54. https://doi.org/10.26634/jpsy.3.3.1081

Abstract

The study was aimed at evaluating the effectiveness of Instructional Strategies based on Gagne’s Instructional Design and Conventional Strategies of teaching science in improving the Thinking Skills of secondary school students. The seven Thinking Skills suggested by Raths, Louis (1967) namely; Observation; Comparison; Classification; Summarization; Interpretation; Inference and Evaluation were considered. The Pre-test and Post-test Parallel Group, T x L (Treatments x Levels) design was used. A self made Thinking Skills test was used to collect the data from the sample consisting of 96 students studying in standard Eight. Findings of this research revealed that; i) Instructional Strategies based on Gagne’s Instructional Design when compared to that of Conventional Strategies of teaching is significantly effective in improving the Thinking Skills as a Whole and its sub skills namely, Comparison, Summarization, Interpretation, Inference, and Evaluation. ii) Above Average performed significantly better than Average and Average performed significantly better than Below Average in Thinking Skills as a Whole. iii) All the students and at all the three levels, namely, Above Average, Average and Below Average sustained the Thinking Skills improved through Instructional Strategies based on Gagne’s Instructional Design. This study has made an attempt to infuse Thinking Skills into the existing curriculum through Instructional Strategies based on Gagne’s Instructional Design. It has implications for the design and development of Instructional Materials in line with Gagne’s Instructional Design to achieve different learning outcomes. It has been found to be a systematic strategy to improve classroom instruction across various disciplines and hence its inclusion in the teacher education curriculum will be a major step in making its application possible at the grass root level.

References

[1]. Collier, Karen., Guenther, Traci, & Veerman, C. (2002). Developing Critical Thinking Skills through a Variety of Instructional Strategies, Ed 469416.

[2]. Gagne, R. M. (1985). The Conditions of Learning and Theory of Instruction. 4 ed. New York: Holt, Rinehart and Winston.

[3]. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design. 4 ed. Fort Worth, TX: Harcourt Brace Jovanovich Publishers.

[4]. Gagne, R.M. & Briggs, L.J. (1974). Principles of Instructional Design 2 ed. Holt, Rinehart, and Winston.

[5]. Geiger, E. (1990). 4 Independent Learning Activities in Science for Students At-Risk. Dissertations/Theses. Ed328457.

[6]. Hashim, Yusup., & Tik, Chan C. (1997). “Use of Instructional Design with Mastery Learning.” Journal of Educational Technology (Mar-Apr 1997) Vol. 37, No. 2: pp. 61-63. EJ 541447.

[7]. House, J. D. (2002). “The Use of Computers in a Mathematical Lesson in Japan: A Case Analysis from the TIMSS Videotape Classroom Study.” International Journal of Instructional Media, Vol. 29, No. 1: pp.113-24. EJ 650814.

[8]. Leat, David., Van der Schee, Joop., & Vankan, L. (2005). “New Strategies for Learning Geography: A Tool for Teachers' Professional Development in England and the Netherlands.” European Journal of Teacher Education (Oct 2005) Vol. 28, No. 3: pp. 327-342. Ej720984.

[9]. Medina, S. (1990). An Application of Gagne's Theory of Instruction to the Instruction of English as a Second Language - Annual Meeting of the Teachers of English to Speakers of Other Languages. Ed352833.

[10]. Raths, Louis. E., Jonas., Rothstein., & Wassermann. (1967). Teaching for Thinking, Theory and Application. Columbus : Charles. E. Merrill Publishing Company, Ohio.

[11]. Seels, B. B., & Richey, R. C. (1994). Instructional Technology: The Definition and Domains of the Field. Washington, DC: Association for Educational Communications and Technology.

[12]. Shachak, A., Ophir Ron., & Rubin, E. (2005). “Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops.” Cell Biology Education, Vol.4, No.3: pp.199-206.

[13]. Simha, Sameera, K.S. (2000). Development of an Instructional Model in Physics based on Robert Gagne's Theory of Learning for the Promotion of Problem Solving Skills among Students of Secondary Schools. Ph.D. Education, Bangalore University.

[14]. Strauss, S. (1972). Learning Theories of Gagné and Piaget: Implications for Curriculum Development. Teachers College Record, 74, 1, 81-102.

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Volume 3 Issue 3 November - January 2010

Better Quality Collaboration: A Proposed Facilitating Relationship between Heedful Interrelating and Cooperative Learning

Sarah R. Daniel* , Brandon K. Vaughn**

* Doctoral Student, The University of Texas at Austin. ** Assistant Professor, The University of Texas at Austin.

Sarah R. Daniel and Brandon K. Vaughn (2010). Better Quality Collaboration: A Proposed Facilitating Relationship Between Heedful Interrelating And Cooperative Learning. i-manager’s Journal on Educational Psychology, 3(3), 1-8. https://doi.org/10.26634/jpsy.3.3.1075

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Self Concept: Should we follow Cognitive or Social Construction with Students with Disabilities?

Laura Rader*

Professor of Special Education, Department of Educational Leadership and Special Education, The City College of New York.

Laura Rader (2010). Self Concept: Should We Follow Cognitive Or Social Construction With Students With Disabilities? i-manager’s Journal on Educational Psychology, 3(3), 9-17. https://doi.org/10.26634/jpsy.3.3.1076

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Guidance In The Secondary School

V. Jurist Lionial Kumar*

Lecturer in Psychology, KABD College of Education, Painkulam, Kanyakumari District, TamilNadu.

V. Jurist Lional Kumar (2010). Guidance in the Secondary School. i-manager’s Journal on Educational Psychology, 3(3), 18-22. https://doi.org/10.26634/jpsy.3.3.1077

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Which Social Skills Predict Academic Performance of Elementary School Students?

YoungJi Yoon Sung* , Mido Chang**

* Visiting Assistant Professor, The George Washington University, Washington, D.C ** Assistant Professor, Department of Educational Leadership & Policy Studies, Virgina Tech.

Youngji Y. Sung and Mido Chang (2010). Which Social Skills Predict Academic Performance Of Elementary School Students. i-manager’s Journal on Educational Psychology, 3(3), 23-34. https://doi.org/10.26634/jpsy.3.3.1078

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Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships

Lence Miloseva* , Tom Page**, Milka Lehtonen***, Jozefina Marelja****, Gisli Thorsteinsson*****

Lence Miloseva, Tom Page, Miika Lehtonen, Jozefina Marelja and Gisli Thorsteinsson (2010). Adolescents' Computer Mediated Learning And Influences on Inter-Personal Relationships. i-manager’s Journal on Educational Psychology, 3(3), 35-43. https://doi.org/10.26634/jpsy.3.3.1079

Abstract

References

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Effectiveness Of Instructional Strategies Based On Gagne’s Instructional Design (ID) In Improving Thinking Skills Of Secondary School Students

Flosy C.R. D'sourza* , H.M. Kasinath**

* Reader, St.Ann's College of Education, Mangalore. ** Professor of Education & Director of School of Correspondence Education, Karnatak University, Dharwad.

Flosy C.R.D'souza and H.M. Kasinath (2010). Effectiveness of Instructional Strategies Based On Gagne's Instructional Design (ID) in Improving Thinking Skills of Secondary School Students. i-manager’s Journal on Educational Psychology, 3(3), 44-54. https://doi.org/10.26634/jpsy.3.3.1081

Abstract

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* Doctoral Student, The University of Texas at Austin.

** Assistant Professor, The University of Texas at Austin.

* Visiting Assistant Professor, The George Washington University, Washington, D.C

** Assistant Professor, Department of Educational Leadership & Policy Studies, Virgina Tech.

Lence Miloseva* , Tom Page, Milka Lehtonen, Jozefina Marelja, Gisli Thorsteinsson

* Reader, St.Ann's College of Education, Mangalore.

** Professor of Education & Director of School of Correspondence Education, Karnatak University, Dharwad.