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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

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Volume 14 Issue 4 February - April 2021

Article

A Holistic Approach to Working with Latinx Students

Mary Mayorga*

Department of Clinical Mental Health Counseling, Belmont University, Tennessee.

Mayorga, M. (2021). A Holistic Approach to Working with Latinx Students. i-manager's Journal on Educational Psychology, 14(4), 1-13. https://doi.org/10.26634/jpsy.14.4.17732

Abstract

This article reviews the issues and concerns that LatinX students deal with in school. It also looks at the ASCA model and the standards that are part of the ASCA model that a school counselor needs to follow while working with LatinX students. It also reviews how to work with immigrant families of Latinx students and how the school system's involvement is necessary to help the LatinX student succeed.

References

[1]. American School Counseling Association (2014). Mindsets and behaviors for student success: K-12 college – and career – readiness standards for every student. Alexandria, VA: Author.

[2]. American School Counseling Association (2015a). The school counselor and cultural diversity. Position Paper. Retrieved from www.schoolcounselor.org

[3]. American School Counseling Association (2015b). The school counselor and student mental health. Position Paper. Retrieved from www.schoolcounselor.org

[4]. American School Counseling Association (2016). The school counselor and school-family-community partnerships. Position Paper. Retrieved from www.school counselor.org

[5]. American School Counseling Association (2017). The professional school counselor and the identification, prevention and intervention of behaviors that are harmful and place students-at-risk. Position Paper. Retrieved from www.schoolcounselor.org

[6]. American School Counseling Association (2018a). The school counselor and equity for all students. Position Paper. Retrieved from www.schoolcounselor.org

[7]. American School Counseling Association (2018b). The school counselor and multitiered system of supports. Position Paper. Retrieved from www.schoolcounselor.org

[8]. American School Counseling Association (2019a). The essential role of high school counselors. Position Paper. Retrieved from www.schoolcounselor.org

[9]. American School Counseling Association (2019b). The professional counselor and use of support staff in school counseling programs. Position Paper. Retrieved from www.schoolcounselor.org

[10]. American School Counseling Association (2019c). The school counselor and working with students experiencing issues surrounding undocumented status. Position Paper. Retrieved from www.schoolcounselor.org

[11]. American School Counselor Association (2005). The ASCA national model: A framework for school counseling programs (2^nd ed.). Alexandria, VA: Author.

[12]. Arrendondo, P., Toporek, R., Pack Brown, S., Sanchez, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling Development, 24, 42-78. https://doi.org/10.1002/j.2161- 1912.1996.tb00288.x

[13]. Bacallao, M. L., & Smokowski, P. R. (2009). Entre dos mundos/between two worlds: Bicultural development in context. Journal of Primary Prevention, 30, 421-451. https:// doi.org/10.1007/s10935-009-0176-x

[14]. Balfanz, J., & Wu, S. (2018). A holistic approach to student success. Retrieved from Blogs.edweek.org/ed week/learn_social_emotional/2018

[15]. Barthelemy, J. M. (2017). Working with Latina/os in counseling. Counseling Today. Retrieved from https://ct. couneling.org/category/online-exclusives

[16]. Bateman, H. V. (2002). Sense of community in the school: Listening to students' voices. In A. T. Fisher, C. C. Sonn, & B. J. Bishop (Eds.). Psychological sense of community: Research, applications, and implications (pp. 161-179). New York: Plenum.

[17]. Caldwell, R. M., Silverman, J., Lefforge, N., & Silver, N. C. (2004). Adjudicated Mexican American adolescents: The effects of familial emotional support on self-esteem, emotional well-being, and delinquency. American Journal of Family Therapy, 32(1), 55-60. https://doi.org/10.1080/01 926180490255828

[18]. Cazares-Cervantes, A., & Dykeman, C. (2017). School counselor's self-efficacy and training needs when working with the K-12

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Article

Assessment for Learning, Assessment of Learning, Assessment as Learning: A Conceptual Framework

Padmanabha C. H.*

Srinivas College of Education, Mangalore, Karnataka.

Padmanabha, C. H. (2021). Assessment for Learning, Assessment of Learning, Assessment as Learning: A Conceptual Framework. i-manager's Journal on Educational Psychology, 14(4), 14-21. https://doi.org/10.26634/jpsy.14.4.17681

Abstract

Assessment and evaluation both describe a process of gather and expound of verification for some purpose. They both involve decisions about what evidence to use, the collection of the evidence in a systematic and planned way, the explanation of the evidence to produce a judgement, and the communication and use of that judgement. “Assessment” refers to the action of gathering proof and building discernment related to the outcomes, such as students' achievement of particular goals of learning or teachers and others' understanding. The term 'assessment' is an attempt of enquiry undertaken by the teachers and students that is driven by the motive of refining the practice of teaching and learning for the better outcome of the same. The conclusive goal of AfL is therefore to involve pupil's in their own assessment so that they can reflect on where they are in their own learning, recognise where they need to go next and work out those steps to reach the goal. Present research article has been undertaken by keeping the following research questions in mind. What are the different concepts of assessment? Does assessment change its perspective from constructive perspective? Does assessment enhance pupil learning? What is the theoretical base for the different aspects of assessment? The present research study is useful for teacher educators, teachers, parents and educationalists.

References

[1]. Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press.

[2]. Biggs, J. (1996). Assessing learning quality: Reconciling institutional, staff and educational demands. Assessment and evaluation in Higher Education, 21(1), 5-16. https:// doi.org/10.1080/0260293960210101

[3]. Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment?. Assessment in Education: Principles, Policy & Practice, 5(1), 103-110. https://doi.org/ 10.1080/0969595980050106

[4]. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969 595980050102

[5]. Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(02), 119-132. https://doi.org/10.1080/02671520600615612

[6]. Black, P. (2003). The nature and value of formative assessment for learning. Improving schools, 6(3), 7-22. https://doi.org/10.1177%2F136548020300600304

[7]. Daugherty, R., Black, P., Ecclestone, K., James, M., & Newton, P. (2008). Alternative perspectives on learning outcomes: Challenges for assessment. Curriculum Journal, 19(4), 243-254. https://doi.org/10.1080/0958517 0802509831

[8]. Ecclestone, K. (2004). Learning in a comfort zone: cultural and social capital inside an outcome-based assessment regime. Assessment in Education: Principles, Policy & Practice, 11(1), 29-47. https://doi.org/10.1080/0969594042000208985

[9]. Ecclestone, K. (2002). Learning autonomy in post-16 education: the politics and practice of formative assessment. Psychology Press.

[10]. Harlen, W. (2006). The role of teachers in the assessment of learning, Assessment Systems for the Future projects (ASF). Assessment Reform group, UK, 347-364.

[11]. James, M., & Brown, S. (2005). Grasping the TLRP nettle: preliminary analysis and some enduring issues surrounding the improvement of learning outcomes. The Curriculum Journal, 16(1), 7-30. https://doi.org/10.1080/0 958517042000336782

[12]. James, M., & McCormick, R. (2009). Teachers learning how to learn. Teaching and teacher education, 25(7), 973-982. https://doi.org/10.1016/j.tate.2009.02.023

[13]. James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M-J., Fox, A., MacBeath, J., Marshall, B., Pedder, D., Procter, R., Swaffield, S., Swann, J. and Wiliam, D. (2007). Improving Learning How to Learn: Classrooms, Schools and Networks. London: Routledge.

[14]. Lee, I. (2007). Assessment for learning: Integrating assessment, teaching, and learning in the ESL/EFL writing classroom. Canadian Modern Language Review, 64(1), 199-213. https://doi.org/10.3138/cmlr.64.1.199

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Research Paper

Stress in Practicum: Voices of Preservice Teachers, Mentors, Supervisors and Administrators in an English Language Teacher Education (ELTE) Program

Elçin Ölmezer Öztürk*

Department of Foreign Language Education, Anadolu University, Turkey.

Öztürk, E. Ö. (2021). Stress in Practicum: Voices of Preservice Teachers, Mentors, Supervisors and Administrators in an English Language Teacher Education (ELTE) Program . i-manager's Journal on Educational Psychology, 14(4), 22-33. https://doi.org/10.26634/jpsy.14.4.17825

Abstract

This study aims to explore the stress factors of stakeholders in the practicum process of an English Language Teacher Education Program. The participants included 24 preservice teachers (PTs), 11 mentor teachers (MTs), 6 supervisors and 4 school administrators. As for the data collection, PTs and MTs wrote reflection reports, and supervisors and administrators were interviewed through semi-structured interviews. The data derived from these tools were analyzed based on a qualitative content analysis scheme. The findings revealed that lack of classroom teaching experience, lack of experience with students, mentors and supervisors, and logistics of practicum were the major stress factors for PTs whereas MTs felt stressed due to their role in the practicum, preservice teachers' characteristics and their self-perception of professional efficacy. On the other hand, it was also found that supervisors' major stress factors included their role in the process and the relationships of preservice teachers at school while administrators were found stressful due to the managerial issues of the practicum process. In the light of these findings, the study offers several suggestions related with the organization of the practicum processes in teacher education departments, and addresses further research points with respect to the psychological aspects of practicum.

References

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[2]. Agustina, V. (2014). Preservice teachers' anxiety during teaching practicum. English Review: Journal of English Education, 2 (2), 174-182.

[3]. Allen, J. M. , Ambrosetti, A., & Turner, D. (2013). How school and university supervising staff perceive the preservice teacher education practicum: A comparative study. Australian Journal of Teacher Education, 38 (4), 107- 128.

[4]. Anderson, J. W. (2004). A study of preservice teacher exposure to technology in the college classroom and field experience (Unpublished Doctoral Dissertation). The University of Alabama at Birmingham, United States.

[5]. Anindra, R. R. (2016). Investigating student teachers' concerns during teaching practicum: An analysis of individual reflections (Unpublished Predoctoral Dissertation). Satya Wacana Christian University, Indonesia.

[6]. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theiory of professional education. In G. Skyes & L. Darling- Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco, CA: Jossey-Bass.

[7]. Black-Branch, J. L., & Lamont, W. K. (1998). Duty of care and teacher wellness: A rationale for providing support services in colleges of education. Journal of Collective Negotiations, 27, 175-193.

[8]. Çapan, S. A. (2017). Reciprocal peer mentoring in preservice ELT practicum in terms of teaching concerns and teacher efficacy beliefs (Unpublished PhD dissertation), Çukurova University, Turkey.

[9]. Chen, R. J. (2010). Investigating models for preservice teachers' use of technology to support student-centered learning. Computers & Education, 55 (1), 32-42. https://doi. org/10.1016/j.compedu.2009.11.015

[10]. Coşkun, A. (2013). Stress in English language teaching practicum: The views of all stakeholders. H. U. Journal of Education, 28 (3), 97-110.

[11]. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson.

[12]. Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. New York: Cambridge University Press.

[13]. Darling-Hammond, L. (2006). Constructing 21^st century teacher education. Journal of Teacher Education, 57 (5), 1-15. https://doi.org/10.1177%2F00224871052859 62

[14]. Day, R. R. (2013). Peer observation and reflection in the ELT practicum. Journal of Language and Literature Education, 8, 1-8.

[15]. Eklerton, C. A. (1984). An investigation of stress experienced by beginner teachers during teaching practice. South African Journal of Education, 4, 97-102.

[16]. Farrell, T. (2003). Learning to teach English language during the first year: Personal influences and challanges. Teaching & Teacher Education, 19 (1), 95-111. https://doi. org/10.1016/S0742-051X(02)00088-4

[17]. Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian journal of Teacher Education, 38 (3), 91-108. https://doi.org/10.14221/ajte.2013v38n3.3

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[19]. Gebhard, J. (2009). The practicum. In A. Burns, & J .C. Richards (Eds.). The Cambridge Guide to Second Language Teacher Education, (pp. 250-258). New York: Cambridge University Press.

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Research Paper

Comparing the Burnout-Levels of Turkish EFL Instructors at State and Private Universities Depending on Several Variables

Ahmet Erdost Yastibas*

Gazi University, Ankara, Turkey.

Yastibas, A. E. (2021). Comparing the Burnout-Levels of Turkish EFL Instructors at State and Private Universities Depending on Several Variables. i-manager's Journal on Educational Psychology, 14(4), 34-46. https://doi.org/10.26634/jpsy.14.4.17971

Abstract

The present study aimed to compare the burnout-levels of the Turkish EFL instructors working at state and public universities, depending on several variables in terms of emotional exhaustion, depersonalization and reduced personal accomplishment. One hundred and four Turkish English as a Foreign Language (EFL) instructors working at several Turkish state and private universities participated in the research. The data were collected through a personal information form and Maslach Burnout Inventory-Teacher Form online. The data were analyzed with descriptive statistics, the Mann-Whitney U Test and the Kruskal-Wallis H Test. The findings of the present study showed that the Turkish EFL instructors at Turkish state and private universities experienced moderate levels of emotional exhaustion and high levels of depersonalization and reduced personal accomplishment. The findings also indicated that gender, the type of the educational institutions, peer support, age, workload, classroom size and teaching experience did not have an effect on the three dimensions of burnout, while administrative support, student behaviors, job satisfaction, work stress, social support and salary had an effect on different dimensions of burnout. According to the findings, salary and administrative support had an effect on depersonalization, and social support affected emotional exhaustion, while student behaviors, job satisfaction and work stress had an impact on the three dimensions of burnout. The findings were discussed and suggestions were made, depending on the findings.

References

[1]. Bakker, A. B., & Schaufeli, W. B. (2000). Burnout contagion processes among teachers. Journal of Applied Social Psychology, 30 (11), 2289-2308. https://doi.org/10.1 111/j.1559-1816.2000.tb02437.x

[2]. Camilli, K. A. (2004). Teacher job satisfaction and teacher burnout as a product of years of experience (Unpublished Master's Thesis). Rowan University.

[3]. Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco- Ortiz, M. Á. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38(4), 929-940.

[4]. Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22(8), 1042-1054. https://doi.org/10.1016/j. tate.2006.04.005

[5]. Dericioğulları, A., Konak, S., Arslan, E., & Öztürk, B. (2007). Burnout levels of lecturers: Example of Mehmet Akif Ersoy University. Fırat Journal of Health Services, 2 (5), 13-23.

[6]. Durhan, G. (2019). The relationship between English teachers' emotional intelligence and their burnout level (Unpublished Master's Thesis). Hacettepe University, Turkey.

[7]. Ercan Demirel, E. & Cephe, P. T. (2014). Looking into burnout levels among English language instructors. Journal of Language and Linguistic Studies, 11(1), 1-14.

[8]. Gedik Bal, N. (2019). Turkish EFL instructors' level of burnout and the underlying reasons. ELT Research Journal, 8(2), 105-125.

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[10]. Greenglass, E. R., Burke, R. J., & Konarski, R. (1998). Components of burnout, resources and gender-related differences. Journal of Applied Social Psychology, 28(12), 1088-1106. https://doi.org/10.1111/j.1559-1816.1998.tb0 1669.x

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Review Paper

A Meta-Analysis on the Effectiveness of Metacognitive Strategies and Interventions in Teaching and Learning Process

Venkateswar Meher* , Rajshree Baral, Sanjukta Bhuyan*

, School of Education, Gangadhar Meher University, Sambalpur, Odisha, India.

Government. Women's College, Sambalpur, Odisha, India.

Meher, V., Baral, R., and Bhuyan, S. (2021). A Meta-Analysis on the Effectiveness of Metacognitive Strategies and Interventions in Teaching and Learning Process. i-manager's Journal on Educational Psychology, 14(4), 47-58. https://doi.org/10.26634/jpsy.14.4.17969

Abstract

The present study aims at collecting and analyzing related researches on the effectiveness of metacognitive interventions in teaching-learning. The Flavell's metacognition model was taken as the theoretical framework of the study which includes knowledge of cognition in one hand and regulation of cognition in others. The review work was done in two phases, first the summary review is done to find out the metacognitive interventions used by the researchers in conducting field experiments. The summary review indicated brainstorming, self-assessment, concept mapping, and think aloud as metacognitive interventions used in different experimental studies. Secondly, related literature on the above-cited metacognitive interventions were collected and three studies for each metacognitive intervention were taken finally for meta-analysis with the help of Cohen d effect size. The results of meta-analysis revealed that the effect size for brainstorming was 0.733, 0.885, and 0.508 which reflected large effect and for concept mapping strategy 1.04, 0.97 and 2.38 which represented large effect size. On the other hand, one study for think-aloud strategy indicated 1.12 effect size which is having a large effect, and the remaining two studies indicated 0.443 and 0.24 which revealed a medium effect size. Finally, one of the effect sizes of self-assessment revealed a large effect, i.e. 1.2 and the rest two revealed medium effect i.e. 0.375 and 0.238.The study recommended promoting and encouraging brainstorming, concept mapping, think aloud and self-assessment in the teaching-learning process as the positive effect while large size effect was found in this process.

References

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