Location: Convention Center, Terrace Level, Terrace IV
Session Type: Roundtable Session
Chair: Joyce L. Moore,
University of Iowa
Evolutionary Changes in Beliefs about Motivation and Motivating Teaching Practices
Authors: Sarah E. Peterson, University of Texas at El Paso, and James B. Schreiber, Duquesne University
Abstract: We examined how a motivation course impacted teachers’ and preservice teachers’ beliefs about motivation and knowledge of theory-based motivational teaching strategies. Students developed motivation case studies and used theory and research to analyze motivational challenges and improve their teaching practices within the context of their cases. Using mixed methods (questionnaire, qualitative analysis of student papers, and descriptive case studies), we document how our students gained theoretical insight into their beliefs, either supporting or substantially changing their beliefs about motivation, and increased their understanding of the important role played by teachers in motivating students. We also document how our students translated their changing beliefs and increased knowledge into improved theory-based motivational practices
Finding the Psychology in Educational Psychology: Aligning Course Objectives with American Psychological Association Guidelines
Authors: Rachel J. Eells, Concordia University – Chicago, and Allison Gelfuso Butler, Bryant University
Abstract: Using a diverse sample of Educational Psychology syllabi, a document analysis was conducted to examine how educational psychology courses can not only meet professional teaching standards, but also address the learning outcomes recommended by the American Psychological Association. Findings suggest that (1) there is considerable overlap between InTASC Core Teaching Standards and APA Guidelines for the Undergraduate Psychology Major, and (2) instructor-generated objectives listed on syllabi tend to address many suggested learning outcomes for psychology students established by the APA. In a time when standards-based pedagogy and assessment is a focus in higher education, professors will benefit from seeing how their courses, which are interdisciplinary in nature, address learning standards set forth by both the fields of education and psychology.
Infusing Action Research into Educational Psychology Courses: Linking Theories and Actions-in-Practice
Author: Noriyuki Inoue, University of San Diego
Abstract: This paper discusses an ongoing study that examined the impact of infusing action research into graduate educational psychology courses. A mini-action research in the form of “N=1 Action Research” (NAR) was assigned as the final project in two psychological foundation courses required in education masters programs. The study found that many of the graduate students flexibly made use of psychological theories in devising their actions or inquired into situationally meaningful ways to meet their students’ needs, while other students were rigidly confined by the theories that they employed or merely cited the theories without linking them to their actions. This study calls for further discussions how psychological theories and actions-in-practice could be meaningfully linked in educational psychology courses.