共查询到20条相似文献，搜索用时 15 毫秒
1.
R. J. Cameron 《Educational Psychology in Practice》2006,22(4):289-304
This paper, written in the twenty‐first anniversary year of the journal Educational Psychology in Practice, attempts to uncover those distinctive aspects of the discipline and the practice of applied psychology in general and educational psychology in particular. After considering some of the reasons for attempting this task at this point in time and outlining some of the difficulties involved in achieving this task, five distinctive dimensions are identified and discussed. These are: (i) adopting a psychological perspective to human problems; (ii) uncovering mediating/psychological variables which link particular situations with specific outcomes; (iii) employing psychological knowledge to create explanatory models of complex human problems; (iv) using evidence based strategies for change; and (v) sharing and promoting big ideas from psychology. Some of the possibilities which these distinctive features offer for innovation in educational psychology practice and research are listed, together with their implications for educational psychology practitioners in the future. 相似文献
2.
Mary McMahon Mark Watson 《International Journal for Educational and Vocational Guidance》2007,7(3):169-179
Career psychology has witnessed a shift from approaches informed by tenets of the modern world to include approaches informed by the post-modern world as it strives to remain relevant. This shift is most evident in career theory and practice where developments reflect the influence of constructivism, but it is less evident in career research which has remained dominated by methodologies of the positivist worldview. These predominantly empirical methodologies seem incongruent with post-modern tenets. This article applies the constructivist Systems Theory Framework of career development as an analytical framework within which to consider career research in the post-modern era. 相似文献
3.
Terry Hanley 《Pastoral Care in Education》2017,35(4):253-266
This paper puts forward a framework for supervising teaching staff whose roles involve supporting the emotional well-being of young people and young adults. Initially, the increasing focus upon the interface between education and health is outlined and the potential for this ‘emotional labour’ to cause distress to those in helping roles is considered. Further, as a means of supporting these professionals, the rationale for, and importance of, reflexive practice is outlined. As such, self-care is promoted and clinical supervision related to this work is recommended. To account for the wide variety of ways of working with young people, a pluralistic framework for group supervision is outlined. This psychologically informed framework emphasises the importance of the supervisory alliance and breaks down the process into supervisory goals, tasks and methods. Each element is briefly described and the framework is suggested as a means of supporting those working in these contexts. This proposition is considered alongside a number of associated potential challenges and is outlined purposefully as a provocation to consider the implications of working in such a way within school settings. 相似文献
4.
Recognising and questioning the epistemological basis of educational psychology practice 总被引：1，自引：1，他引：0
John Moore 《Educational Psychology in Practice》2005,21(2):103-116
This paper considers the need for the profession of educational psychology to critically consider the theoretical foundations of expert practice in the wake of the complexities and changes of contemporary society within the UK. It argues that the a priori assumptions of conventional educational psychology practice have led to practice being understood in narrow, instrumental and often asocial ways. The paper concludes that it is now time for educational psychology practice to be primarily viewed as a social and ethical endeavour with a central concern for social relationships and that we need consequently to critically scrutinise the ontological and epistemological basis of our practice and the associated methodological implications. It suggests that a social constructionist epistemology of practice, embracing postmodern themes, may offer a new and useful conceptual constellation for guiding the professional work of educational psychologists. 相似文献
5.
Tony Alderton Verity Campbell‐Barr 《International Journal of Early Years Education》2005,13(3):197-213
This paper draws upon work conducted as part of a research project into food and nutrition in the early years, and looks very specifically at the way in which practitioners in the field are both aware of current debates around such issues and how they put good policy into their practice. In drawing out such debates with practitioners, it also offers a useful insight into the way in which research, policy and practice either come together within the sector or actually operate within different ambits. The findings show that there is a lack of knowledge amongst early years practitioners on food and nutrition issues, and that this can lead to less than effective practice in some instances. 相似文献
6.
Dr. Laurence Siegel 《Research in higher education》1978,8(3):255-271
Both sound management practice and the law require that administrative decisions affecting faculty members reflect systematic, uniformly applied, fair, and valid evaluations of performance. To meet these requirements a performance evaluation scheme must involve two decision elements, both of which are addressed and illustrated in this paper:what will be evaluated, andhow the evaluation will be made.A data-based faculty performance evaluation program specifically oriented toward such administrative actions as tenure, promotion, and salary adjustment is described. This program rests upon task analysis to clarify the nature of the desired evaluative content and peer review as the primary evaluative mechanism.The scheme is illustrated using the experience of a department of psychology training to the doctorate. However, the approach to faculty performance evaluation herein described and illustrated is generalizable, with modification, to other departments and institutions. Several considerations pertinent to such modification are discussed. 相似文献
7.
Sheila M. Clonan Sandra M. Chafouleas James L. McDougal T. Chris Riley‐Tillman 《Psychology in the schools》2004,41(1):101-110
Implicit within a perspective of positive psychology is the assumption that environments can be promoted to foster individual strengths through a preventative focus and the development of positive institutions. Given that the development of positive institutions has direct implications for school psychology, this paper begins to draw attention to the potential of positive psychology within school systems. Throughout the paper, it is suggested that a focus on schools may serve as the nexus between the movement in positive psychology searching to promote positive human development and the institutions that could serve as the vehicle for this development. Historic and emerging trends are examined, with particular attention to how positive psychology could promote the development of positive schools (institutions) that foster success for all students. Specifically, the parallel histories of discontent with deficit‐oriented practice in the fields of mental health and school psychology are reviewed, and precursors to building and maintaining positive institutions that focus on working within the existing system to promote lasting change are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 101–110, 2004. 相似文献
8.
Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward. 相似文献
9.
Carlo Raffo 《教育政策杂志》2013,28(1):75-94
The aim of the paper is to examine current and evolving supply side transition policy initiatives in the light of (a) particular demand side needs of urban young people classified as those most disadvantaged and potentially marginalized; and (b) the emerging realities of accessing and operating within particular examples of high value‐added knowledge work arenas of the new urban economies in the UK. The paper is a synthesis of qualitative research undertaken by the author over the last five years that has examined notions of transition, development and learning for both young people and adults as they attempt to navigate their pathways in, and through, the new economies of the post‐industrial urban context. The paper communicates the importance of a number of sociocultural theoretical concepts as a way of illuminating transition choices, actions and opportunities for disadvantaged young people. These concepts also enable a broader set of critical questions to be asked about current 14–19 transition policy and practice, particularly with regards to Connexions and the Careers Education and Guidance in England 11–19 National Framework. 相似文献
10.
David Webster 《Educational Psychology in Practice》2001,17(2):109-120
This paper presents the results of a survey into the use of appraisal in educational psychology services within Local Education Authorities in England and Wales. Based on the findings of the study, the current range of appraisal schemes in use within the educational psychology service are described. The way in which such schemes link with appraisal in the wider local authority context is considered, and an attempt is made to identify whether appraisal schemes used with educational psychologists have distinctive features and, if so, what those features are. 相似文献
11.
Roger Säljö 《Scandinavian Journal of Educational Research》2013,57(3-4):259-271
The relevance of psychological knowledge to education and learning has been recognized for long time. Educational psychology was thus, one of the first subdisciplines of applied psychology to emerge on the academic scene, and most scholars in the area — internationally as well as in the Nordic countries — have had a firm grounding in psychology. For a couple of decades or more during the second half of this century, educational psychology held a central position within education in most of the Nordic countries. Research within this field has been varied and vigorous. However, although psychological theories should be seen as important intellectual resources, it must be recognized that the relationship between a general discipline such as psychology and a particular area such as education is complex. Important problematics inherent in this relationship are illuminated and discussed in the contribution by Säljö on Sweden. It is argued, that recent attempts to develop a cultural psychology, explicitly recognizing the socio‐cultural nature of learning and other psychological processes, promise to pave the way for conceptions of human activities that are relevant to human concerns in general. The second article in this section, on Finland, contrasts with the first by focusing on educational research performed during the last few decades. This article describes trends in the content and methodologies of this research. The developmental orientation has been very strong in Finnish educational psychology during the whole of the post‐war period. Early research was highly influenced by a differential‐psychology approach, whereas later research has adopted social, motivational and cognitive frameworks. This article discuss the influential theoretical trends and developments. 相似文献
12.
Joshua C. Felver Erin Doerner Jeremy Jones Nicole C. Kaye Kenneth W. Merrell 《Psychology in the schools》2013,50(6):531-547
Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and application of mindfulness provides a theoretical foundation to those unfamiliar with the topic. We then discuss the application of mindfulness technologies to various forms of service provision in the professional practice of school psychology. The innovative and novel avenues that mindfulness psychology offers to psychological science 相似文献
13.
Zoë Gill 《The Australian Educational Researcher》2005,32(2):105-124
Over recent years there has been widespread concern for masculinity and the education of boys in Australia. In the policy
arena, this has involved a federal parliamentary inquiry into the education of boys (Boys: Getting it Right: Report on the inquiry into the education of boys, October 2002) and a federal government response to this inquiry (June 2003). This was followed by a review of the current
education policy directed at gender, the Gender Equity Framework, and the development of strategies to increase the number
of men going into teacher training. The way in whichGetting it Right and the federal government talk about boys and disadvantage is important. This paper argues that there is a particular understanding
of disadvantage at work in this policy arena. It is an understanding of disadvantage extracted from a wider gendered power
order. 相似文献
14.
Gerardine Neylon 《Irish Educational Studies》2014,33(1):99-116
This paper presents the findings of original research which applied the Early Childhood Environmental Rating Scale Extension (ECERS/E) four Curricular Subscales in 26 pre-schools throughout Ireland to measure and assess the provision of literacy, maths, science and environment, and diversity as follows: inadequate, minimal, good or excellent. The rating instrument was chosen as it relates closely to the Relational Pedagogical (RP) approach in the Irish curriculum Aistear; the Early Childhood Curriculum Framework. The approach uses four interconnected themes well-being, identity and belonging, communicating and exploring and thinking. The results are analysed using quantitative ECERS/E findings and offer evidence-based empirical results on pre-school quality using international standards of best practice. The study reveals a minimal standard in the provision of literacy and maths. Provision in science and environment and diversity are inadequate. The findings have implications concerning the capacity of pre-school services to implement quality and curriculum frameworks Síolta and Aistear and question the appropriateness of the current pre-school inspection systems in improving standards. 相似文献
15.
16.
The article looks at the practice of teaching in the light of the Part One of Martin Heidegger's major work Being and time. After discussing the main themes of this work, and particularly Heidegger's argument that our fundamental way of being is not cognitive, it examines their implications for such issues as the place of theory and reflection in education. The article then considers generalised approaches to professional work, notably those of Donald Schön and Andrew Abbott. It concludes that teaching has unique characteristics which are illuminated by Heidegger's writing. It suggests that teachers’ practice exhibits a tension between instrumentality and a concernful being-with children, but is fundamentally grounded in the latter. 相似文献
17.
"工学交替"作为职业教育界公认的应用型人才培养途径,近几年在高职酒店管理专业得到了普遍运用。本文分析了"工学交替(4+1)"对酒店管理专业发展的促进作用和"工学交替(4+1)"实施过程中常见问题,提出了加强与经济型酒店的合作,拓宽学生"工学交替"实习岗位;建设经营性实训基地,实现校内"工学交替";建立学生"工学交替"工作档案,使学生看到自己的成长足迹;加强指导教师对学生参与"工学交替"工作的引导作用,提高"工学交替"的稳定性、实效性等提升"工学交替"效能的对策。 相似文献
18.
Paul Standish 《Journal of Philosophy of Education》2012,46(1):60-72
This paper examines sections of Wittgenstein's Philosophical Investigations with a view to exposing trail‐effects of psychology in educational and social practice today. These are seen in understandings of the relations between mind and body, and language and thought, and their influence is identified in such contemporary preoccupations as accounting transparency and the new science of happiness. A Wittgensteinian critique is offered, with attention paid to the idea that ‘nothing is hidden’. Finally a question is raised as to how far it is the imperviousness of these practices to criticism that is the key to understanding them. 相似文献
19.
This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development. 相似文献