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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 5 Issue 3 November - January 2012

Article

The intelligence of the hands: studying the origin of pedagogical craft education

Brynjar Olafsson* , Gisli Thorsteinsson**

* -**University of Iceland

Brynjar Olafsson and Gisli Thorsteinsson (2012). The Intelligence of the Hands: Studying the Origin of Pedagogical Craft Education. i-manager’s Journal on Educational Psychology, 5(3), 1-8. https://doi.org/10.26634/jpsy.5.3.1654

Abstract

Pedagogical craft was established in the Scandinavia around 1950 under the name Sloyd. The ideology was developed by European educators from 16th and 17th century. Sloyd aimed to educate children holistically via a carefully structured system for teaching craft. The child became the centre of the educational activities and the development of the capabilities of the whole person. Sloyd had a noted impact on the early development of manual training, manual arts, industrial education and technical education in many countries. The pedagogy had a humanistic character and its principles were guidelines for the whole activity in the subject. Individual development and self-realisation were at the centre of the subject, rather than just technical knowledge and skill taught by the teacher. The system aimed to fulfil the demands of a holistic education by fostering the entire human being’s capabilities. At the same time, it prepared the individual for the future working life, in accordance with the needs of an industrial society.

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Research Paper

Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

Laron A. Scott*

Department of Special Education and Disability Policy, Virginia Commonwealth University

Laron A. Scott (2012). Teacher Self-Efficacy With Teaching Students To Lead Iep Meetings: A Correlation Study On Administrator Support. i-manager’s Journal on Educational Psychology, 5(3), 9-20. https://doi.org/10.26634/jpsy.5.3.1655

Abstract

Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers’ perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special education teachers’ self-efficacy with teaching students with disabilities the skills they need to lead their IEP meetings. The research question addressed the relationship between a high school special education teacher’s support from administration, and the level of the teacher’s self-efficacy with respect to teaching students with disabilities the skills they need to lead their IEP meetings. A sample of 84 high school special education teachers completed the Teacher Survey of Student Involvement in IEP Meetings Questionnaire (TSSIIMQ). A two-sample t test, was performed on the participant’s responses. The results showed that special education teachers’ support from administration was statistically significantly correlated with their levels of self-efficacy. This study had significant implications for social change by suggesting that a higher level of teacher self-efficacy may lead to an increase in preparing students who are self-determined advocates involved in leading their IEP meetings.

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Research Paper

The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education

Alaa Sadik* , Khadeja Badr**

* Associate Professor, Department of Instructional & Learning Technology College of Education, Sultan Qaboos University.

** Assistant Professor, Department of Educational Psychology, Faculty of Education, South Valley University, Egypt

Alaa Sadik and Khadeja Badr (2012). The Effectiveness Of Classroom-Based Supplementary Video Presentations In Supporting Emergent Literacy Development In Early Childhood Education. i-manager’s Journal on Educational Psychology, 5(3), 21-34. https://doi.org/10.26634/jpsy.5.3.1656

Abstract

This study investigated the impact of supplementary video presentations in supporting young children’s emergent literacy development. Videos were produced by teachers using prototype software developed specifically for the purpose of this study. The software obtains media content from a variety of resources and devices, including webcam, microphone, PowerPoint slides, drawing board, and typing board in a simplified manner. Videos were supplemented to children who were identified as at risk to be viewed at home individually or with their parents. Participants were teachers and children in a full-day kindergarten in the Sultanate of Oman. Teacher Rating of Oral Language and Literacy (TROLL) scale and parent interviews were administered to measure the literacy skills and development of children in early childhood classrooms, and to understand children’s reactions to the use of classroom video presentations respectively. The results of TROLL indicated that no improvement had happened in the total score of oral language and literacy of the treatment group children (12) compared to the control group children. However, the treatment group children’s language use was improved significantly. Results from interviews showed that children liked video presentations prepared by their teachers, and parents found these videos useful for their children’s literacy development.

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Research Paper

Humanistic Versus Authoritarian Teachers: A reflection on Students’ Academic Motivation and Performance

Sarwat Sultan* , Irshad Husain**

* Chair person, Department of Applied Psychology, Bahauddin Zakariya University Multan, Pakistan.

** Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Pakistan

Sarwat Sultan and Irshad Hussain (2012). Humanistic Versus Authoritarian Teachers: A Reflection On Students' Academic Motivation And Performance. i-manager’s Journal on Educational Psychology, 5(3), 35-40. https://doi.org/10.26634/jpsy.5.3.1658

Abstract

This prospective study using self-determination theory was conducted to predict the students’ motivation and academic performance based on their perceived teachers’ humanistic vs. authoritarian orientations in the classrooms. The sample consisted of 300 students aged 14-18 years taken from different schools of Multan. The Pupil Control Behavior Scale, Intrinsic Motivation Inventory and exam scores were used to measure the perceived teachers’ humanistic vs. authoritarian orientations, and students’ motivation and performance respectively. The study revealed that students’ intrinsic motivation and performance are significantly positively related to humanistic orientation while negatively related to authoritarian orientation of teachers. A result pertaining to gender differences implies that female students report higher intrinsic motivation and performance as compared to male students.

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Findings Of Studies On Dyscalculia – A Synthesis

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

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

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

B. William Dharma Raja and S. Praveen Kumar (2012). Findings Of Studies On Dyscalculia – A Synthesis. i-manager’s Journal on Educational Psychology, 5(3), 41-51. https://doi.org/10.26634/jpsy.5.3.1661

Abstract

Children with learning disabilities face problems in acquiring the basic skills needed for learning. Dyscalculia is one among those learning disorders which affects the ability to acquire arithmetic skills that are needed to perform mathematical calculations. However this is a learning difficulty which is often not recognized. The objectives of this paper are to review studies and related literature on different types of dyscalculia; dyscalculics at various levels; relating dyscalculia to other learning disabilities; methods for overcoming dyscalculia; and comparison of dyscalculics and normal children. The dissertation abstracts international (1990-2010), the educational and psychological journals both at national and international levels, websites and related books have been reviewed for fulfilling the objectives of this paper. Among the studies reviewed, ten were taken from dissertation abstracts international, eleven from journals and six were from websites. The related literature was also collected from five books and from an Indian newspaper. Review of studies reveals the fact that less research has been done in the area of mathematical deficiencies. The need to conduct more researches on dyscalculia is essential in order to mitigate the problems of dyscalculics.

References

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Teaching Students with Autism Spectrum Disorders: Technology, Curriculum, and Common Sense

Demetria Ennis-Cole*

Associate Professor, Department of Learning Technologies, University of North Texas, Denton Texas.

Demetria Ennis-Cole (2012). Teaching Students With Autism Spectrum Disorders: Technology, Curriculum, And Common Sense. i-manager’s Journal on Educational Psychology, 5(3), 52-62. https://doi.org/10.26634/jpsy.5.3.1660

Abstract

Autism is a spectrum of disorders which comprises Asperger’s Syndrome, Pervasive Developmental Delay — Not Otherwise Specified (PDD-NOS), Rett’s Syndrome, Childhood Disintegrative Disorder, and Autistic Disorder. It affects 1 in 110 children (Center for Disease Control and Prevention, [CDC], 2011), and it is a complex neurological disorder that is characterized by impairments in communication/language, behavior, and social interaction. The individual with ASD may have mild to severe impairments in one or more of the areas listed above. This makes it difficult to meet their needs, and it provides educational challenges. This manuscript explores the role of technology, curriculum development, and common sense in educational planning for individuals in the spectrum.

References

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[3]. Bregman, J. (2005). Definitions and characteristics of the spectrum. In D. Zager (Ed.), Autism Spectrum Disorders: Identification, education, and treatment (pp. 3-46). Mahwah, NJ: Lawrence Erlbaum Associates.

[4]. Brewin, B.J., & Renwick, R. (2008). Parental perspectives of the quality of life in school environments for children with Asperger Syndrome. Focus on Autism and Other Development Disabilities, 23(4), 242-252.

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[7]. D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with Autism. Journal of Positive Behavior Interventions, 5, 5-11.

[8]. Durand, V.M. (2005). Past, present, and emerging directions in education. In Zager (Ed.), Autism Spectrum Disorders Identification, Education, & Treatment, 3rd. Ed., (pp. 89-109).

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

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Volume 5 Issue 3 November - January 2012

The intelligence of the hands: studying the origin of pedagogical craft education

Brynjar Olafsson* , Gisli Thorsteinsson**

* -**University of Iceland

Brynjar Olafsson and Gisli Thorsteinsson (2012). The Intelligence of the Hands: Studying the Origin of Pedagogical Craft Education. i-manager’s Journal on Educational Psychology, 5(3), 1-8. https://doi.org/10.26634/jpsy.5.3.1654

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Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

Laron A. Scott*

Department of Special Education and Disability Policy, Virginia Commonwealth University

Laron A. Scott (2012). Teacher Self-Efficacy With Teaching Students To Lead Iep Meetings: A Correlation Study On Administrator Support. i-manager’s Journal on Educational Psychology, 5(3), 9-20. https://doi.org/10.26634/jpsy.5.3.1655

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The effectiveness of classroom-based supplementary video presentations in supporting emergent literacy development in early childhood education

Alaa Sadik* , Khadeja Badr**

* Associate Professor, Department of Instructional & Learning Technology College of Education, Sultan Qaboos University. ** Assistant Professor, Department of Educational Psychology, Faculty of Education, South Valley University, Egypt

Alaa Sadik and Khadeja Badr (2012). The Effectiveness Of Classroom-Based Supplementary Video Presentations In Supporting Emergent Literacy Development In Early Childhood Education. i-manager’s Journal on Educational Psychology, 5(3), 21-34. https://doi.org/10.26634/jpsy.5.3.1656

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Humanistic Versus Authoritarian Teachers: A reflection on Students’ Academic Motivation and Performance

Sarwat Sultan* , Irshad Husain**

* Chair person, Department of Applied Psychology, Bahauddin Zakariya University Multan, Pakistan. ** Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Pakistan

Sarwat Sultan and Irshad Hussain (2012). Humanistic Versus Authoritarian Teachers: A Reflection On Students' Academic Motivation And Performance. i-manager’s Journal on Educational Psychology, 5(3), 35-40. https://doi.org/10.26634/jpsy.5.3.1658

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Findings Of Studies On Dyscalculia – A Synthesis

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

* Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. ** Assistant Professor, Bethlahem College of Education, Karungal, Kanyakumari District, Tamil Nadu.

B. William Dharma Raja and S. Praveen Kumar (2012). Findings Of Studies On Dyscalculia – A Synthesis. i-manager’s Journal on Educational Psychology, 5(3), 41-51. https://doi.org/10.26634/jpsy.5.3.1661

Abstract

References

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Teaching Students with Autism Spectrum Disorders: Technology, Curriculum, and Common Sense

Demetria Ennis-Cole*

Associate Professor, Department of Learning Technologies, University of North Texas, Denton Texas.

Demetria Ennis-Cole (2012). Teaching Students With Autism Spectrum Disorders: Technology, Curriculum, And Common Sense. i-manager’s Journal on Educational Psychology, 5(3), 52-62. https://doi.org/10.26634/jpsy.5.3.1660

Abstract

References

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* Associate Professor, Department of Instructional & Learning Technology College of Education, Sultan Qaboos University.

** Assistant Professor, Department of Educational Psychology, Faculty of Education, South Valley University, Egypt

* Chair person, Department of Applied Psychology, Bahauddin Zakariya University Multan, Pakistan.

** Assistant Professor, Department of Education, The Islamia University of Bahawalpur, Pakistan

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

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