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


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.

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.

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.

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.

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.

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.

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.

Research Paper

Efficacy Of Group Based Learning In Learning Moral Value

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.