Teaching Educational Psychology SIG

AERA 2012 Vancouver, Canada -- program

2012-02-28T18:28:00.000-08:00

Self-Knowledge, Metacognition, and Motivation in Pre-Service Teacher Education

Time: Sat, Apr 14 - 12:25pm - 1:55pm

Place: Vancouver Convention Center, Floor Second Level - East Room 12

Community-Based Field Experiences in an Educational Psychology Course: Recognizing Theory in Action

Jayne A. Downey (Montana State University), Sarah Schmitt-Wilson (Montana State University)

Fostering Preservice Teachers’ Motivation for Interdisciplinary Education in an Educational Psychology Course

Gina Park (University of Michigan - Ann Arbor), Kara A. Makara (University of Michigan)

Reflections on the Self and Others: The Use of Case Study and Self Narrative Analyses in Child and Adolescent Development Courses

Richard S. Brody (College of Saint Rose), Katherine H. Voegtle (College of Saint Rose), Marguerite G. Lodico (College of Saint Rose)

Teachers’ Perspectives, Epistemological Understanding and Critical Thinking Related to Case Studies: Transfer From an Educational Psychology Course Into the Classroom

Diana Akhmedjanova (The College of Saint Rose), James D. Allen (College of Saint Rose)

Teaching Metacognition to Preservice Teachers: Learning Through the Item Review Process

Agni Stylianou-Georgiou (University of Nicosia), Elena C. Papanastasiou (University of Nicosia)

Discussant: Laura Reynolds-Keefer (University of Michigan - Dearborn) Chair: Gloria C. Berdugo Oviedo (Universidad Tecnológica de Bolívar)

Educative Experience in Teacher Education

Time: Sat, Apr 14 - 2:15pm - 3:45pm

Place: Vancouver Convention Center, Floor Second Level - East Room 13

A Pragmatic System for Reconceptualizing, and Teaching, Behaviorist, Cognitive, and Situative Perspectives on Learning

Steven K. Wojcikiewicz (Western Oregon University), Alicia Wenzel (Western Oregon University)

Experiencing Flow and Optimal Learning Environments in Undergraduate Educational Psychology Instruction

David J. Shernoff (Northern Illinois University), Brett Anderson (Northern Illinois University)

Living Theory: Dramatization in Educational Psychology

Cynthia Bolton (University of South Carolina - Beaufort)

Preservice Teachers Use Their “I”s (iPads, iPods and iPhones): Creating Individual

Behavior Interventions With Video Modeling

Alandra S. Weller-Clarke (Benedictine University)

Using Visual Tools to Enhance Teachers' Metacognition

Diane E. Salmon (National-Louis University), Melissa Kelly (National Louis University)

Discussant: Greg S. Goodman (Clarion University)

Chair: Theeraphab Phetmalaikul (Srinakharinwirot University)

Representations as Pedagogical Tools in Pre-Service Teacher Education

Time: Sun, Apr 15 - 2:15pm - 3:45pm

Place: Vancouver Convention Center, Floor First Level - East Ballroom B

Teaching Educational Psychology Through Student-Made Representations: How Material Tools Can Support the Development of Student Understanding

Kendall Becherer (University of Washington)

The aDROIT Functions of Pictures in PowerPoint Presentations: Illustrations for the Educational Psychology Classroom

Russell N. Carney (Missouri State University)

Teaching Educational Psychology SIG Business Meeting and Reception

Time: Sun, Apr 15 - 6:15pm - 7:45pm

Place: Vancouver Convention Center, Floor Second Level - East Room 12

News on AERA 2012 conference TEP Sig

2011-11-13T20:09:00.001-08:00

After reviewing the many strong proposals we received, the TEP SIG has assembled three sessions for the annual meeting, with a special focus on promising and unconventional approaches for the teacher education classroom. We will offer two paper sessions, titled "Educative Experience in Teacher Education" and "Self‑Knowledge, Metacognition, and Motivation in Pre‑Service Teacher Education." These sessions will present research on a wide range of innovative techniques for preparing pre‑service teachers, as well as enlightening theoretical perspectives on teaching educational psychology. Our poster session is titled "Representations as Pedagogical Tools in Pre‑Service Teacher Education," and will examine effective techniques for the use of images and models to aid pre‑service teachers' learning. In addition to these sessions, we'll have our annual business meeting and reception, where attendees can learn about the SIG's recent activities, network with fellow educational psychologists, and enjoy rich conversations about current developments in the field.

We hope to see you in Vancouver, British Columbia, April 13-17, 2012

Open Access Educational Psychology

2011-11-13T20:08:00.000-08:00

Members of TEP SIG have repeatedly expressed frustration with the ed psych texts currently available on the market. The quality of the material is generally high, but the books themselves are far too large for the typical one-semester course, and their cost has started to seem excessive (most current major texts are prices well in excess of $100). Instructors often end up skimming, or even omitting, many chapters, and students end up resenting paying for material that is scarcely used in the course.

A partial solution to these problems exists in the form of various open-access initiatives already available online. Three of these deserve special mention:

The Teaching Educational Psychology Wiki (http://teachingedpsych.wikispaces.com). This website contains several hundred class activities, course assignments, and readings suitable for teaching introductory educational psychology. All are free to download and use; they are not under any restrictive copyright. The website is sponsored by TEP SIG and managed by Kelvin Seifert (a former chair of TEP SIG) and Zsuzsanna Zsabo. This fall, Zsuzsanna is planning to involve her graduate students in assessing the quality of the materials, and in recommending revisions as needed.

Educational Psychology, 3^rd edition, by Kelvin Seifert and Rosemary Sutton (http://cnx.org/content/col11302/latest/). This is a textbook about introductory educational psychology that is open-access—meaning that it is available free to download by anyone, without copyright restrictions. The book is a comprehensive textbook, and it has been “modularized” by the website managers, so that instructors and students can download short individual parts that are truly useful for their local needs. The text has been peer-reviewed and revised twice, and is currently published by Connexions, a major online, open-access publisher based at Rice University in Houston. Both of the authors are former chairs of TEP SIG.

The Educational Psychology Adopters Group (email: edpsych.adopters@gmail.com). This is an online discussion group focused on further reviewing and revising the content of the Seifert/Sutton Educational Psychology text. Individual instructors within the group focus on particular themes or topics (e.g. information processing theory, motivation, or assessment of learning). They gather student feedback about the topic, recommend additional open-access material to strengthen it, and where necessary write new modules or materials to supplement or replace existing text. In addition to its periodic discussions, the group is applying for funding from the Hewlett Foundation to support the posting of open-access text content about ed psych. If you are interested in participating in the discussions, send an email request to edpsych.adopters@gmail.com.

Book review

2011-11-13T20:06:00.005-08:00

Vygotsky and Creativity: A Cultural-historical Approach to Play, Meaning Making, and the Arts. Peter Lang Publishing. First printing edition (April, 2010).

Reviewed by Paige Lunde

Why have the arts all too often been neglected by leaders and scholars in our contemporary society? M. Cathrene Connery, Vera P. John-Steiner, and Ana Marhanovic-Shane have edited a meaningful, passionate and all-embracing book on the mediation between imagination and creativity. Their focus on the ideas of Russian psychologist, L.S. Vygotsky examines connections between past theory and future tools. More importantly, they focus on his framework for defining the association between feeling, imagination, and sign systems.

Art making, role-playing, and dance are the breath of children coming into understanding themselves and the world. And, lucky for us, Vygotsky was compelled to dedicate his life’s work to the psychology of art and how it related to child development. His theories focus on how play and learning awaken a variety of developmental processes that appear when the child is interacting with peers. He explores concepts of thought and speech, further defining connections between the way we receive and relate information in our developmental process.

How do people use art for communication? They communicate through experience. As Georgia O’Keefe said, “The meaning of a word to me is not as exact as the meaning of a color.” Connery seeks to examine how artists develop a visual language, introspectively reviewing her own painting through the lens of Vygotsky. His framework offers a psychological window of how the mind makes and reacts to meaning. Connery delves into that semiotic mediation that uses psychology and physical tools through art making.

Vygotsky asserts that creativity creates cultural meaning through social interactions. Seana Moran explores this process in her chapter entitled Commitment and Creativity: Transforming Experience into Art. She presents a study on writers and the ways they commit themselves to their literature and culture. She interestingly breaks down different genres – questioning the writer’s commitment to their environment. This valuable study highlights how people are not just consumers, but contributors of meaning.

In short, this book creates a picture for the arts throughout child development and takes a rich look at how student engagement enhances student imagination. The chapters speak to the idea that learning is inseparable from the act of creating, and supports committed educational theory and practice - always with the aim of reforming education through the arts.

Call for Editor --TEP Sig Newsletter

2011-11-13T20:06:00.003-08:00

Call for Editor

Executive officers of the Teaching Educational Psychology Special Interest Group (TEP SIG) are accepting applications for the position of editor of Teaching Educational Psychology (TEP). The editor position is a three-year term.

Teaching Educational Psychology (TEP) is an online, peer-refereed journal devoted to increasing the shared knowledge base about the teaching of educational psychology to a variety of educational constituencies, including pre-service and in-service teachers, administrators, policy-makers, parents, and the public. TEP is affiliated with the TEP SIG of the American Education Research Association and Division 15 of the American Psychological Association.

TEP is published three times a year (fall, spring, summer) pending appropriate submissions.

Deadline: January 31, 2012 or until Editor is named.

Qualification and requirements: Qualities needed for the position of editor or co-editor include a record of research related to the scholarship of teaching educational psychology and evidence of managerial skills to oversee the review and publication process.

Major responsibilities of the future editor or co-editors of TEP include

Communicating with and assisting authors throughout the publication process,
Making executive decisions regarding which manuscripts to publish,
Selecting a pool of competent reviewers to reach conclusions and make decisions on manuscripts in a timely fashion
Overseeing and managing the journal website
providing a clear vision for the direction of the Journal

Qualified applicants should send email and copy of curriculum vitae to TEP@millersville.edu.

Run for Program Chair & Treasurer

2011-11-13T20:05:00.000-08:00

2012 Officer Slate Announced!

The following individuals have expressed willingness to serve the Teaching Educational Psychology SIG for the next year. Please consider these individuals who have volunteered to run for the program chair and secretary-treasurer openings.

Program Chair (Term 2012‑2013)

Cynthia Bolton‑Gary: Dr. Cynthia Bolton‑Gary is associate professor at the University of South Carolina Beaufort and serves as the Assessment/ Accreditation Coordinator for the Department of Education. Currently, Dr. Bolton‑Gary is the Treasurer / Secretary for TEP‑SIG. Her research interests include: educational psychology, innovative pedagogical strategies, motivation, and assessment.

Pat Haugh: Dr. Pat Haugh is assistant professor at West Virginia University. Currently, Dr. Haugh is teaching educational psychology online to a cohort of graduate students. Her research interests include undergraduate autobiography, adult problem solving, and reading.

Maria Oreshkina: Dr. Maria Oreshkina is assistant professor in the Education Department at the University of Scranton (PA). She currently teaches undergraduate and graduate courses in educational psychology and middle childhood education. Dr. Oreshkina's research interests include the study of cognitive and metacognitive development in school children, preservice teacher's beliefs, and the study of learning and development from a socio‑cultural perspective.

Secretary - Treasurer (2012‑2013)

Henry Brzycki: Dr. Henry Brzycki is Dean of the School of Education at American Public University. His scholarly work includes investigations of the intersection of education and psychology, teaching educational psychology, and integrating positive psychology into K‑12 curricula. Dr. Brzycki has been a regular contributor to the AERA Annual Meeting and has served the TEP‑SIG for several years as Newsletter Editor.

Martha Strickland: Dr. Martha Strickland is assistant professor of education in the School of Behavioral Sciences and Education at Penn State University. She is currently teaching educational psychology and learning theory at both undergraduate and graduate levels, and she has been a regular contributor to the AERA Annual Meeting. Dr. Strickland's research interest focuses on enhancing connections between teachers and immigrant/refugee students

Literacy --Assistant Professor Position at Marist College

2011-10-06T08:42:00.001-07:00

Position Title: Assistant/Associate Professor of Literacy

Department: School Social & Behavioral Sciences : Marist College; Poughkeepsie, NY 12601

Type of Position: Full Time

Classification: Faculty

Duration of Position: 9 Month

Brief Summary:

The teacher education program at Marist College is searching for a tenure-track Assitant or Associate Professor for secondary education. Teacher education at Marist provides high quality programs at the undergraduate and graduate (Master's) levels that lead to both initial and professional certification in a range of areas and levels including elementary, middle grades, secondary, and special education. With 13 full-time faculty, the teacher education group offers a working environment that emphasizes quality teaching, support for a range of research and scholarship, and a collegial working environment that is very supportive of new and established faculty alike.

Duties and Responsibilities:

The courses you will teach will depend on your areas of expertise and interest, but they may include theory courses, methods courses, and courses on working with special populations such as ESL, linguistically diverse learners, or adults. Courses on specific topics such as family literacy or content-area literacy are also a possibility.

Qualifications:

The ideal candidate will have an earned doctorate degree in an appropriate field but if you are ABD and near completion you will also be considered. Candidates should have experience working in schools and demonstrate a potential to contribute to the intellectual vitality of the teacher education program as well as the ability to work collegially with other faculty and with school leaders and teachers in the region. Experience working with diverse populations and in high needs schools is highly desired.

Required Applicant Documents: Resume, Cover Letter, References, Teaching Philosophy

http://jobs.marist.edu/view_position.php?postingid=99

Educational Technology --Assistant Professor Position at Marist College

2011-10-06T08:41:00.000-07:00

Position Title: Assistant/Associate Professor for Educational Technology

Posting Number: 106

Department: Education ; Marist College; Poughkeepsie, NY 12601

Type of Position: Full Time

Classification: Faculty

Duration of Position: 9

Brief Summary:

The teacher education program at Marist College seeks an Educational Technology Specialist for a tenure-track faculty position. Teacher education at Marist College offers high quality programs at the undergraduate and graduate levels. Programs lead to initial certification and professional certification in a range of K – 12 grade levels and assignments, including special education. Marist’s Teacher Education Department has 13 full-time faculty that work in a collegial environment emphasizing quality teaching, research and scholarship, and service to the college and community.

Duties and Responsibilities:

The successful candidate will teach courses at both the undergraduate and graduate levels. Course content will include theory, assessment application, research, and innovative practices. Service to students, the department, college and community is expected for tenure as is an active agenda of research and publications.

Qualifications:

The candidate will have earned a doctorate degree or may be an ABD nearing completion of a program. This advanced study might be in technology, assessment, curriculum, or other area directly related to K- 12 education. Candidates should have experience working in schools. Candidates should demonstrate a potential to contribute to the intellectual vitality of the teacher education program as well as the skills to work collegially with college faculty and educators from the region. Experience working with diverse populations and in a high needs school is highly desirable.
Candidates for the position should have an understanding of contemporary theories, models, and best practices associated with the use of educational technology. Teaching experience at the undergraduate and graduate levels is preferred. It is important that the candidate have experience with formative and summative assessment methods at various levels of K-12 education and use of digital portfolio techniques, and the integration of technology within content areas (e.g. STEM). Knowledge of state and ISTE standards is essential. The successful candidate will also be considered for her/his demonstrated passion for education, leadership in how the use of educational technology prepares future educators for student achievement, and an understanding of the importance of educational technology in the lives of students. The selected candidate will complement the work of faculty and add to its significance as a recognized source of quality educators.

Required Applicant Documents: Resume, Cover Letter, References, Teaching Philosophy

http://jobs.marist.edu/view_position.php?postingid=106

Fall Survey

2011-09-06T05:58:00.000-07:00

Dear Friends of the Teaching Educational Psychology Special Interest Group:

Please take a few minutes and give this leadership team your responses to our annual survey / accounting of our membership.

Please give us some input concerning your connection to educational psychology, and we
will give you both the results of this survey and our best efforts at creating an organization that meets your needs!

Click this link to go straight to Survey. Takes only several minutes.

Have a happy and successful fall!

TEP 2011 CONFERENCE PROGRAM

2011-03-06T18:36:00.000-08:00

The Teaching Educational Psychology SIG Program Co-Chairs, Dr. Sandra Deemer and Dr. Laurie B. Hanich, have been extremely busy putting together an outstanding program of scholars, researchers, and innovators, which we present here for your review.

Teaching Educational Psychology – Special Interest Group

The 2011 Conference Program

We hope you’ll enjoy the lineup of TEP sessions for the 2011 annual meeting. Please mark your calendars for the following sessions.

Paper Session: Innovative Approaches to Instruction and Assessment Scheduled Time: Sun, Apr 10, 10:35am - 12:05pm Building/Room: Sheraton / Salon 820 Daily Quizzes Help or Harm: Some College Psychology Students Learn
Kathryn Ley (University of Houston - Clear Lake), Dawn Young (Bossier Parish Community College - Lousiana)
Pooh's Imagination: Using Children's Literature and Comics to Teach Educational Psychology
*Cynthia Bolton (University of South Carolina - Beaufort)
Students' Perspectives of Reciprocal Questioning to Understand and Apply Principles of Learning
*James D. Allen (College of Saint Rose)
The Anne Frank Task: Using a Case Study Approach to Learn About Human Development
*Florian C. Feucht (University of Toledo)
Discussant: Susan K. Green (Winthrop University)
Chair: Laura Reynolds-Keefer (University of Michigan - Dearborn)

Paper session: Technological Approaches That Facilitate Learning Scheduled Time: Mon, Apr 11, 12:25pm - 1:55pm Building/Room: Sheraton / Salon 820
In Their Own Words: Using Teacher Blogs in Educational Psychology Courses *Laura Reynolds-Keefer (University of Michigan - Dearborn)
Preservice Teachers Create YouTube Videos: Evidence of Learning
*Alandra S. Weller-Clarke (Benedictine University)
Students' Perceptions of Case-Based Discussions in an Online Educational Psychology Course
*Emily J. Hixon (Purdue University - Calumet)
Discussant: Kelvin L. Seifert (University of Manitoba)
Chair: Cynthia Bolton (University of South Carolina - Beaufort)

Roundtable Session 48 Scheduled Time: Mon, Apr 11 , 4:05pm - 5:35pm Building/Room: Sheraton / Grand Ballroom A The Impact of Educational Psychology Within Two Different Models of Teacher Education on Teaching Efficacy
*Lisa C. Duffin (Western Kentucky University)
The Method Behind the Madness: Educational Psychology Students
*Alandra S. Weller-Clarke (Benedictine University)
Using the Self Theory in Schooling and Positive Psychology to Engage and Motivate
*Henry G. Brzycki (American Public University)
Chair: Ida Rose Florez (Arizona State University)

TEP 2011 BUSINESS MEETING AGENDA

2011-03-06T18:35:00.000-08:00

Don’t forget about our business meeting. We hope you’ll come meet current TEP members and officers, say goodbye to our previous serving officers, and see how you can get involved in TEP. We’ll provide food and beverages and plenty of good conversation. Business dealings will be conducted early in the meeting so we have time for socializing. Our TEP Wikimaster, Kelvin Siefert, will provide a presentation of our WIKI, which is full of sound educational resources for the teaching of educational psychology – a data base of teaching best practices compiled over numerous years.

TEP Business meeting: Scheduled Time: Sun, Apr 10, 6:15pm - 7:45pm

Building/Room: Sheraton / Salon 820

LATEST NEWS FROM THE TEACHING ED PSYCH WIKI

2011-03-06T18:32:00.001-08:00

Excellent Source for Best Teaching Practices – Take a Look!

As many of you know, TEP SIG sponsors a website called teachingedpsych, a wiki-style archive of materials that support the teaching of introductory educational psychology in teacher education programs. If you haven’t seen it yet, go to http://teachingedpsych.wikispaces.com, and browse through the materials, which are organized by 17 general topics. You may see something that you can use with one of your classes! At last count teachingedpsych includes about 300-400 items, grouped on about 175 individual webpages.

Here are the 17 general topics of teachingedpsych. Each topic has an opening page linked to a number of other pages and related Internet websites:

Class activities and demonstrations
Course assignments
Course syllabi or outlines
Classroom management
Human development
Motivation
Thinking and cognition
Special education
Assessment of K-12 learning
Introduction to psychology
Teacher education
Theories of learning
Social relationships
Blogs, wikis, and discussion lists
Introductory ed psych textbooks
Articles, chapters, and books,
Multimedia

Teachingedpsych began in May 2009, and since then has proved increasingly popular. In 2009, it averaged about 48 views per day; in 2010, it averaged about 143 per day (a 196% increase!); and so far in 2011, it is averaging about 231 views per day (a 62% increase over 2010). Since it began, teachingedpsych has received about 122,000 “hits” or views. Viewers come from all over the world. Only 70% are from the USA and 18% are from Canada; the other 12% come from about 100 other countries—too numerous to list!

Where is teachingedpsych headed in the future? In addition to welcoming additional new materials, the website would benefit from the following:

More thorough indexing, cross-linking, and “tagging” of items and materials to facilitate searching
Clarification, expansion, and/or revision of explanations of items in some cases
Most important: One or more person(s) to assist in gathering items from TEP SIG members and others, in posting the items, and generally insuring a tidy, easy-to-figure-out website

As a SIG, in addition, we might want to consider broadening the mandate of teachingedpsych beyond the teaching of intro ed psych per se. Many of the items are useful in other teacher education courses and might therefore be well-received by other SIGs or divisions of AERA. Those groups might also contribute materials to the website helpfully. It’s something to think about and discuss in the coming year.

--Kelvin Seifert

Teachingedpsych wiki managerhttp://teachingedpsych.wikispaces.com

TEP MEMBER NEWS

2011-03-06T18:29:00.000-08:00

TEP SIG members would like to express our heartfelt gratitude to our outgoing President, Dr. Greg Goodman.  Dr. Goodman’s accomplishments are too numerous to mention in this Newsletter, and include: organizing and conducting the 2010 TEP Membership Survey, which informed our understanding of our membership profile and future interests; infusing TEP with extraordinary spirit and collaboration; and helping to build a solid foundation for future growth.  Dr. Goodman’s energy and inspirational leadership will be missed.  Thank you Greg!

Please look for Greg at our 2011 Conference and Business Meeting and thank him personally

ELECTION OF NEW TEP OFFICERS: CANDIATE PROFILES

2011-03-06T18:26:00.001-08:00

We are holding our annual and special AERA TEP SIG elections, so if you are interested in providing leadership please consider running. Thank you to those who are running. Candidate profiles are below. Here are the slate of officers:

1. Program Chair / President / Past President

a. Duties include: setting the Annual meeting program, running the SIG, and picking a slate of officers

b. Term: 2011-2014

2. Treasurer / Secretary

a. Duties include: tracking finances, keeping minutes of meetings

b. Term: 2011-2013

3. Newsletter Editor

a. Duties include: assembling and distributing a newsletter several times per year

b. Term: 2011-2013

Candidate Profiles:

Program Chair: Stacy DeZutter

Affiliation: Millsaps College

I am an Assistant Professor of Education at Millsaps College. I teach a diverse set of educational psychology-based courses, including courses in human development, creativity, and methods of instruction. My research builds on insights from sociocultural theory to examine two separate (but sometimes related) topics: group creativity and teacher cognition. I hold a PhD in the Learning Sciences from Washington University in St. Louis. I have been active in the leadership of AERA since 2003, having served in a number of roles including Chair of the Graduate student Council (a role which also included serving on AERA's Association Council) and Secretary/Treasurer for the TEP SIG. The TEP SIG has been a valuable resource for me, and I am eager to use my experience in AERA leadership to support its efforts. In particular, I'd like to forge stronger connections between our SIG and the graduate student membership, as a means to bring new members to our group and to foster mentoring relationships between experienced ed psych professors and those newer to the endeavor. I am also proud of how our various web-based outlets (TEP wiki, blog, newsletter, and online journal) have flourished in recent years, and I would like to build on this success.

Treasurer / Secretary: Cynthia Bolton-Gary

Affiliation: University of South Carolina, Beaufort

Doctor of Philosophy in Educational Psychology from the University of North Carolina Chapel Hill, 1994. Currently, Associate Professor at the University of South Carolina Beaufort, Assessment and Accreditation Coordinator (2009-present), Chair of the Department (2009-2010), Director-Center of Excellence in Collaborative Learning (2008-present). Previous faculty appointments at the University of South Carolina Aiken, and Aurora University. Fellow at the North Carolina Center for the Advancement of Teaching (2006-2008). Research interests: assessment, teacher preparation, classroom management, children’s literature.

Newsletter Editor: M. Cecil Smith

Affiliation: Northern Illinois University

M Cecil Smith is a professor of educational psychology at Northern Illinois University where he has taught educational psychology, research methods, and human development courses since 1988. He has been a member of AERA since 1984, and has served as a proposal reviewer for various Divisions and SIG for many years. He was co-chair of Division C (1999) and is currently webmaster and newsletter editor for the Adult Literacy and Adult Education SIG.

Job -- Education -- Millsaps College

2011-01-05T07:33:00.000-08:00

POSITION VACANCY

Full-time one year position in the Department of Education available Fall 2011-Spring 2012Millsaps College-Mississippi

Millsaps College, a nationally recognized, selective four year liberal arts college in Jackson, MS, announces a full-time one year position in the Department of Education available Fall 2011-Spring 2012. Teacher licensure programs at Millsaps College are NCATE accredited. A terminal degree with k-12 teaching experience is required. Candidates with expertise in literacy instruction and in special education will be especially competitive. Applications should include a letter addressing the candidate’s interest in teaching, the candidate’s scholarly accomplishments and plans for future scholarly contributions to the knowledge base, a curriculum vitae, transcripts of all undergraduate and graduate work, and three letters of recommendation. Applications should be sent to Dr. Marlys Vaughn, Department of Education, Millsaps College, 1701 North State Street, Jackson, MS 39210.

Millsaps College, a distinguished liberal arts college with an enrollment of 1,100, hosts the first Phi Beta Kappa chapter in Mississippi. Millsaps occupies a beautiful 100-acre residential campus in the heart of Mississippi’s capital city-a growing metropolitan area. Millsaps is an equal opportunity employer. The Millsaps Department of Education offers a major in Elementary Education, secondary licensure in most majors, and supplemental licensure in Special Education. Please visit our web site at www.millsaps.edu <http://www.millsaps.edu>.

Deadline for applications: February 15, 2011

MEMBER NEWS - HAPPENINGS

2010-11-03T20:43:00.000-07:00

TEP SIG leaders were asked to respond to three (3) questions:

(1.) What is the best part of teaching educational psychology?

(2.) What is new in your professional life/career? New promotions, grants,

centers/institutes involvement, Race to the Top involvement, Job openings in your department, et al.

(3.) What is your best idea(s) for how educational psychology can inform, or contribute to the reauthorization of ESEA (Elementary and Secondary Education Act)?

Our TEP SIG is thankful to have such thoughtful and caring members, and Dr. Sandra Deemer’s responses to these three questions characterize the views of our members.  We are fortunate to have Dr. Deemer’s leadership vision shaping the future of our TEP SIG. Congratulations on a new book contract – we all look forward to your scholarly contribution to our own work and lives.

Dr. Sandra Deemer has much to say about teaching educational psychology that will resonate with our members:

1.  What is the best part of teaching educational psych?  Share your personal highs, successes, joys in teaching this semester or over your career.

I believe that the best part relates to mentoring new teacher candidates as they begin their courses and fieldwork related to their eventual teacher certification.  At Millersville, our educational psychology courses are at the beginning of the course sequence so our students have their first early field experience while taking my courses.  This is a time of great anxiety for some as they consider whether teaching is the profession for them.  I enjoy aiding them through these developmental processes and keeping the anxiety at a healthy level.

In terms of the content that I teach, I enjoy exposing students to the “whys” behind the teaching decisions that they make or will make in the teaching profession.  Many times after we discuss a topic, I will hear students begin to understand the actions of their previous teachers.  Even if some of these memories are negative (e.g., why the teacher should not have required students to compete against each other for grades), students learn a great deal as they analyze their own experiences through the lens of educational psychology.

2.  What is new in your professional life/career?  New promotions, grants, centers/institutes involvement, Race to the Top involvement, Job openings in your department, et al.

I have just secured a book contract with Kendall Hunt Publishing to write a book focusing on how secondary teachers recognize the tenets of achievement goal theory in their classrooms.  I will be interviewing outstanding secondary teachers as I construct various chapters on each of the content areas represented in high schools today.  I am hoping that this publication will inform both preservice and in-service educators about the practices of outstanding art, math, science, social studies, English Foreign Language, and Technology Education in our local high schools.

3.  What is your best idea(s) for how educational psychology can inform, or contribute to the reauthorization of ESEA (Elementary and Secondary Education Act).

Related to my thoughts to the second question, I think that the theories in educational psychology have the capability to help us understand how teachers negotiate the accountability systems in existence today and what may in fact deter them from designing creative lessons.

Thank you Sandra!

Other member news

Henry G. Brzycki, Ph.D., in addition to teaching motivation strategies and positive psychology to K-16 classroom teachers has founded The Center for The Self in The Schools, where he hopes to put a stop to bullying and inhuman behavior. The Center takes an interdisciplinary view and offers teacher professional development workshops, superintendent and principal coaching, student empowerment programs for grades 5-12 for whole school, grade level, or classroom involvement. For more information please contact Henry at: henry@brzyckigroup.com; or 814-234-2545.

Stacy DeZutter, Ph.D., is currently conducting research on the culture of college-level writing instruction. In addition, she has articles in press on distributed creativity and on teaching as an improvisational profession. Stacy is the service learning faculty mentor at Millsaps College, where she teaches courses in human development, creativity, peace education, and writing.

Zsuzsanna Szabo, Ph.D., moved over the summer to Poughkeepsie, NY accepting a position as Director of Graduate Teacher Education Programs at Marist College and enjoys teaching graduate education courses again. Has article in press at Technology, Pedagogy and Education.

Kelvin Seifert, Ph.D., has recently completed an extensive review of research in early childhood, socio-emotional development that has broad implications for those of us who teach educational psychology as well as for policy makers considering reauthorization metrics. Dr. Seifert’s abstract is reproduced for your review and interest:

Abstract: Research about Young Children: What Makes It Useful?

By Kelvin Seifert, University of Manitoba

Early childhood education has had a long affiliation with the field of child study and child development research. Yet developmental researchers and early childhood teachers have both tended to overlook the extent to which the affiliation is really based on only part of developmental psychology—the part related to children’s social life and development. Classrooms for the young are especially social places, so research meant to illuminate learning processes in such classrooms necessarily must include strong attention to social processes of all kinds.

As a result of this reality, certain areas of developmental research (for example, “brain” research) cannot really give very specific or helpful advice about how young children learn. Other areas (for example, cognitive development research or information processing research) can be specific and helpful, but only if placed or envisioned in the complex social contexts of early childhood classroom life. Still other areas (for example, research on pretend play, bilingualism, or even theory of mind) have very direct classroom implications because of the frankly social issues on which they focus.

There is much research evidence that teachers and parents often realize the priority of the social in early childhood classrooms. This insight needs to be communicated more fully to interpreters of developmental research, and applied more deeply to their interpretations, to reduce misinterpretations of developmental research by teachers and parents, and so that developmental researchers can focus their support for early childhood education more effectively.

Note: The above abstract is for a review chapter in submission for the following:
Saracho, O. & Spodek, B. Eds., (in press). Handbook of research on the education of young children, 3^rd edition. New York: Routledge/Taylor & Francis.

Call for Submissions to tep winter Newsletter

Please consider writing/submitting short news items that may include: new developments in the field, your teaching successes using a best practice, career information (such as promotions or new leadership appointments), new eLinks to important and useful websites, etc. We are interested in your comments regarding bullying in our society and schools; reauthorization of NCLB; among other topics. Contact: Henry G. Brzycki, Ph.D.: hbrzycki@aol.com.

Book review – new feature

The Nature and Nurture of Learners: From the Perspective of Educational Psychology

Author: Meryl Englander
Author House Press, (2010)
1663 Liberty Drive
Bloomington, IN 47403

A Book Review by Greg S. Goodman

Meryl Englander has accrued fifty plus years as a high school teacher, supervisor of student teachers, conducting and publishing related research, and teaching educational psychology at Indiana University. Based upon these experiences, he has compiled a text for teachers that identifies and defines the underlying psychological concepts, and proposes a pedagogy for developing the skills necessary for successful teaching. To achieve these lofty goals, Englander has sectioned the text into five parts.

Part one is titled The Science of Education and Human Nature as the Rationale for Educational Goals. Englander observes that humans are born with billions of individual neurons that connect the brain with the rest of the body. He proposes that the individual’s development of these neurons constitutes education. Visual images of cortical atrophy are presented to confirm the importance of experience for brain development. The critical factor in learning and behaving is the quality of the individual’s brain that is composed of three constructs: the intellect, motives, and sense of self. The three constructs function as a system. Individuals interact with the environment and this process is the means for developing the constructs. The quality of the environment is the critical factor in the productivity of the individual. According to Englander, the educational environment is the essential element in the brain’s development.

Part two analyzes the complexities of intelligence in terms of the interaction of thinking processes and the complexity of knowledge with respect to a variety of modes of representation. A solid collection of information is presented concerning knowledge construction from the environment through the brain’s context and neural systems. Each learner is unique with respect to the levels of development and personal style thus mandating a variety of teaching processes.

Part three addresses motivation as it pertains to both learning and behavior. Like the intellect, motivation is complex in that humans are driven by as many as twenty different motives, each of which triggers a variety of goals. Englander observes that motives such as negative self-efficacy inhibit both learning and behavior. Unfortunately, much of the data for developing particular motives are presented from the perspective of out-dated research perspectives, i.e. a 1961 McClelland publication.

Part three also includes some solid suggestions for enhancing motivation. Connections are made through the use of various activities such as collegial studying and extracurricular experiences to build solid tools for developing motives. Englander discusses other major understandings of motivational theory such as learned helplessness, behavior modification, and the use of feedback.

Part four brings into focus Plato’s fundamental dictate: know thy self. The text points out that between 1948 and 1968 over 2,000 studies were conducted on the system of self. Sadly the author chooses an example of race discrimination to demonstrate the ways in which identify is formulated. His inclusion of a widely reviled racial epithet is inappropriate.

Eight independent dimensions of self-concept are identified and described. Individuals define themselves in one or more terms. The list includes academic competence, kinesthetic competence, affiliation, power to influence others, destiny control, morality, image, and cultural pride. Evidence is presented that indicate individuals differ in terms of self description and importance of each. The impact of one’s sense of self on learning and behavior indicates that teachers need to give attention to its development.

Part five contains two chapters devoted to overt behavior. In the first chapter the astute research of Pianta and Hamre (2009) focuses on the importance of emotional support, classroom organization, and instructional support for the creation of a positive climate for learner achievement.

Chapter eleven deals with the issue of responding to undesired behavior. This issue, if unresolved, is the teacher’s nemesis. In answering the foundational question of what to do, Englander accurately concludes that punishment is an over-utilized and ineffective tool for developing responsibility and controlling future behavior. We are better advised to heed his example of Alfie Kohn’s advice listed at the end of the chapter: the environment of the classroom and the culture that the learners and the teacher ascribe to are the major factors in determining the behavioral outcomes of the shareholders.

The final two chapters deal with the issue of assessment: The Nature and Importance of Assessment. From the perspective of the media and political arena, test scores are critical. However, the value of assessment depends on how various measures are constructed, interpreted, and used. The details of authentic measurement are explored. The chapter, Assessing the Educational Enterprise, investigates the development of a testing program to identify individual development and also measures by which we can assess educational programs and communication among the involved individuals.

The Nature and Nurture of Learners is a cogent assembly of the principle aspects of the art and science of educational psychology as they apply to education. The focus is on the interaction of the individual’s active brain with the environment. This text can serve as a good resource for both pre-service and practicing teachers as they use Englander’s questions and exercises to consider how learning can be promoted. This book is possibly overly ambitious in its goal: “to initiate the underlying needed skills of our teachers.” Teachers need the skills and knowledge presented; however, this reviewer questions the effectiveness of such a book upon the intended audience. The poor quality of the text’s illustrations and the use of dated examples; such as, discussing ‘Black English’ rather than Ebonics are detractions.

Additional Information

1) To subscribe to TEP SIG listserve, send a message to: listserv@listserv.aera.net. The body of the message should contain the following: _),
2) Check out the online journal, Teaching Educational Psychology http://www.teachingeducpsych.org/
3) Use the website of resources for teaching undergraduate educational psychology http://teachingedpsych.wikispaces.org
4) Post comments or a new discussion topic on our new TEP SIG blog: http://tepsig.blogspot.com.

5) ASCD Whole Child Initiative: This initiative is of relevance to TEP members in that the whole child/socio-emotional model of education is central to our teaching.

Links for TEP SIG members

2010-11-03T20:41:00.000-07:00

TEP Blog This blog has been created to facilitate professional discussions in the Teaching Educational Psychology SIG of AERA. Our hope is that those who belong to the TEP SIG or those who are interested in topics related to Teaching Educational Psychology discussed in this TEP newsletter or TEP wiki will contribute to the blog.

If you have a good idea for a topic that we could blog about, please send email to: tepsig@gmail.com, and post away!

TEP online Journal Teaching Educational Psychology (TEP)Journal is an online, peer-refereed journal devoted to increasing our shared knowledge base about the teaching of educational psychology to a variety of educational constituencies, including pre-service and in-service teachers, administrators, policy-makers, parents, and the public. Readers of the journal include researchers, college faculty, students, and practitioners in educational psychology, teacher education and educational policy.

TEP wiki The teaching ed psych wiki is a collection of materials helpful in teaching introductory educational psychology in teacher education programs. It provides a way for instructors of ed psych to share their best ideas and materials about their teaching.

AERA The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.

Fall 2010 Newsletter

2010-11-03T20:39:00.000-07:00

The Fall 2010 TEP SIG Newsletter was posted to the AERA web.

The 2010 Membership Survey

Researchers: Greg S. Goodman, Kelvin Seifert, Laurie Hanich, Sandra Deemer

Clarion University of Pennsylvania IRB # 112-08-09

The Teaching Educational Psychology – Special Interest Group (TEP-SIG) of the American Educational Research Association represents a unique amalgam of teachers of educational psychology, researchers in the field of educational psychology, and educational psychologists who work in other areas and settings.

Beginning in 2009, the TEP –SIG leadership team of Greg S. Goodman, Sandra Deemer, Laurie Hannich, and Kelvin Seifert designed a survey to assess the scope of the TEP-SIG membership, to learn about group members’ teaching of educational psychology, and to determine how TEP-SIG can serve members more effectively in the future. To help the 2010 TEP-SIG leadership continue to be cognizant of the membership’s needs and concerns based upon valid data, the initial survey was reconstructed in the spring of 2010 and distributed in the summer of 2010.

The 2010 TEP-SIG survey was re-designed through a group process with the freshly

constructed leadership team: Sandra Deemer, Laurie Hannich, Henry Brzycki, Zsuzsanna Szabo, Stacy DeZutter, Greg Goodman, and Kelvin Seifert.

The goals of the survey were to obtain both previously collected data and new information about the membership, to share knowledge of TEP-SIG’s peer professional activities, and to plan future directions for the group. Some of the survey research questions included:

1. What demographics describe and define the membership?

2. What is the current level of interest in participation within the TEP-SIG and its affiliate

journal or other functions?

3. What activities are teachers of educational psychology currently engaged in as they

practice their professional duties within the classroom and beyond?

In constructing the 2010 survey, these researchers were guided by the assumption that

educational psychology in general, and TEP-SIG in particular, may be the quintessential

example of the diverse interests and foundations of education itself. Education is interdisciplinary and draws its influence from psychology, sociology, anthropology, philosophy, and other established fields of study (Goodyear, et al., 2009). Educational psychology extends all of those foundations and also enjoys its own multifarious roots melding constructivism, behaviorism, humanism, and psycho-bio-social perspectives into a complexity of theories describing how people learn (Ruble, 2010).

The data in Tables 1-3 represent the responses of 39 of the members of the TEP SIG, out of

a total membership at the time of the survey of 122. All members received an invitation to

participate in the survey via the Listserv. Twenty-two responded to the initial call to follow a

link to Survey Monkey, a website that facilitates the construction of online surveys (http://www.surveymonkey.com). An additional 17 members responded following a second call. The final response rate was therefore 32% (39/122).

Table 1. Members’ Demographics

1. Primary academic affiliation?

a) School or College of Education 79.5%

b) Liberal Studies, Arts & Sciences 12.8%

c) Other 7.7%

2. Size of university or college?

a) >10,000 students 43.6%

b) 5000-10,000 33.3%

c) <5000 23.1%

3. Type of institution?

a) PhD granting, comprehensive university 56.4%

b) Masters, state university 17.9%

c) Four-year college 23.1%

d) Other 2.6%

Table 2. Members’ Relationship to Educational Research

8. Publication required for promotion/tenure?

a) Yes, absolutely essential 76.9%

b) Yes, required 12.8%

c) Important but not required 7.7%

9. Percentage of members having published:

a) A few peer reviewed journal articles 31.6%

b) One peer reviewed journal article 15.8%

c) Several peer reviewed articles & books 15.8%

d) Several peer reviewed articles & one book 28.9%

e) Currently looking for a publisher 10.5%

Table 3. In which journals have you published?

a) Journal of Educational Psychology 30.0%

b) Contemporary Educational Psychology 23.3 %

c) Teaching Educational Psychology 20.0%

d) Educational Psychology Review 13.3%

e) Learning and Individual Differences 10.0%

f) Educational Psychologist 6.7%

g) Learning and Instruction 6.7%

h) British Journal of Educational Psychology 3.3%

Four open-ended questions in the survey queried the membership for information concerning

current teaching and the TEP SIG itself. Concerning the first of these questions, —“Please

describe any unique aspects of your educational psychology course content and or students” —34 of the TEP SIG members shared their experiences. The responses are listed below:

1. Three unique aspects: 1) using the teaching educational psychology, teaching best practice of self referential teaching and learning for deeper learning increasing student learning outcomes and abilities to apply concepts; 2) integration of positive psychology body of work

into educational psychology; 3) using the Self Theory in Teaching and Learning when teaching pre-service and Master teachers K-12 adolescent motivation strategies. And: Field Experiences, small group work, Student produced videos and blogs, workshop style with peer to peer coaching of lesson plans.

2. It has to match very selective state standards and can not deviate.

3. A central component of my Human Development course is service

learning—students volunteer at various organizations that serve

developmental needs in some way, and we discuss their experiences

in class. Students also write papers and give presentations on their experiences.

4. Field experience both for exposure to diverse students and for data gathering (Piaget-type tasks, locus of control scale, moral development scenarios) that we use in assignments throughout the semester.

5. Field experiences Small group work Micro teaching.

6. Field experiences, small group work, case analysis.

7. Small groups for workshops; individual final projects; group discussions.

8. field placement—blocked together with a social foundations of modern

education class.

9. integrate arts-based experiences connected to studies of works of art that

illuminate psychological concepts.

10. About course content: great diversity; students: large groups Teaching

methodologies: group work; problem-based learning; project-based learning.

11. small group work, service-learning for early teacher preparation for work

with diverse learners, use of P-12 teacher/ pre-service teacher database to

allow each to match needs and skills in field placements, action-research

in graduate class in a 50 percent online venue, student design and

implementation of class activities in small groups in graduate class.

12. field experiences, small group work, revealing beliefs and assumptions.

13. distance learning.

14. Field observations and analysis, small group work, video analysis, lesson creation activities.

15. making short films embedding psychology theories.

16. For undergraduates, educational psychology is taught in large lectures, i.e., 100-130 students.

17. Fieldwork Small group work.

18. Small group work.

19. (a.) Students complete research-based assignments requiring collection of data from child or adult participants. (b.) Students collaborate and share data for group based assignments using web2 technologies such as GoogleDocs to upload and share data files and analysis techniques.

(c.) Students complete reading assignments in collaborative small groups, using website to upload and share materials.

20. Students are primarily pre-service teachers; but include alternative license teachers, Deaf interpreters, and library science/media specialists. Students participate in small group activities within the course.

21. Project proposal, reflection paper, exams, group work, workshops.

22. Experiential learning Problem based Cooperative Portfolio as assessment

Instrument.

23. 15-hour clinical experience for pre-service elementary education teachers.

24. I use a combination of lecture, large group discussion, small group work/

discussion, hands on activities, field experiences (tutoring in urban environment), and assignments designed to apply material.

25. 30 hours of field experience tutoring diverse students; small groups work in-class, jigsaw learning activity out of class.

26. cases small group work.

27. Depending on the section, I include service learning, data collection in their field placements that we then analyze in class, and many experiential

learning opportunities.

28. Service learning: Tutoring in urban, high poverty schools Lots of collaboration & choice of assignments.

29. Lecture—Whole class Small groups Field research.

30. A field experience is attached to the class. I use small group discussions within a large lecture format.

31. Each class has a field experience attached. We focus on helping students reveal and challenge their beliefs about the teaching-learning process with theory and research as they design and develop authentic teaching projects.

32. Homework portfolio; YouTube video creation; documentary creation; constructivist based midterm based on theories.

33. Include as requirements: 1) two classroom observations (elem and sec) in urban public schools; 2) research project with final paper and oral presentation; 3) several cases for discussion and analysis; 4) many experiences with dyads, triads, small groups; oral reports on articles plus other techniques.

34. Field experience—Research Debates Students Powerpoint Presentations Creating articles on given topics for a class journal.

Using a simple coding structure to organize the responses, the five most commonly cited

elements of course content identified by the survey respondents were: 1) small group work, 2)

field experiences, 3) integrating elements of educational psychology theory into course activities, 4) using a workshop style, and 5) micro-teaching. Overall impressions revealed a heavy emphasis upon experiential learning processes.

As the TEP-SIG leadership continues work to improve the group’s productivity and resources

for its constituency, data opportunities such as this survey provide important sources of

information. The leadership team thanks the survey respondents for their time and effort to

provide all of us with these data.

References

Goodyear, R. K., Brewer, D.J., Gallagher, K.S., Tracey, T.J.G., Claiborn, C.D., Lichtenberg,

J.W., & Wampold, B.E. (2009). The intellectual foundations of education: Core journals

and their impacts on scholarship and practice. Educational Researcher, 38 (9), 700-706.

Ruble, C. (2010). Annotated bibliography. In G. Goodman (Ed.), Educational Psychology Reader. New York: Peter Lang Publishing.

There were thirty four (34) responses to the open ended question; “Please describe any unique aspects of your educational psychology course content and or students.” Embedded within these responses are numerous best practices for teaching educational psychology. This is notable in that this is the mission of our AERA SIG. We are considering a special issue of the TEP Journal in which each best teaching practice described in this survey could be expanded upon and highlighted. Our members are very committed to sharing these best teaching practices that are the foci of our effectiveness in our specialized field. Therefore, it would seem that many would like to describe in expanded detail their particular best teaching practice in the form of a short article worthy of our scholarly Journal. This special edition could then be turned into a TEP Handbook of Best Teaching Practices which could be published for wider distribution to the academic community.

The TEP SIG 2010 Membership Survey has produced robust results for members to use in determining how they would like to make a difference in our profession, and make a larger contribution to both our profession and our students. Please consider contributing to our growing SIG – we welcome any and all suggestions! Thank you!

Job ---Instructional Leader/Teacher Educator: Assistant Professor

2010-11-03T20:30:00.002-07:00

MILLERSVILLE UNIVERSITY, PA 17551

Tenure-track Faculty Position in the

Department of Educational Foundations

Instructional Leader/Teacher Educator: Assistant Professor

The position requires knowledge and experience in educational leadership and teacher education. Primary teaching responsibilities will be based on expertise and may include the supervision of secondary student teachers and the instruction of Master's level supervision and leadership courses. Teaching responsibilities may include teaching at off-campus locations, evenings, and in a variety of online formats.

Required

· ABD in curriculum and instruction, educational leadership, or related field

· Must have doctorate for eligibility for re-appointment to the second year,

· Three years U.S. public school teaching experience,

· Recent experience as a school principal and/or school administrator/leader,

· Experience supervising student teachers and/or classroom teachers,

· A research agenda with presentations on topics that may include: research on district and school leadership, classroom practice, and teacher education,

· Experience working with underrepresented populations,

· Experience in multiple instructional settings, including site-based settings and on-line formats,

· Experience with technology as it relates to classroom instruction and administrative leadership,

· A record of initiating, implementing, and evaluating educational programs and innovations, and

· Strong communication skills, a successful interview, and teaching demonstration.

Preferred

· Earned doctorate in curriculum and instruction, educational leadership, or related field,

· A commitment to social justice as evidenced in research and teaching as well as one who would enhance the cultural diversity of Millersville University, and

· A commitment to integrity and to a collaborative climate in schools and universities.

· Competence in supervising secondary student teachers in the field.

Full consideration given to applications received by November 30, 2010. To apply, go to https://jobs.millersville.edu and create a faculty application. A cover letter, curriculum vitae, copies of all transcripts and three current letters of recommendation will be required. For additional questions, contact

Dr. Cheryl T. Desmond, Ph.D. Dr. Nanette Dietrich, Ph.D.

Search Chair Search Co-Chair

717-871-2002 717-872-3827

cheryl.desmond@millersville.edu nanette.marcum-dietrich@millersville.edu

An EO/AA Institution * www.millersville.edu

Job ----Assistant Professor: Secondary Education and Literacy

2010-11-03T20:30:00.000-07:00

MILLERSVILLE UNIVERSITY, PA 17551

Tenure-track Faculty Position in the Department of Educational foundations

Assistant Professor: Secondary Education and Literacy

This position requires knowledge and experience in the field of Secondary Education and Literacy. Primary teaching responsibilities will be based on expertise and may include the supervision of secondary student teachers, working in a professional development school environment, preparing undergraduate students for secondary education certification and preparing teachers for National Board certification. Instruction will be at the undergraduate and Master’s level. Teaching responsibilities may include teaching off-campus, in the evenings, and in a variety of on-line formats.

Required

· ABD in curriculum and instruction, Literacy, or a related field

· Must have doctorate completed for reappointment to the second year

· Three years U. S. public school (7-12) teaching school experience

· Expertise in the methods of teaching students with special needs and/or English Language Learners

· A scholarly agenda related to teacher education

· Experience in multiple instructional settings including site based and distance learning formats

· A record of educational innovation

· Proficiency in mentoring pre-service and in-service teachers

· Strong communication skills and a successful interview/teaching demonstration

Preferred

· An earned doctorate in Curriculum and Instruction, Literacy or a related field

· Experience in Professional Development School settings

· Ability to prepare candidates for National Board Certification

· Practical and theoretical experience in preparing pre-professionals in the delivery of literacy in the content areas

· Competence in supervising secondary student teachers in the field

Full consideration will be given to applications received by November 30, 2010. To apply, go to https://jobs.millersville.edu and create a faculty application. A cover letter, curriculum vita, copies of all transcripts and three current letters of recommendation will be required.

For additional questions, contact:

Chair: Dr. Dominic Scott, Ph.D. Co-Chair: Dr. Timothy Mahoney, Ph.D.

717-872-3381 717-871-7202

dominic.scott@millersville.edu timothy.mahoney@millersville.edu

An EO/AA Institution * www.millersville.edu

Publications?

2010-05-30T09:28:00.000-07:00

I am always interested to hear and discuss more about where did you find a place to publish and what did you publish lately?

It would be a good opportunity here to share you publications.
This way we would keep up the news in our TEP SIG community.

Any interesting articles that you read lately?
Please share with us the references.

Greg

Lost in the sea of education....

2010-05-27T06:26:00.000-07:00

The other day I was talking with several of my former colleagues from grad school and other faculty fellows, about the weakening of Educational Psychology as a field of study and teaching.
The number of Educational Psychology programs at the universities is decreasing, and I am talking here about Ed Psy named programs.
Also the number of Educational Psychology named courses that we teach is decreasing and more faculty from other domains (such as C&I, Teacher education, Early childhood, etc.) teach our Ed Psy courses.

Even if we teach topics from Educational Psychology, the courses have many diverse names such as:
- Learning in the Schools
- Middle School Learner
- Learning and Cognition
- Learning and Development in Schools
- Human Development and Learning
- Education and Human Development

I would be interested to find out what are other TEP SIG members perspective on the questions.
Is our Ed Psy field a dying field?
Do the names used for Ed Psy courses allow other fields to take over and that is why lesser need for Ed Psy faculty?
Is there a real need (in the first place) for Educational Psychology?

Zs

New survey

2010-05-27T06:11:00.000-07:00

Please complete the TEP SIG survey to let us know your opinion, ideas, requirements that will help all of us better collaborate in our SIG:

TEP Survey link:

http://www.surveymonkey.com/s/SBJRC5B

We thank you in advance!

AERA 2010 -- TEP SIG

2010-05-06T19:47:00.001-07:00

2010 Annual Meeting - Denver, Colorado
Theme: Understanding Complex Ecologies in a Changing World
Friday, April 30 – Tuesday, May 4

1. The Self Theory in Schooling: Positive Psychology in the Classroom

*Henry G. Brzycki (The Pennsylvania State University)

Session Submission type: Poster Session 5

Time: Sat, May 1 - 4:05pm - 5:35pm
Place: Colorado Convention Center, Korbel Ballroom 3

2. (Sometimes) Reaching Alternative High School Students Through Teaching Educational Psychology

*Nancy Flanagan Knapp (University of Georgia),
*Alison A. Harbin (University of Georgia)

Session Submission type: Poster Session 9

Time: Sun, May 2 - 2:15pm - 3:45pm
Place: Colorado Convention Center, Korbel Ballroom 3

3. Teaching Educational Psychology SIG Business Meeting
Unit: SIG-Teaching Educational Psychology
Session Submission type: Business Meeting

Time: Sun, May 2 - 6:15pm - 7:45pm
Place: Sheraton, Plaza Court 2

1. Reports from officers and committees: 1) Program chair; 2) Secretary/treasurer; 3) Journal editors; 4) Chair of TEP SIG

2. Issues for discussion

1) TEP journal: progress, opportunities, and needs

2) TEP Listserv: should this be consolidated as an AERA-sponsored list?

3) Update on website of teaching resources

4). Election of officer(s) for 2009-2010

1) Program chair/chair-elect

2) Graduate student representative

3) other positions

5). Other agenda

We will continue our meeting with an informal presentation and conversation concerning publishing venues for current and prospective authors.

Presenters:

Laurie Hannich (discussing the TEP Journal),

Kelvin Seifert (discussing some of the non-commercial online publishing opportunities),

Chris Myers, Peter Lang Publishing's managing editor (presenting Lang's eclectic educational publishing lists).

These presentations will be brief, and they will be followed by a wine and cheese reception co-sponsored by your SIG and Peter Lang Publishing.

4. Communication and Community in Teaching Educational Psychology

*Sandra A. Deemer (Millersville University),
*Stacy L. DeZutter (Millsaps College),
*Laurie B. Hanich (Millersville University),
*Jeanne Ellis Ormrod (University of New Hampshire),
*Kelvin L. Seifert (University of Manitoba)

Discussant: Greg S. Goodman (Clarion University)
Chair: Kelvin L. Seifert (University of Manitoba)
Session Submission type: Symposium

Time: Mon, May 3 - 12:25pm - 1:55pm Place: Sheraton, Plaza Court 1
Descriptors: Psychology, Teacher Education - Pre-Service, Professional Community
Audio Taping: Yes

5. Teaching Educational Psychology: New Developments

- Exploring With an Integrative Assessment Model: Assessing Informational and Critical Thinking in an Introductory Classroom Assessment Course
*David R. Holliway (Washington State University - Tri-Cities)

- The Effects of Metacognition and Concrete Encoding Strategies on Depth of Understanding in Educational Psychology
*Paul Eggen (University of North Florida),
*Suzanne Schellenberg (University of North Florida),
*Meiko Negishi (University of North Florida)

-Teaching Educational Psychology in an Educational Leadership Doctoral Program
*Michael P. Verdi (California State University - San Bernardino),
*Mark Agars (California State University - San Bernardino),
*Deborah E. Stine (California State University - San Bernardino)

Chair: Sandra A. Deemer (Millersville University)

Session Submission type: Roundtable Session

Time: Mon, May 3 - 2:15pm - 3:45pm
Place: Sheraton, Grand Ballroom Section 2

President 2010-2011:
Greg S. Goodman, Ph.D.
Education Department
Clarion University
Clarion, PA 16214

TEP SIG Blog Welcome

2010-05-06T11:01:00.000-07:00

This blog has been created to facilitate professional discussions in the Teaching Educational Psychology SIG of AERA.

Our hope is that those who belong to the TEP SIG or those who are interested in topics related to Teaching Educational Psychology will contribute to this blog.