Search

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational contexts. Part I, "Focus on the Teacher," includes seven texts discussing topics relevant to teacher initial and in-service education, as well as the functioning of foreign language instructors in educational systems. The eight contributions included in Part II, "Focus on the Learner," explore learner-internal and learner-external factors that affect the effectiveness of the language learning process. The exploration of key contemporary topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, teachers, and language education policy makers.

While preserving the elements that have made the previous two editions so successful--such as chapters on sleep, exercise, memory and mindset--this third edition introduces students to wholly new aspects of brain function and how they impact learning; and furthermore, addresses the challenges of learning online. By introducing new concepts, strategies, and applications related to learning and memory that are based on current findings in cognitive, social, and motivational psychology, this text offers a richer and more complete picture of how brain science illuminates how we learn. Students assigned this book will be equipped to design effective learning plans, employ new strategies, recognize learning traps, discover ways to work effectively in groups, improve recall, and realize better academic performance through test-taking and paper-writing strategies. This new edition also addresses the concerns of all students--particularly those unfamiliar with the college setting and its expectations and assumptions--and offers strategies for success. In keeping with the preceding editions, this book introduces students to concepts, techniques, strategies, tips, and ideas to help them be academically stronger students, advance faster in their studies, and demonstrate what they have learned more effectively--in short, how anyone can learn to be a better learner by learning how to learn in harmony with their brain. The book remains compact and student-friendly, offers examples of practice, and includes discussion questions at the end of each chapter. [Foreword written by John N. Gardner.]

Receiving a college education has perhaps never been more important than it is today. While its personal, societal, and overall economic benefits are well documented, too many college students fail to complete their postsecondary education. As colleges and universities are investing substantial resources into efforts to counter these attrition rates and increase retention, they are mostly unaware of the robust literature on student success that is often bounded in disciplinary silos. The purpose of this book is to bring together in a single volume the extensive knowledge on college student success. It includes seven chapters from authors who each synthesize the literature from their own field of study, or perspective. Each describes the theories, models, and concepts they use; summarizes the key findings from their research; and provides implications for practice, policy, and/or research. The disciplinary chapters offer perspectives from higher education, public policy, behavioral economics, social psychology, STEM, sociology, and critical and post-structural theory.

The approach to motivational interviewing discussed in this book will be useful to student affairs professionals and academic advisors working in a variety of higher education positions. It begins in Chapter 1 by providing a description and a brief history of MI, noting some of its connections to counseling and social psychology. Chapter 2 explores in more detail the spirit of MI--the key relational components that the professional using MI is attuned to. This interpersonal attitude can be summarized within four key principles: partnership, acceptance, compassion, and evocation. Chapter 3 presents an overview of some contemporary models of academic advising and student affairs practice. Chapter 4 covers the basic MI skill set, which is referred to by the shorthand OARS. Chapter 5 discusses the four processes in MI conversations about change: engaging, focusing, evoking, and planning. Chapter 6 elaborates on the evoking stage and provide an expanded discussion concerning "change talk" and "sustain talk." Change talk refers to student statements that express a desire, need, or readiness to change, while sustain talk refers to student statements that indicate maintenance of the status quo or a reluctance to change. In addition to providing more in-depth definitions of these concepts and examples of student statements, strategies are presented for increasing or evoking change talk and softening sustain talk. In Chapter 7, intermediate to advanced MI skills are addressed to prepare the highly motivated staff member for higher-level training that can be obtained through workshops, observation, and coaching. Chapter 8 puts everything together in two case examples. Chapter 9 provides some additional exercises that can be used to practice and develop MI basic and intermediate skills. Lastly, some brief concluding remarks are provided in Chapter 10.

"Applying Cultural Historical Activity Theory in Educational Settings" harnesses research and development for educational improvement, bridging the gap between research and practice. Exploring how collaborations between researchers and practitioners can be used to co-construct solutions to real-world problems, this book considers key concepts in cultural historical activity theory (CHAT), including models as resources that can be used to build and facilitate collaboration between researchers and practitioners. The chapters of the book draw on research findings from the practices of learning communities in diverse educational settings: teacher education, the education of school leaders, early childhood education and driving teacher education. "Applying Cultural Historical Activity Theory in Educational Settings" is an excellent resource for researchers and practitioners seeking to construct new knowledge and develop practice, or wishing to expand their knowledge of CHAT. This book contains the following chapters: (1) The texts in context; (2) Schools conducting research in collaboration with researchers; (3) Young refugees meeting another road safety culture - Development work in bridging a road safety gap; (4) Inspired by the concept of boundary objects in arts education; (5) Cultural-historical activity theory as the basis for mentoring student teachers in triads; (6) Encouraging working and communicating like mathematicians: An illustrative case on dialogic teaching; (7) Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions; (8) A study of case-based problem-solving work in groups of principals participating in a school leadership programme; and (9) Cultural-historical activity theory framing and guiding professional learning in school-based development.

The essays in this collection represent the many ways in which the academic world is in flux. The collection suggests guidance for organizations and individual faculty, looks at decision-making structures, offers advice about empowering a faculty, and addresses the responsibilities of the academic in the current educational climate. The essays, which have been previously published, are: (1) A View from the Titanic: Strategic Responsiveness; (2) Terrorism and Academic Freedom; (3) The Responsive Campus: Nine Ways to Weaken Faculty Commitment to the University; (4) Academic Destinies and the Role of the Intellectual; and (5) A Walk in the Olive Grove. [This document was produced by the Center for Higher Education Policy Analysis, Rossier School of Education, University of Southern California.]

Asian Americans are often stereotyped as the "model minority." Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American "exceptionalism." While many scholars and activists characterize this as a myth, pundits claim that Asian Americans' educational attainment is the result of unique cultural values. In "The Asian American Achievement Paradox," sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific "success frame," which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans' high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an "achievement paradox" in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, "The Asian American Achievement Paradox" offers a deft and nuanced understanding of how and why certain immigrant groups succeed.

One of the hallmarks of a quality liberal arts education is providing undergraduates the opportunity to wrestle with controversial issues. Yet many teachers feel ill-equipped when it comes to broaching disagreeable topics, managing the resulting heated debates, or helping students to separate their personal feelings from scientific evidence. This book provides frameworks for teaching controversial topics and skills for handling disruptions, so teachers can help students evaluate evidence and develop testable questions. Specific teaching topics covered include: (1) evolutionary psychology; (2) childrearing; (3) sexual orientation; (4) animal experimentation; (5) evil; (6) diversity and social justice; (7) gender and ethnicity; (8) religion; (9) disability; and (10) healthcare policy. Following the List of Contributors, the Foreword, and the Preface and Acknowledgments, this book contains four parts. Part I, Guiding Frameworks for Teaching About Controversial Issues, contains: (1) Frames of Reference: Social Psychological Perspectives for Teaching About Controversial Matters (Dana S. Dunn, Regan A. R. Gurung, and Karen Z. Naufel); (2) Treating Students as Early Career Professionals: The Ethics of Teaching (Maureen McCarthy and R. Eric Landrum); and (3) Preventing and Handling Classroom Disruptions (Kristin M. Vespia and Tonya E. Filz). Part II, Helping Students Arrive at an Empirically Based Conclusion, contains: (4) Seven Tools from Evolutionary Psychology (David M. Buss); (5) Hitting Close to Home: Teaching About Spanking (Elizabeth T. Gershoff); (6) Sexual Orientation, Marriage, and Students of Faith (David G. Myers); and (7) Addressing the Role of Animal Research in Psychology (Suzanne C. Baker and Sherry L. Serdikoff). Part III, Opening Consideration of Multiple Views, contains: (8) Overcoming Discomfort When Teaching About Evil and Immorality (Karen Z. Naufel); (9) Anticipating and Working With Controversy in Diversity and Social Justice Topics (Cheryl B. Warner, Rosemary E. Phelps, Delishia M. Pittman, and Carla S. Moore); (10) Gender Matters: Engaging Students in Controversial Issues (Elizabeth Yost Hammer and Eugenia Valentine); (11) Teaching About Race and Ethnicity (Mary E. Kite); (12) Spirituality and Religion: How Contexts, Developmental Processes, and Personal Experiences Influence Behavior (Dean D. VonDras); (13) Disability as Diversity Rather than (In)Difference: Understanding Others' Experiences Through One's Own (Dana S. Dunn, David J. Fisher, and Brittany M. Beard); and (14) Health Psychology and Policy: When Politics Infiltrates Science (Regan A. R. Gurung and Daniel Bruns). Part IV, Concluding Thoughts and Going Forward, contains: (15) Using Controversies to Teach Scientific Thinking in Psychology: Topics and Issues (Jeffrey D. Holmes).

This new text contains parts of Bornstein and Lamb's "Developmental Science, 6th edition", along with new introductory material, providing a cutting edge and comprehensive overview of social and personality development. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and analytic techniques used to understand the area of human development under review. The relevance of the field is illustrated through engaging applications. Each chapter reflects the current state of knowledge and features an introduction, an overview of the field, a chapter summary, and numerous classical and contemporary references. As a whole, this highly anticipated text illuminates substantive phenomena in social and personality developmental science and its relevance to everyday life. Students and instructors will appreciate the book's online resources. For each chapter, the website features: chapter outlines; a student reading guide; a glossary of key terms and concepts; and suggested readings with hotlinks to journal articles. Only instructors are granted access to the test bank with multiple-choice, short-answer, and essay questions; PowerPoints with all of the text's figures and tables; and suggestions for classroom discussion/assignments. The book opens with an introduction to social and personality development as well as an overview of developmental science in general--its history and theory, the cultural orientation to thinking about human development, and the manner in which empirical research is designed, conducted, and analyzed. Part 2 examines personality and social development within the context of the various relationships and situations in which developing individuals function and by which they are shaped. The book concludes with an engaging look at applied developmental psychology in action through a current examination of children and the law. Ways in which developmental thinking and research affect and are affected by practice and social policy are emphasized. Intended for advanced undergraduate and/or graduate level courses on social and personality development taught in departments of psychology, human development, and education, researchers in these areas will also appreciate this book's cutting-edge coverage. Part I, Foundations of Developmental Science, contains the following: (1) Concepts and Theories of Human Development (R. M. Lerner, S. Lewin-Bizan, and A. E. Alberts Warren); (2) Culture in Development (M. Cole and M. Packer); and (3) Design, Measurement, and Analysis in Developmental Research (D. P. Hartmann, K. E. Pelzel, and C. B. Abbott). Part II, Personality and Individual Development in Social Context, contains: (4) The Individual Child: Temperament, Emotion, Self, and Personality (R. A. Thompson, A. C. Winer, and R. Goodvin); (5) The Role of Parent-Child Relationships in Child Development (M. E. Lamb and C. Lewis); (6) Peer Relationships in Childhood (K. H. Rubin, R. Coplan, X. Chen, J. Bowker, and K. L. McDonald); (7) School and Community Influences on Human Development (J. S. Eccles and R. W. Roeser); and (8) Children and the Law: Examples of Applied Developmental Psychology in Action (L. C. Malloy, M. E. Lamb, and C. Katz).

Scholarly analysis in the sociology of education has burgeoned in recent decades. "Frontiers in Sociology of Education" aims to provide a roadmap for sociologists and other social scientists as they set bold new directions for future research on schools. In Part 1 of this forward-looking volume, the authors present cutting-edge research to set new guidelines for the sociological analysis of schools. In Part 2, notable social scientists, historians, administrators and educators provide a wide-ranging array of perspectives on contemporary education to insure that scholars make creative and broadly informed contributions to the sociological analysis of schools. The contributors to this volume examine events currently influencing education including: globalization, expansion of educational access, the changing significance of religion, new family structures, and curriculum reform. "Frontiers in Sociology of Education" offers an innovative collection of research and ideas aimed at inspiring new analyses of schools better linked to changing societal conditions. This book contains 23 chapters: (1) Improving the Interaction Between Sociological Research and Educational Policy (Maureen T. Hallinan); (2) The Future of the Schooled Society: The Transforming Culture of Education in Postindustrial Society (David P. Baker); (3) Frontiers in Comparative and International Sociology of Education: American Distinctiveness and Global Diversity (Claudia Buchmann); (4) Toward a Theory of the Political Construction of Empty Spaces in Public Education (Pamela Barnhouse Walters); (5) Methodological Transactionalism and the Sociology of Education (Daniel A. McFarland, David Diehl, and Craig Rawlings); (6) Designing Instruction and Grouping Students to Enhance the Learning of All: New Hope or False Promise? (Adam Gamoran); (7) Getting Ideas into Action: Building Networked Improvement Communities in Education (Anthony S. Bryk, Louis M. Gomez, and Alicia Grunow); (8) Improving Teacher Quality: A Sociological Presage (Barbara Schneider, Erin Grogan, and Adam Maier); (9) Perfectionist Dreams and Hidden Stratification: Is Perfection the Enemy of the Good? (James M. Rosenbaum, Janet E. Rosenbaum, and Jennifer L. Stephan); (10) Changing Family, Changing Education (Laura Hamilton, Regina Werum, Lala Carr Steelman, and Brian Powell); (11) Creating Our Future: Some Challenges for American Precollegiate Education (George W. Bohrnstedt); (12) Some Potential Contributions of Social Psychology to Public Education in the Face of the Current Disinvestment in Education (Karen S. Cook); (13) From Data to Actionable Evidence: How Sociologists Can Drive School Reform (Paul Goren and Emily Krone); (14) Grasping the Past to Inform the Present (Patricia Albjerg Graham); (15) Reforming General Education and Diffusing Reform (Daniel J. Myers); (16) The Rise and Fall of Civic Education in American Schools (Sandra Day O'Connor); (17) Improving Grades: Urban Public Schools, Racial and Socioeconomic Segregation, and the Promise of Innovation (James M. Quane and William Julius Wilson); (18) Policymaking and Research (Diane Ravitch); (19) Sociology for the Future Historian (William Reese); (20) How the Sociology of Education Can Help Us Better Understand Religion and Morality (Christian Smith); (21) Thoughts on Reform and the Sociology of Education: Toward Active Engagement (Marshall S. Smith); (22) How Would We Know If Public Colleges and Universities Are Productive? (Teresa A. Sullivan); and (23) Hispanics and US Schools: Problems, Puzzles, and Possibilities (Marta Tienda).

The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When college teachers think about student engagement, they suggest that engaged students really want to learn, exceed expectations, and demonstrate passion and excitement (Barkley, 2009). In this book, the reader will find a host of ideas that should help create passion and excitement in the classroom. In this book, the authors describe engagement techniques that address topics within the context of a particular course in psychology. Each chapter provides an annotated bibliography of activities published elsewhere as well as a new unpublished activity that the author has used. The annotated bibliography outlines exercises and demonstrations that enhance student engagement relevant to the topic area that have been published in TOPS, the "Handbooks for Teaching Psychology," as well as activities recommended in various Instructor's manuals and those available through OTRP. The book is divided into five sections. The first section describes activities that can be used in the social, developmental, environmental, organizational, and cross-cultural psychology. The second section describes activities that can be used to teach sensation and perception, cognitive psychology, intelligence, language and related topics. In the third section, the editors offer teaching techniques relevant to biological psychology, research methods and related topics, as well as history and systems courses. Abnormal behavior, personality, gender and adjustment are all addressed in Section 4. Section 5 is devoted to activities that can be used in more than one course and include topics such as diversity, critical thinking, positive psychology and APA style writing. Section 1, Social and Developmental Psychology, contains: (1) How Engaging Are You? A Review of Teaching Methods to Engage Students in Child and Adolescent Psychology Courses (Aaron S. Richmond and Lisa Kindelberger Hagan); (2) Adult Development: Designing a Retirement and Care Plan for Older Adults (Maya M. Khanna); (3) Classroom Activities for a Course on Death, Dying, and Bereavement (Lisa M. Bauer); (4) Group Dynamics (Donelson R. Forsyth); (5) Engaging Students in Psychology and Law: An Exercise in Jury Selection (Kathryn T. Hendricks and Matthew T. Huss); (6) Engaging Students in Applied Social Psychology (Richard J. Harnish, K. Robert Bridges, Alecia V. Denillo, and Michelle L. Flaherty); (7) Teaching Environmental Psychology: Demonstrations and Exercises (Paul A. Bell, Patricia A. Romano, Thomas C. Greene, Jacob A. Benfield, Britt L. Mace and Gretchen A. Nurse); (8) Activities for Engagement in an Industrial/Organizational Psychology Course (Tracy E. Zinn and Whitney F. Smiley); and (9) Engaging Students in Cross-Cultural Psychology (Stephanie L. Anderson and Richard L. Miller). Section 2, Cognitive Processes, contains: (10) Sensation and Perception: Activities to Promote Learning and Clarify Student Perceptions (Cindy Gibson); (11) Engaging Students in Cognitive Psychology (David W. Carroll and Allen Keniston); (12) Exercises and Demonstrations for Motivation and Emotion Courses (Alan Hughes); (13) Is Your Educational Psychology Class Boring? A Review of Teaching Methods to Engage Your Students (Aaron S. Richmond); (14) Intelligence (Amber Esping and Jonathan Plucker); and (15) Engaging Students in the Psychology of Language (David W. Carroll and Eleni Pinnow). Section 3, Biological Processes, Research and the History of Psychology, contains: (16) Online Teaching Resources for Animal Behavior (Joseph J. Benz); (17) Activities for a Neuroscience Course (S. A. Lloyd, R. A. Shanks, and C. L. Robertson); (18) Physiological Psychology (Frank Ferraro, III); (19) Engaging Activities for Students Who are Learning Research Methods (William J. Lammers); (20) Activities for Student Engagement in a Statistics Course (Tracy Zinn and Whitney Smiley); (21) Activities for Engagement in a Psychometric Course (B. Jean Mandernach and Jana Hackathorn); and (22) Engaging Students in History and Systems of Psychology Courses (William Douglas Woody). Section 4, Abnormal Behavior and Personality, contains: (23) Creating Transformative Experiences for Students in Abnormal Psychology (Anton O. Tolman); (24) Health Psychology (Robin A. Anderson); (25) Engaging Students in Clinical Psychology Courses (Jeanne M. Slattery); (26) Human Sexuality (Karen Rayne and Missi Patterson); (27) Psychology of Religion (Kevin L. Ladd and Michael E. Nielsen); (28) The Psychology of Gender (Isabelle D. Cherney); (29) Personality (Marianne Miserandino); and (30) Teaching the Psychology of Adjustment (Dana S. Dunn, Elizabeth Yost Hammer and Wayne Weiten). Section 5, Activities That Can Be Used In More Than One Course, contains: (31) Ethics of Psychotherapy and Counseling (Mitchell M. Handelsman, Allison Bashe and Sharon K. Anderson); (32) Engaging Students in APA-Style Writing (Lynn A. Bruner); (33) On Happiness: Introducing Students to Positive Psychology (Dana S. Dunn, Brittany M. Beard and David J. Fisher); (34) Teaching about Diversity: Activities that Promote Student Engagement (Christie Cathey and Alexandra S. Ross); (35) Peace and War (Linda M. Woolf and Michael R. Hulsizer); (36) Nonverbal Communication (Don W. Stacks, Mark Hickson III, Jessica Deyo, and Price Walt); and (37) Critical Thinking Activities for the Teaching of Psychology (Paul C. Smith). Individual papers contain tables, figures, footnotes, references and appendices. [For Volume 1, "Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities," see ED533155.]

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children's development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children's development and to describe various models and methods for studying schooling effects. Key features include: (1) Comprehensive Coverage: this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies; (2) Cross-Disciplinary: this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy; (3) Chapter Structure: to ensure continuity, chapter authors describe: (1) how schooling influences are conceptualized; (2) identify their theoretical and methodological approaches; (3) discuss the strengths and weaknesses of existing research; and (4) highlight implications for future research, practice, and policy; and (4) Methodologies: chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods. Contents include: (1) Introduction (Judith L. Meece and Victoria A. Schaefer); (2) Schools as Context for Human Development (Jacquelynne Eccles and Robert Roeser); II. Classroom Contexts: (3) Classroom Environments and Developmental Processes: Conceptualization, Measurement, & Improvement (Bridget K. Hamre and Robert Pianta); (4) Linking the Classroom Context and the Development of Children's Memory Skills (Peter Ornstein, Jennifer Coffman, Laura McCall, Jennie Grammer, and Priscilla San Souci); (5) Learner-Centered Practices: Providing the Context for Positive Learner Development, Motivation, and Achievement (Barbara McCombs); (6) Teacher-Student Relationships and School Adjustment (Kathyrn Wentzel); (7) Classroom Goal Structures, Motivation, and Learning (Timothy Urdan); III. Schools as Social Context for Development: (8) Schools Contexts that Promote Student's Positive Development (Victor Battistich); (9) The Multilevel Nature of Adolescent Peer Relations in Ethnically Diverse Schools (Jill V. Hamm and Lei Zhang); (10) The School Context, Bullying, and Victimization (Dorothy Espelage, Melissa Holt, and Paul Poteat); IV. Developmental Effects of School Transitions: (11) Early School Transition of Rural Poor Children (Lynne Vernon-Feagans, Kathleen Gallagher, and Kirsten Kainz); (12) Literacy Development in the Transition to School: An Integrative Framework (Frederick Morrison and Carol Connor); (13) Middle School Transitions & Adolescent Development: Disentangling Psychological, Social, and Biological Effects (Eric Anderman and Christian Mueller); (14) Bringing Rigor to the Study of Rigor: Are Advanced Placement Courses a Useful Approach to Increasing College Access and Success for Urban and Minority Youths? (Melissa Roderick and Ginger Stoker); V. Schooling & Educational Equity: (15) The Long Reach of Socioeconomic Status in Education (Doris Entwisle, Karl Alexander, and Linda Olson); (16) Stereotypes & Expectations in the Classroom: Interpersonal vs. Group-Based Expectancy Processes across Domains of Functioning (Clark McKown, Anne Gregory, and Rhona Weinstein); (17) The Role of Schooling in Ethnic Minority Achievement and Attainment (Stephanie Rowley, Beth Kurtz-Costes, and Shauna M. Cooper); (18) Schooling Experiences of Latino Students (Rosemary Ceballo, Marisela Huerta, and Quyen Epstein Ngo); (19) Schooling, Cultural Diversity, and Student Motivation (Revathy Kumar, and Martin Maehr); VI. School Organization and Educational Policy: (20) Grade Retention, Student Achievement, & High School Dropout: Results of Chicago School Project (Elaine Allensworth and Jennifer Nagako); (21) School Calendars and Academic Achievement (Harris Cooper, Geoffrey Borman, and Ron Fairchild); (22) Developmental and Educational Role of Recess in School (Anthony Pellegrini and Danielle Dupuis); (23) Protect, Prepare, Support, and Engage: The Roles of School-Based Extracurricular in Students' Development (Bonnie Barber, Margaret Stone, and Jacquelynne Eccles); (24) After-School Program Engagement and In-School Competence: Program Quality, Content, and Staffing (Joseph Mahoney, Maria E. Parente, and Edward Zigler); (25) Parents' Involvement in Children's Schooling: A Context for Youth's Positive Development (Eva Pomerantz and Elizabeth Moorman); VII. School-Based Interventions: (26) Comer School Development Program (James Comer); (27) Success for All: Prevention and Intervention in Schoolwide Reform (Robert Slavin and Nancy Madden); (28) Talent Development Model in the Middle School (Douglas Mac Iver, Robert W. Balfanz, Allen Ruby, and Vaughn Byrnes); (29) Concept-Oriented Reading Instruction (Allan Wigfield and John Guthrie); and (30) Taking "Steps" to Effect Ecological Change: A Transactional Analysis of Social Competence and Bullying Prevention Programs (Karin Frey and Susan Nolen).

The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. This book disseminates current issues and trends emerging in the field of adult e-learning and online instruction for the design of better products and services. This advanced publication provides theoretical understanding of the essential links between authentic learning, social psychology, instructional design, e-learning, online education, and various additional methods of adult learning. Chapters include: (1) The Online Adult Learner (Judith Parker); (2) Online Pedagogical Effectiveness in Adult Contexts (Kathryn Dixon and Robert Dixon); (3) A Theoretical Model for Designing Online Education in Support of Lifelong Learning (Lawrence Tomei); (4) A Brief History of eLearning (Terry Kidd); (5) Online Learning (Patsy Moskal, Charles Dziuban and Joel Hartman; (6) The Role of Individual Learner Differences and Success in the Online Learning Environments (Jozenia Colorado and Dusti Howell); (7) Fear Factors (Patricia Sendall, Raymond Shaw, Kim Round and Jane Larkin); (8) Factors Leading to a Quality E-Learning Experience (David Lewis and Edward Chen); (9) Anytime/Anywhere Online Learning (Terry Morris); (10) The Evolution and Influence of Social Presence Theory on Online Learning (Patrick Lowenthal); (11) Pedagogical Mediator as the Strategic Competence at University Professors Building in Constructionist Online Environment (Flavia Rezende); (12) The Paradigm Shift for Adult Education (Nishikant Sonwalkar); (13) Empowering the Culture of Quality Research within Ethical Standards in Distance Education (J.O. Osiki); (14) Developing Social Skills through an On-line Learning Environment (Niki Phillips, Marianthi Karatza and Argiris Tzikopoulos); (15) Mixed Research and Online Learning (Patrick Lowenthal and Nancy Leech); (16) Digital Games for Online Adult Education (Muhammet Demirbilek); (17) Applying Distance Learning and Structural/Pedagogical Methods to an Adult Learner Program (Jeffrey Hsu and Karin Hamilton); (18) A Costume Odyssey a.k.a. Teaching Costume History in a 21st Century Classroom (Claremarie Verheyen and Youmei Liu); (19) Project Management for Project-Based Learning (Shahron Williams van Rooij); (20) Perspectives of Online Doctoral Students in Educational Leadership (Vicky Gilpin); (21) Impact of E-Learning on Adult Education (Royce Collins and Jeff Zacharakis); and (22) Nontraditional Students and Information Technology (Xenia Coulter and Alan Mandell).

"Lessons Learned" provides a personalized approach and a fresh, bold guide for students and practitioners in recreational therapy. This thought-provoking, inspiring, and accessible text will help the next generation of recreational therapists to find purpose, meaning, and fulfillment in their own lives and to bring health and happiness to their clients. Sections include Understanding Recreational Therapy, Approaches to Recreational Therapy, Conceptual Foundations of Recreational Therapy, Working with Groups, The Recreational Therapist, Techniques for Recreational Therapists, Social Psychology and Recreational Therapy, and What to Do and Not Do as a Recreational Therapist.

This handbook encompasses a range of disciplines that underlie the field of peace education and provides the rationales for the ways it is actually carried out. The discipline is a composite of contributions from a variety of disciplines ranging from social psychology to philosophy and from communication to political science. That is, peace education is an applied subject which is practiced in differing ways, but must always be firmly based on a range of established empirical disciplines. The volume is structured around contributions from expert scholars in various fields that underpin peace education, plus contributions from experts in applying peace education in a range of settings, all complemented by chapters which deal with issues related to research and evaluation of peace education. This book is divided into three parts. Part I, The Context, contains the following: (1) History and Peace Education (I. Harris); (2) Peace Education in Societies Involved in Intractable Conflicts: Goals, Conditions and Directions (D. Bar-Tal, Y. Rosen, R. Nets-Zehngut,); and (3) Educational Sciences and Peace Education (W. Wintersteiner). Part II, The Contribution of Underlying Disciplines, contains the following: (4) What does Peace Psychology have to Offer Peace Education? Five Psychologically Informed Propositions (D.J. Christie, R.V. Wagner); (5) The Social Psychology of Intergroup Relations (N. Tausch, K. Schmid, M. Hewstone); (6) Intergroup Contact: Implications for Peace Education (E.W. Mania, S.L. Gaertner, B.M. Riek, J. F. Dovidio, M.J. Lamoreaux, S.A. Direso); (7) Contribution of Developmental Psychology to Peace Education (L. Oppenheimer); (8) Peace Education and Political Science (M.H. Ross); (9) The Contribution of Communication and Media Studies to Peace Education (D. Ellis, Y. Warshel); (10) Peace and Morality: Two Children of the Same Parents (F. Oser, C. Riegel, S. Steinmann); (11) Philosophy of Peace Education in a Post-metaphysical Era: What is Wrong with Peace Education? (I. Gur-Ze'ev). Part III, Approaches to Peace Education, contains the following: (12) Teaching about Culture of Peace as an Approach to Peace Education (J. de Rivera); (13) Storytelling and Multiple Narratives in Conflict Situations: From the TRT Group in the German-Jewish Context to the Dual-Narrative Approach of PRIME (D. Bar-On); (14) The Contribution of History Teaching to Peace-Building (A. McCully); (15) Peace Education in the Classroom: Creating Effective Peace Education Programs (D.W. Johnson, R.T. Johnson); (16) Building a Shared Future from a Divided Past: Promoting Peace Through Education in Northern Ireland (T. Gallagher); (17) Unity-Based Peace Education: Education for Peace Program in Bosnia and Herzegovina: A Chronological Case Study (H.B. Danesh); (18) Healing in Rwanda. (E. Staub); (19) Peace Education in Regions of Tranquility (I. Hakvoort); Educating for Peace through Planned Encounters between Jews and Arabs in Israel: A Reappraisal of Effectiveness (I. Maoz); and (20) Peace Education: Open-ended Questions (G. Salomon, E. Cairns).

This pioneering work in teaching and transpersonal psychology explores the dynamics of collective consciousness in the classroom. Combining scientific research with personal accounts collected over thirty years, Christopher M. Bache examines the subtle influences that radiate invisibly around teachers as they work--unintended, cognitive resonances that spring up between teachers and students in the classroom. While these kinds of synchronistic connections are often overlooked by traditional academics, Bache demonstrates that they occur too frequently and are too pointed to be dismissed as mere coincidence. Drawing upon Rupert Sheldrake's theory of morphic fields, Bache proposes that well-taught courses generate "learning fields" around them, forms of collective consciousness that can trigger new insights and startling personal transformations. Moving beyond theory, this book is rich with student stories and offers practical, hands-on strategies for teachers who want to begin working with these learning fields to take their teaching to a more conscious level.

The most popular activities from APA's successful "Activities Handbooks for the Teaching of Psychology" are gathered together and updated in this book of teachers' favorites. The lesson plans, which encourage active learning and involve the whole class, have stood the test of time and proven themselves to be entertaining, effective, and easy to plan. Contributed by psychology teachers nationwide, the activities are most appropriate for courses at the college undergraduate or high school level, yet many are also applicable to more advanced classes. Both beginner and experienced teachers will appreciate the wide variety of teaching techniques described, including demonstrations, experiments, discussions, and simulations. Each lesson plan is presented in an easy cookbook format that lists materials needed, timeframe, instructions, and discussion items. The activities are grouped by topic and cover history, statistics, and research methods; the brain and sensory processes; perception; states of consciousness; learning and memory; thinking, problem-solving, and language; motivation and emotion; developmental psychology; personality; psychological disorders and treatments; social psychology; and race, gender, and multiculturalism. Busy teachers will find themselves turning to this book over and over again for inspiration.

Decades of research have shown that student collaboration in groups doesn't just happen; rather it needs to be a deliberate process facilitated by the instructor. Promoting collaboration in virtual learning environments presents a variety of challenges. This book answers the demand for a thorough resource on techniques to facilitate effective collaborative learning in virtual environments. This book provides must-have information on the role of the instructor in computer-supported collaborative learning, real-world perspectives on virtual learning group collaboration, and supporting learning group motivation. This book contains fourteen chapters: (1) Designing Web-Based Training Courses to Maximize Learning (Traci Sitzmann, Katherine Ely, and Robert Wisher); (2) Collaborative versus Cooperative Learning: The Instructor's Role in Computer Supported Collaborative Learning (Orlando J. Olivares); (3) Developing a Community of Practice in an Online Research Lab (Stephanie W. Cawthon and Alycia L. Harris); (4) The Case Method and Collaborative Learning (Stephanie L. Brooke); (5) Preparing Online Instructors: Beyond Using the Technology (Evelyn S. Johnson and Jane Pitcock); (6) Collaborative Work in Online Learning Environments: Critical Issues, Dynamics and Challenges (Erman Yukselturk and Kursat Cagiltay); (7) The Social Psychology of On-line Collaborative Learning: The Good, the Bad, and the Awkward (Donna Ashcraft and Thomas Treadwell); (8) Collaborative Learning Among Faculty: Using Course Management Systems to Support Faculty Development (Ellen L. Nuffer); (9) Development of Online Distributed Training: Practical Considerations and Lessons Learned (Eileen B. Entin, Jason Sidman, and Lisa Neal); (10) Gender and Diversity in Collaborative Virtual Teams (Anna Michailidou and Anastasios Economides); (11) Student Motivation in International Collaboration: To Participate or Not to Participate? (Janice Whatley, Elena Zaitseva, and Danuta Zakrzewska); (12) Help Me, Help You: A Triple Track Approach to Maximizing Collaborative Learning in Complex, Cross-National Virtual Teams (Derrick L. Cogburn and Nanette S. Levinson); (13) Developing Shared Mental Models in Computer Supported Collaborative Learning (Marissa L. Shuffler and Gerald F. Goodwin); and (14) Practical Strategies for Assessing the Quality of Collaborative Learner Engagement (John LeBaron and Carol Bennett).

Since the release of the very successful first edition in 2001, the field of emotional intelligence has grown in sophistication and importance. Many new and talented researchers have come into the field and techniques in EI measurement have dramatically increased so that we now know much more about the distinctiveness and utility of the different EI measures. There has also been a dramatic upswing in research that looks at how to teach EI in schools, organizations, and families. In this second edition, leaders in the field present the most up-to-date research on the assessment and use of the emotional intelligence construct. Importantly, this edition expands on the previous by providing greater coverage of emotional intelligence interventions. As with the first edition, this second edition is both scientifically rigorous, yet highly readable and accessible to a non-specialist audience. It will therefore be of value to researchers and practitioners in many disciplines beyond social psychology, including areas of basic research, cognition and emotion, organizational selection, organizational training, education, clinical psychology, and development psychology. This book begins with "Emotional Intelligence and Everyday Life: An Introduction," by J.D. Mayer and J. Ciarrochi. Part 1, Fundamental Issues, contains: (1) A New Field Guide to Emotional Intelligence (J.D. Mayer); (2) Measuring Emotional Intelligence: Paradigmatic Diversity and Common Ground (M.A. Brackett and G. Geher); (3) Skills of Emotional Competence: Developmental Implications (M. Buckley and C. Saarni); (4) Affective Intelligence: Understanding the Role of Affect in Everyday Social Behavior (J. P. Forgas and C. L. Wyland); and (5) Emotional Intelligence, Coping with Stress, and Adaptation (M. Zeidner, G. Matthews, and R. D. Roberts). Part 2, Applications of Emotional Intelligence Research to Everyday Life, contains: (6) The Emotionally Intelligent Marriage (J. Fitness); (7) Emotional Intelligence and Empathic Accuracy in Friendships and Dating Relationships (J. Flury and W. Ickes); (8) Emotional Intelligence and the Crisis in Schools (M. J. Elias, J. S. Kress, and L. Hunter); (9) Emotional Intelligence in the Workplace (D. R. Caruso, B. Bienn, and S. A. Kornacki); (10) Mindfulness-based Emotional Intelligence Training: A New Approach to Reducing Human Suffering and Promoting Effectiveness (J. Ciarrochi and J. T. Blackledge); and (11) Applied Emotional Intelligence: Regulating Emotions to Become Healthy, Wealthy, and Wise (P. Salovey). Part 3, Integration and Conclusions, contains: (12) The Current State of Emotional Intelligence Research: Answers to Some Old Questions and the Discovery of Some New Ones (J. Ciarrochi); and (13) Clarifying Concepts Related to Emotional Intelligence: A Proposed Glossary (J. D. Mayer, J. Ciarrochi).

"The Distance Education Evolution: Case Studies" addresses issues regarding the development and design of online courses, and the implementation and evaluation of an online learning program. Several chapters include design strategies for online courses that range from the specific to the universal. Many authors address pedagogical issues from both a theoretical and applied perspective. This diverse compilation of contributions by Temple University administrators and faculty gives a comprehensive overview of the distance education experience that can serve as a guide to others interested in providing quality distance education. This book contains thirteen chapters: (1) Creating an Online Program (Sandy Kyrish); (2) Faculty Participation in Distance Education Programs (Catherine Schifter); (3) Can a Viable DE Program Stay Behind the Technology "Wave"? (John Sorrentino); (4) Universal Design for Online Education (Rosangela Boyd and Bonnie Moulton); (5) Certain about Uncertainty (Stella Shields, Gisela Gil-Egui and Concetta Stewart); (6) Education Mirrors Industry (Donald Hantula and Darleen Pawlowicz); (7) Evaluating a Distance Education Program (Catherine Schifter and Dominique Monolescu); (8) Online Teaching, Copyrights, and the Need for Concerted Solutions (Gisela Gil-Egui); (9) Creating and Using Multiple Media in an Online Course (Maurice Wright); (10) Teaching a Studies-in-Race Course Online (Karen Turner); (11) Media Entrepreneurship as an Online Course (Elizabeth Leebron); (12) The Uses and Impact of Academic Listservs in University Teaching (Julie-Ann McFann); and (13) Design and Evaluation of an Internet-Based Personalized Instructional System for Social Psychology (Erica Davis Blann and Donald Hantula).

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)

Kids who distrust adults are highly skilled at hiding their real nature and resisting change. Most adults shun such youths or get mired in conflict with them. Punitive get tough practices as well as traditional flaw-fixing treatment are reactive strategies that often drive these youths further from adult bonds and reinforce oppositional and anti-social behavior. But these young people are far from hopeless, for they have remarkable resilience. This book explores the private logic of kids who battle adults and provides a blueprint and practical strategies for connecting with and reclaiming them. Drawn from the authors direct experiences, the book illustrates key principles with stories of conflict and survival. Each chapter is introduced with the unfolding story of one authors personal journey from risk to resilience. It then offers perspectives on these themes drawing from research and practical experience with youth issues. The scientific foundations of this work are drawn from the new knowledge on positive youth development, also called positive psychology, strength-building, and resilience. The focus is on developing potentials instead of preoccupation with deficit and deviance. (Contains 171 references.) (GCP)

Current educational and juvenile justice systems rely greatly on punishment and power over strategies-- especially when faced with youth whose severe behaviors escalate to violence. This book attempts to go beyond the typical problem-focused book, offering field-tested, concrete prevention and intervention strategies that can be used to help even the most challenging children and adolescents. Drawing from the best resiliency models and their collective professional experience with societys most difficult kids, the authors present a new approach to positive youth development. Based on the authors' work at Starr Commonwealth with court-ordered youths, this book challenges the notion of any child being too far gone to be helped. By reframing rebellious acts as signs of resilience, the authors propose instead the natural self-righting tendencies of youths who are progressing toward normal adult development, despite adverse circumstances. (Contains 241 references.) (GCP)

The control of technology over the physical environment is investigated in this seminar paper. Technological control creates a psychological paradox for man, making him feel helpless and incompetent. The dilemma of helplessness is emphasized because man's main environment is social and/or interpersonal rather than physical. Individual competence in the social environment is established through interpersonal relations with others. Technology offers success to man as a tool maker and controller, but technological control of the physical environment holds several dangers for the individual's relationship to others. The dangers concern personal freedom, dignity, and control. One danger is that man becomes deluded into forgetting chance, points in time, and kinds of events. Another danger is that technology contributes to man's expectancies of control or power and distorts his perspective of loving or caring from what he is and what he can do as a man. Thus, the risk of technological creativity lies in ignoring or interfering with the need for individual competence in relationships. Examples of current events are provided. (ND)

Since the school administrator cannot avoid conflict, it is imperative that he or she be prepared to cope with it when it arises and, if possible, before it develops. More than simple coping with conflict, an administrator needs to know how to channel conflict toward constructive ends. Conflict theory is given primary attention in this paper in order to provide school administrators with a conceptual framework within which to analyze the conflict-laden events and situations that arise in daily administration. It is essential that administrators be apprised of the complex nature of conflict and of its underlying dynamics, so that they come to see opponents not as enemies but as fellow human beings subject to the same forces that they themselves are subject to. (Author/WM)

The relationship between the psychological process of social-cognitive development of elementary children and social science education is reviewed. Social cognition is defined as the ways in which children come to understand the thoughts and feelings of others. For the most part, research findings have shown that a fundamental aspect of social cognition is "perspectivism," the ability to accommodate one's behavior to other points of view. Failure to consider other points of view results in "egocentrism," a form of cognitive solipsism in which individuals behave as if everyone experiences the world as they do. Studies in the psychology of social-cognitive development provide the empirical foundation for teaching the process-oriented, new social studies in the elementary school. Specific techniques of the new social studies education that develop social-cognitive development include inquiry activities, role playing, and values development. However, there is little evaluative research on these new techniques and curricula. Therefore, current theoretical interest in social cognition and practical interest in social science education create a particularly favorable context for the cooperation of psychologists and educators. (Author/DE)

The purpose of this publication is to link educators to some of the resources of social psychology, and to offer ideas and tools for use in enriching whatever role educators may play in elementary, secondary, or professional education. It briefly surveys the ingredients and dimensions of social psychology and then examines ten areas of educational practice which can benefit from the application of social-psychological resources. These areas include social psychology applied to: (1) curriculum content, (2) the teacher's role in the classroom learning process, (3) the functioning of the classroom peer group as a learning group, (4) staff development and leadership, (5) the development and operation of the school building, (6) the development of the school community, (7) the development of the larger socialization community, (8) the recruiting, training, and utilizing of the human resources needed for quality education, (9) future projections for educational planning, and (10) the utilization of social-psychological knowledge for improving education and coping with resistance to change. Also included is a "Tool Kit" of additional available resources for elementary and secondary educators. (Author/DE)

The papers in this book describe significant population research done by psychologists from 1972 to 1975. It is hoped that the papers will stimulate more psychologists to become involved in population research and inspire those now in the field. The book begins with an overview of the development of population psychology. The remainder of the book is divided into three parts. Part I deals with research issues and needs in population psychology. Topics discussed include demographic evaluation systems, psychological consequences of population change, family formation and marital relationships in population research, and personal communication and population research. Methodological and theoretical issues are treated in Part II. Discussed are methods used in forecasting family planning behavior; multiple-regression and facet techniques used in population research; test-retest reliability; preliminary findings in birth planning values and decisions; social and psychological determinants of fertility intentions; values and demographic conditions in attitudes on population policy; psychological determinants of nuptiality; and fertility choice behavior. The book ends with a brief look at educational issues in Part III, discussing the development of psychologists for work in the population field. (Author/RM)

This student manual is intended to help undergraduate political science students analyze human behavior. The manual poses the problem of why a group of high school students failed to take their cafeteria trays to the dirty dish room. It presents alternative solutions which students discuss as they explore various interpretations of human motivations which might have caused this behavior. The analysis presented is a prototype of thinking that can be applied to many of our social problems and can lead to a more humane society. The manual presents 30 different theories and viewpoints for analyzing the problem. Included among these are the following: ignorance of expectations and ignorance of consequences (cybernetic model); permissive upbringing, what's in it for me?, small group rewards (behavior reinforcement); sadism; masochism; attention seeking; preoccupation; sociopathic tendencies; rebellion against parental authority; depression (psychoanalytic model); loser; Peter Pan syndrome; game playing (dramaturgical/role model); lower need deprivation; Jonah complex (humanistic model); emotional contagion; Kohlberg moral development theory; depersonalization; and frustration/aggression (specialized theories). Questions and analysis topics are presented. A list of additional readings is also included. (Author/RM)

This monograph examines how bias affects the perception of journalists and discusses factors which might exacerbate or mitigate such bias. The book recommends the study of journalistic decision-making from perspectives developed in the field of social psychology. The book includes the following chapters: (1) "Media Bias, Cognitive Bias?"; (2) "Cognitive Processes in Journalism: An Overview"; (3) "Categorization"; (4) "Theory Generation"; (5) "Theory Testing"; (6) "Selection of Information"; (7) "Integration of Information"; (8) "Interactions and Perseverance of Biases and Errors"; (9) "Implications for the Study of Newswork"; and (10) "Summary and Conclusions." Forty-one end notes and 16 pages of references are attached. (MS)

Intended for teachers in training and inservice courses, the seven chapters of this book focus on children and schooling, on some of the ways child development and learning have been perceived, and on how such perceptions appear to have affected or informed the process of formal education. Fundamental to the organization of the book is the attempt to reflect a gradual development of some of the major issues in the socialization of children as seen from a social psychologist's perspective. Specifically, the seven chapters are: (1) Perspectives of Childhood: Historial Overview; (2) Schooling; (3) Psychology and Education; (4) Language, Communication, and the Curriculum; (5) Socialisation and Achievement; (6) Constraints on the Curriculum; Social-Psychological Issues; and (7) Self-Esteem and Social Learning. Three problems are focused on throughout the book: the disjuncture between theory and practice; the mismatch between the curriculum and the child; and the relevance of social learning and attribution theories, which, though important to social psychologists, seem neglected by educationists. A "rough, linguistic/cognitive socialisation chart" showing changes in conceptual growth and development, the CARALOC (Children's Attribution of Responsibility and Locus of Control) pupil questionnaire, and a copy of "Twenty Official Rules of the Schools in the USSR" are appended. (RH)