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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 4 Issue 4 February - April 2011

Article

Utilizing Creative Pedagogy

Brent Muirhead*

Faculty, Doctoral Dissertation Chair, University of Phoenix

Brent Muirhead (2011). Utilizing Creative Pedagogy. i-manager’s Journal on Educational Psychology, 4(4), 1-10. https://doi.org/10.26634/jpsy.4.4.1414

Abstract

The article discusses creative teaching for public school teachers. It provides historical background on creativity research and highlights the barriers to creative teaching. The article emphasizes the relevant ways that teachers can encourage creativity in student work while supporting course objectives and standardized test preparation. The article explains how teachers can play a vital role in developing lesson plans, activities and class discussions that promote student growth in problem solving skills, develop original thinking and the expression of novel ideas.

References

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[2]. Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge Handbook of Creativity (447-463). New York: Cambridge University Press.

[3]. Beghetto, R. A. (2007). Ideational code-switching: Walking the talk about supporting student creativity in the classroom. Roeper Review, 29 (4), 265-270.

[4]. Beghetto, R. A. & Plucker, J. A. (2006). The relationship among schooling, learning and creativity: "All roads lead to creativity" or "You can't get there from here"? In James C. Kaufman & John Baer (Eds.), Creativity and reason in cognitive development (316-332). New York: Cambridge University Press.

[5]. Bouldin, A. S., Holmes, E. R., & Fortenberry, M. L. (2006). “Blogging” about course concepts: Using technology for reflective journaling in a communication class. American Journal of Pharmaceutical Education, 70 (4), 1-8.

[6]. Breen, B. (2004) The 6 myths of creativity. Fast Company, 75-78.

[7]. Brock, E. (2005). Brain of the blogger. Neurolearning Blog.Retrieved April21,2011 from http://eideneurolearningblog.blogspot.com/2005/03/br ain-of-blogger.html

[8]. Carson, S. (2010). Your creative brain: Seven steps to maximize imagination, productivity and innovation in your life. San Francisco: Jossey-Bass.

[9]. Cropley, A. (2006). Creativity: A social approach. Roeper Review, 28 (3), 125-130.

[10]. DeFour, R. Eaker, R. & DuFour, R. (2005). Recurring themes of professional learning communities and the assumptions they challenge. In DuFour, E. & DuFour, R. (Eds.) (2005). On common ground: The power of professional learning communities, 7-29. Bloomington, IN: Solution Tree.

[11]. Gatto, J. T. (2010). Weapons of mass instruction: A school teacher's journey through the dark world of compulsory schooling. Gabriola Island, BC: New Society Publishers.

[12]. Godin, S. (2009). Linchpin: Are you indispensable? New York: Portfolio Publishers.

[13]. Grigorenko, E. L., & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63(3), 295-312.

[14]. Guilford, J.P. (1975). Varieties of creative giftedness, their measurement and development. Gifted Child Quarterly, 16(2), 175-184, 239-243.

[15]. Halpern, D. F. (1996). Knowledge & thought: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates.

[16]. Hinman, L. M. (2002). Telling like it is: Lying on your resume. Retrieved December 10, 2006 from http://ethics.sandiego.edu/resources/cases/Detail.asp?I D=90

[17]. Howe, M. J. A. (1999). Genius explained. Cambridge, England: Cambridge University Press.

[18]. Jarret, T. (2003). What is a blog? Retrieved April 21, 2011 http://www.jarretthousenorth.com/2003/10/10/

[19]. Kaufman, J. C. & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13 (1), 1-12.

[20]. Kaufman, J. C. & Sternberg, R. J. (2007). Resource review: Creativity. Change, 39 (4), 55-58.

[21]. Levy, D. A. (2010). Tools of critical thinking: Metathoughts for psychology, (2nd ed.). Long Grove, IL: Waveland Press.

[22]. Lubart, T. I., & Sternberg, R. J. (1995). An investment approach to creativity: Theory and data. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 269–302). Cambridge, MA: MIT Press.

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[24]. Matthew, M. C. (2009). Help us creativity researchers, you're are only hope. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 38-42.

[25]. Morris, W. (2006). Creativity: It's place in education. Retrieved April19, 2011 from http://www.jpb.com /creative/Creativity_in_ Education.pdf

[26]. Parkhurst, H. B. (1999). Confusion, lack of consensus, and definitions of creativity as a construct. Journal of Creative Behavior, 33(1), 1-21.

[27]. Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.

[28]. Reeves, D. (2005). Putting it all together: Standards, assessment, and accountability in successful professional learning communities. In DuFour, E. & DuFour, R. (Eds.) (2005). On common ground: The power of professional learning communities, 45-63. Bloomington, IN: Solution Tree.

[29]. Sawyer, R. K. (2006). Explaining creativity: The science of human innovation. New York: Oxford University Press.

[30]. Sawyer, R.K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.

[31]. Schacter, J., Thum, Y. M. & Zifklin, D. (1996). How much does creative teaching enhance elementary school students' achievement? Journal of Creative Behavior, 40 (1), 47-72.

[32]. Schwartz, B. & Sharpe, K. (2010). Practical wisdom: The right way to do the right thing. New York: Riverhead Books.

[34]. Soule, H. (2008). Transforming school communities. Learning & Leading with Technology, 36 (1), 12-15.

[35]. Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47 (3), 325-338.

[36]. Sternberg, R. J., Lubart, T., I., Kaufman, J. C., & Pretz, J. E. (2005). Creativity (Ch. 15). In Holyoak, K. J., & Morrison, R. G. (Eds.), The Cambridge handbook of thinking and reasoning. New York: Cambridge University Press, 351- 369.

[37]. Torrance, E. P. (1972). Can we teach children think creatively? Journal of Creative Behavior, 6, 114-143.

[38]. Weisburg, R. W. (2006). Creativity: Understanding innovation in problem solving, science, invention, and the arts. Hoboken, NJ: John Wiley & Sons.

[39]. Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New York, NY: Teachers College Press

[40]. Wilheim, T. ( 2008). High-fidelity, creative teaching. Leadership, 38 (27), 32-36.

[41]. Zorana, I. (2009). Creativity map: Toward the next generation of theories of creativity. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 17-21.

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Article

Researches On Learning Disabilities - Where Are We?

B. William Dharma Raja* , S. Praveen Kumar**

*Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.

**Assistant Professor, Bethlahem College of Education, Karungal, Kanyakumari District, Tamil Nadu, India.

B. William Dharma Raja and S. Praveen Kumar (2011). Researches On Learning Disabilities - Where Are We? i-manager’s Journal on Educational Psychology, 4(4), 11-20. https://doi.org/10.26634/jpsy.4.4.1415

Abstract

This article focusses on the review of research studies done on the area of learning disabilities and the need to conduct more research studies in this area. Schoolchildren are seen to have different types of learning difficulties with regard to academics. Children with learning disability, who occupy the largest number receiving special education, are not recognized much in schools. It is mistaken for stupidity in pupils by teachers or parents who are not exposed to awareness of special needs of such children. The purpose of this paper is to review studies on: self-esteem, emotional maturity, innovative methods of instruction for children with learning disabilities; parents’ awareness regarding learning disabilities and teachers’ behaviour towards children with learning disabilities and find the gap so as to derive the implications. These studies explored problems of such children and the instructional strategies adopted for them. More researches have to be done in this area to meet the needs of these students who need special attention.

References

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[12]. Lakshmi, Bhuvaneswara. (2008). Learning Disabilities. Edutracks. 8(2), pp.18.

[13]. MacDonald, Teresa. (2008). Special education instruction for secondar y students with learning disabilities: Current instructional practice and teacher preparation. Dissertation Abstracts International. 68(12), p.5032-A.

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[15]. Mazzocco, Michelle M.M. & Devlin, Kathleen T. (2009). Parts and "Holes": Gaps in Rational Number Sense among Children with vs. without Mathematical Learning Disabilities. Developmental Science, 11(5), 681-691. Retrieved March 18,2010 from http:eric.ed.gov home.portal?nfpb="true&ERICExtSearch_Descri.

[16]. Murik, Joseph Augustine. (1995). On being one of the have-nots: An investigation into the relationship between emotional disturbance and reading disability in one hundred adolescents with case studies of the impact of a set of curricular strategies on ten of the teenagers. Dissertation Abstracts International. 55 (12), pp.3732-A.

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[38]. Verma, Preeti. (2002). Cognitive and Motivational Aspects of Learning Disabled Children” Indian Educational Abstracts, 1(8), pp.78.

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Research Paper

Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest

Laron Scott* , Sterling Saddler, Colleen A. Thoma*, Christina Bartholomew**, Nora Alder*, Ronald Tamura****

Ed.D., Faculty & Proj Coordinator, Dept of Special Edu and Disability Policy, Virginia Commonwealth Univ, Richmond.

Asso Prof & Asso Dean, College of Edu, Univ of Nevada, Las Vegas

Associate Professor, School of Education, Richmond, VA.

**James Madison University, Exceptional Education Department, Harrisonburg,VA.

*Asso Prof, Dept of Teaching and Learning, Virginia Commonwealth Univ, Richmond, VA.

****Assis Prof, Dept. of Special Edu, Southern Connecticut State Univ, New Haven.

Laron Scott, Sterling Saddler, Colleen A. Thoma, Christina Bartholomew and Nora Alder Virginia and Ronald Tamura (2011). Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest. i-manager’s Journal on Educational Psychology, 4(4), 21-32. https://doi.org/10.26634/jpsy.4.4.1416

Abstract

Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented.

References

[1]. Browder, D.M., Mims, P.J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1-2), 3-12.

[2]. Center for Applied Special Education Technology [CAST]. (1998). What is universal design for learning? Wakefield, MA: Author. Retrieved July 31, 2009, from http://www.cast.org/research/udl/index.html.Individuals with Disabilities Education Improvement Act of 2004. 20 U.S.C. 144 et seq. (2004).

[3]. Johnson, L.S. (2008). Relationship of instructional methods to student engagement in two public high schools. American secondary education, 36(2), 69-87.

[4]. Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford.

[5]. Kennedy, C. (2005). Single-case designs for educational research. Boston: Pearson Education, Inc.

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[7]. Kortering, L.J., McClannon, T.W., & Braziel, P.M. (2008). Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying. Remedial and Special Education, 29(6), 352-363.

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[12]. Strangman, N., Meyer, A., Hall, T., & Proctor, P. (2008). Improving foreign language instruction with new technologies and universal design for learning. In E. Hamilton, & T. Barbieri, (Eds.), Worlds apart: Disability and foreign language learning. New Haven, CT: Yale University Press.

[13]. Test, D.W., Fowler, C.H., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P. & Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115-128.

[14]. Thoma, C.A., Bartholomew, C., & Scott, L.A. (2009). Universal design for transition: A roadmap for planning and instruction. Baltimore: Paul H. Brookes.

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[17]. Wehmeyer, M.L. (2006). Universal design for learning, access to the general education curriculum and students with mild mental retardation. Exceptionality, 14(4), 225- 235.

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Research Paper

Does Creativity Impact Scientific Aptitude Of School Children ?

Jayalekshmi N.B* , B. William Dharma Raja**

* Ph.D Scholar, Department of Education, Manonmaniam Sundaranar University, Abishekapatti, Tirunelveli

** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Abishekapatti, Tirunelveli.

N.B. Jayalekshmi and B. William Dharma Raja (2011). Does Creativity Impact Scientific Aptitude Of School Children? i-manager’s Journal on Educational Psychology, 4(4), 33-38. https://doi.org/10.26634/jpsy.4.4.1417

Abstract

Of all the equalities man possesses, creative thinking has been the most important for his well being and advancement. Creativity means to make, to bring into being, to originate or to invent something. Scientific aptitude is considered to be a unique or unusual potential or ability of an individual to acquire general knowledge and skill in scientific fields. This era is witnessing a great importance of creativity and imagination in our every day lives. Development of science has conquered almost all spheres of life. The issue of developing creativity and scientific aptitude in school children is challenging to teachers, and the investigator is interested to find the correlation between creativity and scientific aptitude. Research on creativity has mainly focused on the contributions of terms of creativity and co relational studies of creativity with self concept, intelligence, personality and achievement. There are several aspects of creativity and scientific aptitude on which clear cut answers are yet to be found by sustained research. The study was designed to investigate the correlation between creativity and scientific aptitude in standard VIII students. The sample taken was 251 and random sampling technique was done on the basis of sex, nature of the school, locality of residence, locality of school, type of school, parental education and parental occupation. Creativity tool by Baquer Medhi (1985) and a self constructed tool for scientific aptitude were used. Collected data were analyzed using statistical techniques such as t-test, analysis of variance and Pearson’s product moment correlation. Correlation analysis revealed that there is no significant relation between creativity and scientific aptitude with respect to background variables. In this study the investigator draws the conclusion that students who are highly creative may not have scientific aptitude up to the mark. Students who are interested in science and thereby developing their skills and abilities may not always be creative in nature.

References

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Research Paper

A Longitudinal Investigation of the Antecedents of Locus of Control Orientation in Children

Virginia B. Wickline* , Stephen Nowicki, Amy Ransom Kincheloe*, Albert F. Osborn****

* Assistant Professor PhD, Psychology (clinical), Miami University of Ohio

-* PhD, Emory University

**** PhD, University of Bristol

Virginia B. Wickline, Stephen Nowicki, Amy Ransom Kincheloe, and Albert F. Osborn (2011). A Longitudinal Investigation Of The Antecedents Of Locus Of Control Orientation In Children. i-manager’s Journal on Educational Psychology, 4(4), 39-52. https://doi.org/10.26634/jpsy.4.4.1418

Abstract

Locus of control (LOC) is related to many aspects of human behavior, yet relatively little is known about what factors in early childhood may dispose a child to develop an internal or external LOC orientation. Data from a British epidemiological, longitudinal, cohort study of 12,463 children and their mothers were used to identify, from a wide range of potential explanatory factors, those having the strongest independent effects on LOC orientation. Socioeconomic status, non-authoritarian parenting style & attitudes, and child activities were hypothesized as and found to be major contributory factors in the model. Though marginal gender differences were found in the antecedents of LOC development, the analyses for boys and girls were generally very similar.

References

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*Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.

**Assistant Professor, Bethlahem College of Education, Karungal, Kanyakumari District, Tamil Nadu, India.

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* Ph.D Scholar, Department of Education, Manonmaniam Sundaranar University, Abishekapatti, Tirunelveli

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