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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 2 Issue 2 August - October 2008

Article

Towards a Psychology of Media Education

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

* University of Lapland, Finland

Vice—Presidenf for Academic Affairs of the new State University "Goce Delcev," Stip, Macedonia

* Loughborough University, UK.

**** Assistant Professor. Department of Design and Craft Education, Iceland University of Education

Milka Lehtonen, Lence Miloseva, Tom Page and Gisli Thorsteinsson (2008). Towards a Psychology of Media Education. i-manager’s Journal on Educational Psychology, 2(2), 1-8. https://doi.org/10.26634/jpsy.2.2.336

Abstract

This study will introduce some of the fundamentals and rationale for the Psychology of Media Education based on Developmental Psychology. It is an important area of study of a modern teacher profession and teacher education and a new field of multi- , inter- and trans-disciplinary knowledge and research. We argue that without a doubt the different symbol- or media environments are influencing young children, adolescents and adults in their everyday life. We could even speak about media(ted) cultures based on media environments including traditional printed media, audiovisual media, interactive computer media and the rapidly growing phenomena like mobile communication, CMMC (computer mediated multimedia communications), web-communities, networked games and virtual reality communities. The significance and influence of media environments need to be publicly recognised in educational contexts of children and adolescents too.

References

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[2]. Anderson, C.A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J. D., Linz, D., Malamuth, N. M., & Wartella, E. (2003). The influence of media violence on youth. Psychological Sciences in The Public lnterest,4, 81110.

[3]. Anderson, G. A. & Dill, K. E. (2000). Video games and aggressive thoughts, feelings and behavior in the laboratory and in the life. Journal of Personal and Social Psychology, 78(4), 772-790.

[4]. Bandura, A. (T 997). Social cognitive theory. In R. Vasta (Ed.), Six theories of Child development: Revised formulations and current issues (2nd ed., pp. 1-60). London: Jessica Kingsley.

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[6]. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.: Prentice-Hall.

[7]. Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, N.J.: Prentice-Hall.

[8]. Barab, S. A., & Roth, Vil.-M. (2006). Curriculum-Based Ecosystems: Supporting Knowing From an Ecological Perspective. Educational Researcher, 35(5), 3-1 3.

[9]. Barker, R. G. (T 968). Ecological psychology Concepts and methods for studying the environment of human behavior. Stanford, CA: Universityof California Press.

[1 0]. Belsky, J. (T 980). Child maltreatment: An ecological integration. American Psychologist, 35, 320-335.

[T T]. Bronfenbrenner, U. (T 977). Towards an experimental ecology of human development. American Psychologist, 32(7), 51 3-531.

[12]. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA.: Harvard University Press.

[13]. Bronfenbrenner, U. (1988). Interacting Systems in Human Development. Research Paradigms: Present and Future. In N. Moorehouse, A. Bolger, G. Caspi & M. Downey (Eds.), Persons in Context: Developmental Processes (pp. 25-49). NewYork, USA: Cambridge University Press.

[14]. Bronfenbrenner, U. (1997). Ecological systems theory. In R. Vasta [Ed.), Sr'x theories of Child development: Revised formulations and current issues (2nd ed., pp. 1 87-250). London: Jessica Kingsley.

[15]. Bronfenbrenner, U. (1999). Growing Chaos in the Lives of Children Youth and Families: How Can We Turn It Around? Retrieved 1“ Sept 2008 from htlp://parenthood.Iibrary.wisc.edu/Bronfenbrenner/Bronf enbrenner.htmI.

[16]. Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks: Sage Publications.

[17]. Campbell, M. A. (2005). Cyber bullying: An old problem in a new guise. Australian Journal of Guidance and Counselling, 15(1 ), 68-76.

[18]. Colwell, J., Grady, C. & Rhiati. S. (1995). Computer games, self-esteem, and gratification of needs in adolescents. Journal of Community and Applied Social Psychology, 5, 195-206.

[19]. Dalton, M. A., Adachi-Mejia. A. M.. Longacre, M. R., Titus-Ernstoff, L. 1., Gibson, J. J., Martin, S. K., et al. (2006). Parental Rules and Monitoring of Children's Movie Viewing Associated With Children's Risk for Smoking and Drinking. Pediatrics, 1 18, 1932-1942.

[20]. Fischoff, S. (2005). Media Psychology: A Personal Essay in Definition and Purview. Journal of Media Psychology, 1 0 (1 ).

[21]. Gilman, R. (1989). The ecology of media: From storytelling to telecommunications. Context, 1 0 (1 ).

[22]. Giles, D. (2003). Media Psychology. LEA, Inc.

[23]. Greenfield, R, & Yan, Z. (2006). Children, Adolescents, and the Internet: A New Field of Inquiry in Developmental Psychology. Developmental Psychology, 42(3), 391 -394.

[24]. Green, C. 3., & Bavelier, D. (2003). Action video game modifies visual attention. Nature, 423, 534-537.

[25]. Haythornthwaite, C. (2002). Strong, Weak. and Latent Ties and the Impact of New Media. The Information Society, 18(5), 385-401 .

[26]. Gross, E. F. (2004). Adolescent Internet use: What we expect, what teens report. Applied Developmental Psychology, 25, 633-649.

[27]. Jackson, L. A., Von Eye, A., Biocca, E A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006). Does Home Internet Use Influence the Academic Performance of Low—Income Children? Developmental Psychology, 42(3), 429-435.

[28]. Jordan, A. B. (2004). The Role of Media in Children's Development: An Ecological Perspective. Journal of Developmental & Behavioral Pediatrics, 25(3), 1 96-206.

[29]. K0, C.-H., Yen, J.-Y., Chen, C.-C., Chen, S.-H., &Yen, C.F. (2005). Proposed Diagnostic Criteria of Internet Addiction for Adolescents. The Journal of Nervous and MentalDisease, 193(1 1), 728-733.

[30]. Luskin, B. (2003). Media Psychology: A field Whose Time is Here. The California psychologist, 1 5, 56.

[31]. Lehtonen, M. et al.(2006). MobIT: Empowering media environment for all’? Proceedings of the DFA Conference, Rovaniemi, Finland.

[32]. Miloseva, L. & Lehtonen, M.(2007, April). Computer Mediated Learning and Relationships Versus Face-to- Face Learning and Relationships. Paper presented at the The [The Teaching in Higher Education Forum. Making Knowledge about Teaching and Learning Visible} . Holiday Inn. Conference Centre, Baton Rouge, Louisiana. USA.

[33]. Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press.

[34]. Mustonen, A. & Pulkkinen, L. (Eds.). (2003). Sosiaalinen alkupdaoma ja tietotekniikka [Initial Social Capital and ICT, with an English summary]. Helsinki: Edita Prima Oy.

[35]. Prensky. M. (2001). Digital Game-Based Learning. NewYork, NY, USA: McGraw-Hill.

[36]. Rideout, V. J., Vandewater, E. A. & Wartella, E. A. (2003). Zero to six: Electronic media in the lives of infants, toddlers and preschoolers. Menlo Park, CA: The Kaiser Family Foundation.

[37]. Sieglier, R., Delodche, J., & Eisenberg, N. (2006). How children develop. NewYork: Worth Publishers.

[38]. Schooler, D., Kim, J. L., & Sorsoli, L. (2006). Setting Rules or Sitting Down: Parental Mediation of Television Consumption and Adolescent Self-Esteem, Body Image, and Sexuality. Sexuality Research and Social Policy Journal of NSRC, 3(4), 49.

[39]. Subrdhmanydm, K., Smahel, D. & Greenfield. R (2006). Connecting Developmental Constructions to the Internet: Identity Presentation and Sexual Exploration in Online Teen Chat Rooms. Developmental Psychology, 42(3), 395-406.

[40]. Thakkar. R. R., Garrison, M. M. & Christdkis, D. A. (2006). A Systematic Review for the Effects of Television Viewing by Infants and Preschoolers. Pediatrics, 118, 2025-2031.

[41]. Woodard, E. H., & Gridina, N. (2000). Media in the home 2000: The fifth annual survey of parents and children. Philadelphia: University of Pennsylvania, The Annenberg Public Policy Centre. Retrieved September 19, 2008, from http://wvvw.appcpenn.org/medidin homei survey/survey.pdf.

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Article

Using Web-based Practice Activities to Enhance and Support Preservice Teachers’ Learning

Pamela M. Stecker* , Paul Riccomini**

* Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

** Associate Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

Pamela M. Stecker and Paul Riccomini (2008). Using Web-based Practice Activities to Enhance and Support Preservice Teachers’ Learning. i-manager’s Journal on Educational Psychology, 2(2), 9-15. https://doi.org/10.26634/jpsy.2.2.337

Abstract

This article details two ways in which web-based practice activities were used to support instruction and enhance preservice teachers’ learning in a course on teaching reading to students with learning disabilities. First, we describe two performance-based assessments used to evaluate the integration of preservice teachers’ knowledge and skills with respect professional standards. Then, we briefly summarize two small studies that contrasted technology-enhanced practice with more traditional practice activities to support preservice teachers’ learning specifically progress monitoring and in teaching essential beginning ready. Last, we discuss how teacher preparation programs may better meet performance-based professional standards through relatively simple integration of web-based technology in course activities designed to improve preservice teachers’ knowledge and skills.

References

[1].Connelly, V. J., & Rosenberg, M. S. (2003). Developing teaching as a profession: Comparison with careers that have achieved full professional standing. (COPSSE Document No. RS-9). Gainesville: University of Florida. Center on Personnel Studies in Special Education.

[2].Council for Exceptional Children. [2003]. What every special educator must know: Ethics, standards, and guidelines for special educators [5^th ed. ]. Upper Saddle River, NJ: Pearson.

[3].Deno. S. L. (1992). The nature and development of curriculum-based measurement. Preventing School Failure, 36 (2), 5-10.

[4]. Deno. S. L. [2003]. Developments in curriculum-based measurement. TheJournal of Special Education, 37, T84- 192.

[5]. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel.Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups [NIH Publication No. 00-4 754). Washington, DC: U.S. Government Printing Office.

[6].O'Neal, K., Jones, W. P., Miller, S. P., Campbell, P., & Pierce, T. (2007). Comparing web based to traditional instruction for teaching special education content. Teacher Education and Special Education 30(1), 24-41.

[7].Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3). 1 -10.

[8]. Riccomini, P. J., & Stecker. P. M. [2005]. Effects of technology-enhanced practice on scoring accuracy of oral reading fluency. Journal of Special Education Technology, 20(3), 5-12.

[9].Stecker, P. M Riccomini, P. J. (2008, manuscript in preparation). The use of technology-enhanced practice activities to support preservice teachers phonics knowledge and application.

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Article

Language and literacy development in prelingually-deaf children

Mohammad Ali Salmani Nodoushan*

* English Department, University of Zanjan. Iran

Mohammad Ali Salmani Nodoushan (2008). Language and literacy development in prelingually-deaf children. i-manager’s Journal on Educational Psychology, 2(2), 16-20. https://doi.org/10.26634/jpsy.2.2.338

Abstract

This paper attempts to address the issue of language development in hearing impaired children. It argues that interpreters, teachers or peers can provide deaf children with language exposure so that they can acquire their native languages more easily. It also argues that the provision of a developmentally appropriate print-rich environment is the key to literacy success and that providing deaf students with the opportunity to respond to and ask questions in the classroom will help them acquire language. It is noted that if peers learn to sign, and if teachers teach them to sign, it will increase the opportunity for social interaction for deaf students whereby affecting their learning outcomes. It stresses the point that the presence of deaf students in a class should be a learning experience for everyone. It also discusses strategies that can be incorporate into teaching by teachers for helping children with hearing impairments achieve more.

References

[1].Briggle,S.J.(2005). Language and literacy development in children who are deaf or hearing impaired. Kappa Delta Pi Record, 41 (2), 68-71.

[2].Ewoldt,C.(1985). A descriptive study of the developing literacy of young hearing impaired children. VoltaRevievv, 87 (5), 109-126.

[3]. Katasse, C. (1997). Deaf children and English: More ways parents can help. Perspectives in Education and Deafness, 15 (4), 45.

[4]. Kuntze, M. (1998). Literacy and deaf children: The language question. Topics in Language Disorders, 18 (4). 115.

[5]. Marschark. M. (2001). Language development in children who are deaf: A research synthesis. Alexandria, VA: National Association of State Directors of Special Education. ERIC ED 455-620.

[6]. Maxwell, M. (1985). Some functions and uses of literacy in the deaf community. Language in Society, 14 (2), 205-221.

[8]. Moores, D. F. (2001 ). Educating the deaf: Psychology, principles, and practices, 5th ed. Boston: Houghton- Mifflin.

[9]. Padden, C. A., & Ramsey, C. L.. (1993). Deaf culture and literacy. AmericanAnnals of the Deaf, 138 (2), 96-99.

[10]. Rottenberg, C. J. (2001 ). Adeaf child learns to read. AmericanAnnals of the Deaf, 146(3), 270-275.

[11]. Rottenberg, C. J., &Searfoss, L. W. (1992). Becoming literate in a preschool class: Literacy development of hearing-impaired children. Journal of Reading Behavior, 24 (4), 463-479.

[12]. Rottenberg, C. J., &Searfoss, L. W. (1993). How hard- of-hearing and deaf children learn their names. American Annals oftheDeaf, 138(4), 358-361 .

[13]. Ruiz, N. T. (1995). A young deaf child learns to write: Implications for literacy development. The Reading Teacher, 49 (3), 206-217.

[14]. Williams, C. L. (1994). The language and literacy worlds of three profoundly deaf preschool children. Reading Research Quarterly, 29(2), 125-155.

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Article

Teaching Bilingual Students with Special Needs: A Teacher Training Issue

Lynn W. Zimmerman*

* Associate Professor of Education, Purdue University Calumet, Hammond

Lynn Zimmerman (2008). Teaching Bilingual Students with Special Needs: A Teacher Training Issue. i-manager’s Journal on Educational Psychology, 2(2), 21-25. https://doi.org/10.26634/jpsy.2.2.339

Abstract

The issue of special needs and the English Language Learner is a complex and complicated one. It involves all of the issues that education for children with special needs has, such as legal issues, psychological issues, parental involvement issues, and the involvement of general education classroom teachers. These issues are intertwined with those of the English Language Learner, such as limited English proficiency of the child and/or parent, cultural issues, language learning issues, and the ability of general education to adequately meet the needs of the ELL students. This article examines research in this field and suggests how schools of education can better prepare teachers for working with this population of students.

References

[1].Artiles, A. & Ortiz, A. (2002). English language learners with special education needs: Contexts and possibilities. In A. Artiles & A.Ortiz (Eds.], English language learners with special education needs: Identification, assessment, and instruction (pp. 3-27). McHenry, IL: Center forApplied Linguistics.

[2]. Baca, L. & Cervantes, H. (2004). The bilingual special education interface (4^th ed.). Upper Saddle River, NJ: Prentice-Hall.

[3]. Brownell, M. T., & Pajares, F. M. (1996). The influence of teachers‘ efficacy beliefs on perceived success in mainstreaming students with learning and behavior problems: A path analysis. Florida Educational Research Council Research Bulletin, 27(3-4), 11-24. (ERIC Document Reproduction Service No. Ed409661 )

[4]. Brownell, M. T., & Pajares, F. M. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education andspecial Education, 22(3), 154-164.

[5]. Carlson, E., Brauen, M. Klein, S. Schrool, K. &Willig, S. (2002). Study of personnel need in special education. Rockville, MD: Westat Research Corporation. Retrieved June 10, 2008 from http://www.ecs.org/html/ offsite. asp? document=http%3A%2F%2Fferdig%2Ecoe%2Eufl%2Ee du%2Fspense%2FKeyFindings%2Epdf+

[6]. Chamot, A. and O'Malley, J. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. New York: Addison-Wesley Publishing.

[7]. Cummins, J. (1991). Interdependence of first— and second-language proficiency in bilingual children. In Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge, England: Cambridge University Press.

[8]. Delgado, B. & Rogers-Adkinson, D. (1999). Educating the Hispanic-American exceptional learner. Advances in Special Education, 12, 53-71 .

[9]. Donovan, S. & Cross, C. (Eds.). (2002). Minority students in special and gifted education. Washington. DC: National research Council.

[10]. Gonzalez, V., Brusca-Vega, R., and Yawkey, T. (1997) Assessment and instruction of culturally and linguistically diverse student with or at-risk of learning problems. Needham Heights, MA: Allyn & Bacon.

[11]. Hoover, J., Klinger, J., Baca, L. and Patton, J. (2008). Methods for teaching culturally and linguistically diverse exceptional learners. Upper Saddle River, NJ: Pearson.

[12]. Hoover, J. and Patton, J. (2005, March). Differentiating curriculum and instruction for English- Language Learners with special needs. Intervention in School and Clinic 40(4): 231 -235.

[13]. Mueller, T. Singer, G, and Grace, E. (2004, Summer). The Individuals with Disabilities Education Act and California's Proposition 227: Implications for English Language Learners with special needs. Bilingual Research Journal 28 (2): 231 -251 .

[14]. Paneque, O. and Barbetta, P (2006, Spring). Astudy of teacher efficacy of special education teachers of English Language Learners with disabilities. Bilingual ResearchJournal30(1): 171-193.

[15]. Robinson, D. (2000, Summer]. Involvement of Portuguese speaking parents in the education of their special—needs children. Bilingual Research Journal 24(3): 309-324.

[16]. Torres-Burgo, N., Reyes-Wasson, P, and Brusca-Vega, R. (1999, Fall]. Perceptions and needs of Hispanic and non-Hispanic parents of children receiving learning disabilities services. Bilingual Research Journal 23(4): 373- 388.

[17]. Winzer, M. & Mazurek, K. (1998). Special education in multicultural contexts. Upper Saddle River, NJ: Prentice- Hall.

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Research Paper

Cohesion, Instructional Time and Reading Performance at MUGC Summer Enrichment Program

Sandra S. Stroebel* , Brenda S. Harvey, Stephen O'keefe*

Assistant Professor,Marshall University Graduate College

School Psychologist,Marshall University Graduate College

Professor,Marshall University Graduate College

Sandra S. Stroebel, Brenda S. Harvey and Stephen O'keefe (2008). Cohesion, Instructional Time and Reading Performance at MUGC Summer Enrichment Program. i-manager’s Journal on Educational Psychology, 2(2), 26-33. https://doi.org/10.26634/jpsy.2.2.341

Abstract

As schools attempt to improve the services to struggling readers, teachers are encouraged to work collaboratively to enhance instruction. Studies are needed to examine the effects of teaming on student performance. The purpose of this study was to determine if team cohesion and/or instructional time at the Marshall University Graduate College Summer Enrichment Program (MUGCSEP) would be correlated with measures of reading performance for students who attended the program. Statistical analyses yielded a statistically significant correlation between cohesion, instructional time and reading performance during the 2006 program. While in 2007, instructional time was not significantly correlated, cohesion results yielded a mildly inverse statistically significant correlation with reading performance. Due to differences in assessment procedures between the years, this finding supports the possibility that team cohesion may be an important factor in the assessment of children’s reading performance.

References

[1]. Costello, R. B., et al. (1993). The American Heritage College dictionary. (3rd ed,). Boston: Houghton Mifflin Company.

[2]. Dorn, S. M., Papalewis, R., & Brown, R. (1995). Educators Earning Their Doctorates: Doctoral Student Perceptions Regarding Cohesiveness and Persistence. Education, 116,305-315.

[3]. Fleming, J. L., & Monda-Amaya, L. E. (2001). Process Variables Critical for Team Effectiveness. Remedial & Special Education, 22,158-172.

[4]. Good.R. H„ Gruba, J., & Kaminski, R. A. (2002). Best Practices in Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Model. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 699-720). Bathesda, MD: National Association of School Psychologists.

[5]. Good, R.H., Kaminski, R. A., & Dill, S. (2002). Dynamic Indicators of Basic Early Literacy Skills 6th Edition: Administration and Scoring Guide. Retrieved July 17, 2008, from University of Oregon: Institute for the Development of Educational Achievement Website: https://dibels.uoregon.edu/measures/files/admin_and_s coring_6th_ed.pdf

[6]. Good, R. H., Simmons, D. C., & Kame'enui, E. J., (2001). The importance and decision making utility of a continuum of fluency-based indicators of foundational reading skills for third grade outcomes. Scientific Studies of Reading, 5 (3), 257-288.

[7], Gravois, T. A., &Gickling, E. E. (2002). Best Practices in Curriculum-Based Assessment. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 657-669). Bathesda, MD: National Association of School Psychologists.

[8]. Harlarr, N., Dale, R S., & Plomin, R. (2007). Reading Exposure; A(largely) Environmental Risk Factor with Environmentally-Mediated Effects on Reading Performance in the Primary School Years. Journal of Child Psychology and Psychiatry, 48,1192-1199.

[9]. Ham, B. A., Linan-Thompson, S., & Roberts, G. (2008). Intensifying Instruction. Journal of Learning Disabilities, 41(2), 115-125.

[10]. Iverson, A. M. (2002). Best Practices in Problem- Solving Team Structure and Process. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 657-669). Bathesda, MD: National Association of School Psychologists.

[11 ]. Krieg, F. J., Meikamp, J., O'Keefe, S. & Stroebel, S. S. (2006). Field-based Experience in Light of Changing Demographics. Trainers' Forum, 25,15-17.

[12], Mullen, B„ 8i Copper, C. (1994). The Relation Between Group Cohesiveness and Performance: An Integration. Psychological Bulletin, 115(2), 210-228

[13]. No Child Left Behind Act of 2001: Reauthorization of the elementary and secondary education act legislation and policies. Retrieved April 1, 2007 from http://www.ed. Gov/offices/OESE/esea/.

[14]. Reutzel, D. R., & Cooter, R. B., Jr. (2004). Teaching Children to Read: Putting the Pieces Together (4” ed.). New Jersey: Pearson.

[15]. Simmons, D. C., Kame'Enui, E. J., Harn, B., Coyne, M. D., Stoolmiller, M., Santoro, L. E., etal. (2007). Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity. Journal of Learning Disabilities, 40(4), 331- 347.

[16]. United States Department of Education, Office of Elementary and Secondary Education. (2002), No Child Left Behind: A Desktop Reference., Washington, D. C.

[17]. U.S. Department of Education, (2006) Institute of Education Science ,National Center for Educational Statistics,National Assessment of Educational Progress(NAEP)selected years,1971-2004.Long term trend Reading and Mathematics assessments.

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Research Paper

A Study To Investigate The Anxiety Level Of M.Phil Students At Entry Level

Aijaz Ahmed Gujjar* , Bushra Naoreen Choudhry**

* Lecturer: Federal College of Education, Islamabad. Pakistan.

** Lecturer, Department of Education, G C University, Faisalabad,

*-** Doctoral Scholars at Department of Education, The lslamia University of Bahawalpur, Pakistan.

Dr. Aijaz Ahmed Gujjar and Dr. Bushra Naoreen Choudhry (2008). A Study To Investigate The Anxiety Level Of M.Phil Students At Entry Level. i-manager’s Journal on Educational Psychology, 2(2), 34-42. https://doi.org/10.26634/jpsy.2.2.346

Abstract

Output of Education: Largely depends on input made along with the potential of learner. Environment of learning, aptitude of learner, tutor, resource person, and peer group has significant in determining of anxiety level of the learner. This study investigates the anxiety level of M.Phil students of The Islamia University of Bahawalpur, Pakistan at entrance level in the programme. Study was delimited to the academic session 2006- 2007. All the students (200) from the M.Phil level were selected as sample which was 100% of the total population. A 39 item rating scale was used as tool. Findings include that on entry into the programme students interest increased, motivated feeling of relationship with university, otherwise impaired hearing, impaired vision and over eating were symptoms of anxiety. It is recommended that an introductory positive orientation letter may be served to the students, first session of workshop may be denoted to anxiety relaxation techniques, anxiety level of students may also be assessed after first semester so remedial treatment may be given to the needy students.

References

[1]. Jim Flock (T 98 7)AnxietySymptom, Causes, Signs and Treatment on Medicine, http://www.anxeity\anxiety symptoms, retrieved on 29-08-2007.

[2]. Borkovec, T. D. [1985] Worry: A Potentially Valuable Concept: Behaviour Research and Therapy, 4, 481 -482.

[3]. Eaton, W. W., Dryman, A. Q. &Weisman, M. M. (1991) Panic and Phobia, in L.N. Robin and D.A. Reiger, (Eds) Psychiatric Disorders in America. New York: The Free Press.

[4]. Forgersen, S. (T 988) Genetics. In C. Last and M. Hersen (Eds). Handbook ofAnxietyDisorders. New York: Pergoman Press.

[5]. Kendall, R & Hammen, G. [2000] Abnormal Psychology. Boston: Houghton Mifflin Company.

[6]. McFarland & Evenlyn L, Walsi (1992). Nursing diagnosis and process psychiatric model health. Philadelphia: Lippincotwllllams &Wilkins

[7]. Myers, J.K. et al. (1984) Six Months Prevalence of Psychiatric Disorders in three Communities: 1 980 to T 982. Archives of General Psychiatry50, 95-1 07.

[8]. Philips, B. N., Martin, R. R & Meyers, J. (1972) Interactions in Relation to Anxiety in School, in C.D. Spielberger [ed.) Anxiety: Current Trends in Theory and Research, Vol.II. NewYork: Academic Press.

[9]. Shives, L. R. (1994) Basic Concepts of Psychiatric Mental Health Nursing (3"’ Edition). Philadelphia: J.B. Lippincott Company.

[10]. Smith, M. with Contributions from Gine Kemp, M.A., Heather, Larson, Jeelline Jaffe, Ph.D and Jeame Segal, Anxiety Attacks and Disorders: Symptoms, Types and Treatment. http://Anxiety.attacks.and.disorders, types.and.treatment.htm, retrieved on 29-08-2007.

[11]. Saligman, M. E. E, Walker, E. F. & Rosenhen, D. L. (2001) Abnormal Psychology [4”‘ Ed.) New York: W. W. Norton and Company.

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Research Paper

Occupational Inheritance in Service Academy Cadets and Midshipmen

Brain Roller* , Lee E. Doerries**

* Undergraduate Research Fellowship Recipient, Christopher Newport University

** Professor Emeritus of Psychology Christopher Newport University

Brain Roller and Lee E. Doerries (2008). Occupational Inheritance in Service Academy Cadets and Midshipmen. i-manager’s Journal on Educational Psychology, 2(2), 43-46. https://doi.org/10.26634/jpsy.2.2.348

Abstract

Occupational inheritance refers to the phenomenon where sons and daughters follow in the career paths of their parents. Historically this has been documented in the areas of engineering, medicine and education. This study investigated the phenomenon of occupational inheritance as it pertains to military service. Archival data provided by the United States Military Academy (USMA), the United States Naval Academy (USNA), and the United States Air Force Academy (USAFA) totaled 15,831 cadets and midshipmen for the classes of 2002-2005 at the USMA and USNA and for 2006-2009 at the USAFA. Results confirmed the existence of occupational inheritance in the military but found no difference in graduation rates between military dependents and non-military dependents. Analysis also revealed statistically significant differences in the number of military dependents attending the three academies.

References

[1]. Bowen, V.L. (1986). lntergenerational occupational inheritance in the military: a reexamination. Adolescence, 2'1 [83], 623-629.

[2]. Hunt, J.M. (1982]. lntergenerational Occupational Inheritance in the Department of Defense. Master's thesis. Naval Postgraduate School, Monterey, CA.

[3]. Laband, D.N. and Lentz, B.F. (1985) The Roots of Success: Why Children Follow in their Parents‘ Career Footsteps, NewYork, Praeger.

[4]. Minchuin, Salvador. (1974) Families and Family Therapy. Cambridge, MA: Harvard University Press.

[5]. Princeton Review (2008). Retrieved September 26, 2008 from http://princetonreview.com.

[6]. Robinson, K. S. (1981). Intergenerational Occupational Inheritance in the Navy Master's thesis. Naval Postgraduate School, Monterey, CA.

[7]. Roller, B. & Doerries, L. E. (2008, May). Occupational Inheritance of Individuals Pursuing Careers in Education as Predicted by Structural Family Theory. Paper presented at Paideia Undergraduate Research Conference. Christopher Newport University, Newport News, VA.

[8]. Spraggs, G. (2002), Outlaws and Highwaymen. London: Pimlico.

[9]. Trice, A.D. (1991). A retrospective study of career development: I. Relationship among first aspirations, parental occupations, and current occupations. Psychological Reports. 68. 287-290.

[10]. Trice, A. D. & Knapp, L. (1992) Relationship of children's career aspirations to parents‘ Occupations. Journal of Genetic Psychology, 4 53(3), 355-357.

[11]. Werts, C. E. (1968). Parental influence on career choice. Journal of Counseling Psychology, l5(l), 48-52.

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Research Paper

Efficacy Of Group Based Learning In Learning Moral Value

G. Singaravelu*

* Reader, UGC, Academic Staff College, Bharathiar Universi1y,Coimbatore,Tamilnadu

Singaravelu G (2008). Efficacy Of Group Based Learning In Learning Moral Value. i-manager’s Journal on Educational Psychology, 2(2), 47-51. https://doi.org/10.26634/jpsy.2.2.349

Abstract

The present study highlights the efficacy of Group Based Learning on cultivating moral value of the students at Standard VIII. Parallel group Experimental method was adopted in the study .Eighty students (control group-40students+experimental 40 students) were selected as sample for the study. Researcher self-made achievement tool was considered as tool for the study. Test-retest method was adopted for establishing reliability and jury’s opinion was used to establish validity of the tool. Pre-test -treatment- Post test was adopted in the research. Group Based Learning was more effective than conventional approach in Learning moral value among the learners.

References

[1]. Beauchamp(1985) and Klaus (1990) wvvw.hi—ne.jp/ tauk7 7/thesis 595.html.

[2]. Nucci, L. &Weber, E. (1991) "The domain approach to values education: From theory to practice" tigger.uic.edu/-inucci/Moral Ed/ overview.html.

[3]. Kurtines.W &. Gewirtz.J (Eds.] "Handbook of Moral Behavior and Development” (Volume 3: Applicationslpp. 251 — 266).

[4]. Nucci, L. [1989] "Challenging Conventional Wisdom About Morality: The Domain Approach to Values Education." wvvw.public sphere project.org/patterns- refs,php.

[5]. Nucci.L [Ed.) "Moral Development and Character Education: A Dialogue"

[6]. Reynolds, M. (1994) Groupwork in Education and Training Ideas in Practice, London: Kogan Page, p. 24.

[7]. Tribe, D.M.R., [1994] An Overview from Higher Education. in Using Group-based Learning in Higher Education. Kogan Page Limited: London. R 25 — 31 .

[8]. Singaravelu.G. [2006] Embellishment of Student Leadership in Learning Multiplication at Primary Level: i- manager”s Journal on School Educational Technology, Vol.2 no. 2, pp 40-43.

[9]. Thomas (1985) The Moral value, Columbia: Journalism Review.

[10]. Naito [1990] Value Education. www. amason.com/ Doom—Tatsuya— Nakadaildpl 630338671 7.

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

Current Issue Vol. 17 Issue 3

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Volume 2 Issue 2 August - October 2008

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

* University of Lapland, Finland ** Vice—Presidenf for Academic Affairs of the new State University "Goce Delcev," Stip, Macedonia *** Loughborough University, UK. **** Assistant Professor. Department of Design and Craft Education, Iceland University of Education

Milka Lehtonen, Lence Miloseva, Tom Page and Gisli Thorsteinsson (2008). Towards a Psychology of Media Education. i-manager’s Journal on Educational Psychology, 2(2), 1-8. https://doi.org/10.26634/jpsy.2.2.336

Abstract

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Pamela M. Stecker* , Paul Riccomini**

* Professor, Teacher Education, Eugene T Moore School of Education, Clemson University ** Associate Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

Pamela M. Stecker and Paul Riccomini (2008). Using Web-based Practice Activities to Enhance and Support Preservice Teachers’ Learning. i-manager’s Journal on Educational Psychology, 2(2), 9-15. https://doi.org/10.26634/jpsy.2.2.337

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Mohammad Ali Salmani Nodoushan*

* English Department, University of Zanjan. Iran

Mohammad Ali Salmani Nodoushan (2008). Language and literacy development in prelingually-deaf children. i-manager’s Journal on Educational Psychology, 2(2), 16-20. https://doi.org/10.26634/jpsy.2.2.338

Abstract

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Lynn W. Zimmerman*

* Associate Professor of Education, Purdue University Calumet, Hammond

Lynn Zimmerman (2008). Teaching Bilingual Students with Special Needs: A Teacher Training Issue. i-manager’s Journal on Educational Psychology, 2(2), 21-25. https://doi.org/10.26634/jpsy.2.2.339

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Sandra S. Stroebel* , Brenda S. Harvey**, Stephen O'keefe***

*Assistant Professor,Marshall University Graduate College ** School Psychologist,Marshall University Graduate College ***Professor,Marshall University Graduate College

Sandra S. Stroebel, Brenda S. Harvey and Stephen O'keefe (2008). Cohesion, Instructional Time and Reading Performance at MUGC Summer Enrichment Program. i-manager’s Journal on Educational Psychology, 2(2), 26-33. https://doi.org/10.26634/jpsy.2.2.341

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Aijaz Ahmed Gujjar* , Bushra Naoreen Choudhry**

* Lecturer: Federal College of Education, Islamabad. Pakistan. ** Lecturer, Department of Education, G C University, Faisalabad, *-** Doctoral Scholars at Department of Education, The lslamia University of Bahawalpur, Pakistan.

Dr. Aijaz Ahmed Gujjar and Dr. Bushra Naoreen Choudhry (2008). A Study To Investigate The Anxiety Level Of M.Phil Students At Entry Level. i-manager’s Journal on Educational Psychology, 2(2), 34-42. https://doi.org/10.26634/jpsy.2.2.346

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Brain Roller* , Lee E. Doerries**

* Undergraduate Research Fellowship Recipient, Christopher Newport University ** Professor Emeritus of Psychology Christopher Newport University

Brain Roller and Lee E. Doerries (2008). Occupational Inheritance in Service Academy Cadets and Midshipmen. i-manager’s Journal on Educational Psychology, 2(2), 43-46. https://doi.org/10.26634/jpsy.2.2.348

Abstract

References

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G. Singaravelu*

* Reader, UGC, Academic Staff College, Bharathiar Universi1y,Coimbatore,Tamilnadu

Singaravelu G (2008). Efficacy Of Group Based Learning In Learning Moral Value. i-manager’s Journal on Educational Psychology, 2(2), 47-51. https://doi.org/10.26634/jpsy.2.2.349

Abstract

References

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

* University of Lapland, Finland

Vice—Presidenf for Academic Affairs of the new State University "Goce Delcev," Stip, Macedonia

* Loughborough University, UK.

**** Assistant Professor. Department of Design and Craft Education, Iceland University of Education

* Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

** Associate Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

Sandra S. Stroebel* , Brenda S. Harvey, Stephen O'keefe*

Assistant Professor,Marshall University Graduate College

School Psychologist,Marshall University Graduate College

Professor,Marshall University Graduate College

* Lecturer: Federal College of Education, Islamabad. Pakistan.

** Lecturer, Department of Education, G C University, Faisalabad,

*-** Doctoral Scholars at Department of Education, The lslamia University of Bahawalpur, Pakistan.

* Undergraduate Research Fellowship Recipient, Christopher Newport University

** Professor Emeritus of Psychology Christopher Newport University