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61.
Jung in education: a review of historical and contemporary contributions from analytical psychology to the field of education 下载免费PDF全文
Thomas Gitz‐Johansen 《The Journal of analytical psychology》2016,61(3):365-384
The available literature on the influence of Jungian thought on the theory and practice of education leaves the impression that although the work of Carl Jung and analytical psychology have much to offer the field of education, the Jungian influence has so far been slight. While this has certainly been true, the last decade or so has nevertheless witnessed an increased scholarly interest in exploring how analytical psychology may inform and inspire the field of education. As an explanation for this burgeoning interest in Jung, several of the contemporary contributors mention that analytical psychology has the potential of functioning as a counterbalance to the tendencies in Western societies to focus on measurable learning targets and increasingly standardized measures of teaching and assessment. It seems pertinent then to gain an overview of how analytical psychology has so far inspired the field of education and how it may fruitfully continue do so in the future. To this end this paper is structured chronologically, starting with the different phases of Jung's own engagement with the field of education and ending with later post‐Jungian applications of his concepts and ideas to education. 相似文献
62.
Bhargab Chattopadhyay 《Multivariate behavioral research》2016,51(5):627-648
The coefficient of variation is an effect size measure with many potential uses in psychology and related disciplines. We propose a general theory for a sequential estimation of the population coefficient of variation that considers both the sampling error and the study cost, importantly without specific distributional assumptions. Fixed sample size planning methods, commonly used in psychology and related fields, cannot simultaneously minimize both the sampling error and the study cost. The sequential procedure we develop is the first sequential sampling procedure developed for estimating the coefficient of variation. We first present a method of planning a pilot sample size after the research goals are specified by the researcher. Then, after collecting a sample size as large as the estimated pilot sample size, a check is performed to assess whether the conditions necessary to stop the data collection have been satisfied. If not an additional observation is collected and the check is performed again. This process continues, sequentially, until a stopping rule involving a risk function is satisfied. Our method ensures that the sampling error and the study costs are considered simultaneously so that the cost is not higher than necessary for the tolerable sampling error. We also demonstrate a variety of properties of the distribution of the final sample size for five different distributions under a variety of conditions with a Monte Carlo simulation study. In addition, we provide freely available functions via the MBESS package in R to implement the methods discussed. 相似文献
63.
Russell T. McCutcheon Aaron T. Hollander Andrew F. Durdin Kelli A. Gardner Adam T. Miller Emily D. Crews 《Teaching Theology & Religion》2016,19(1):78-98
This series of short essays considers the complex choices and decision‐making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's “The Craft of Teaching in the Academic Study of Religion” series, Russell McCutcheon explores a “baker's dozen” of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron Hollander provides a brief introduction and four doctoral students at the University of Chicago Divinity School respond to McCutcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early‐career educators in the field. 相似文献
64.
This study examined pre-service students’ perceptions of their sources of anxiety during field experience. A sample of 85 undergraduate education students participated in the study (females = 52.9%). The students completed a survey on their perceptions of sources of anxiety during teaching practice. The results suggest students experience anxiety in four domains, namely preparation and execution of lesson plans, evaluation of lessons, classroom management, and relationship with host school staff. Evaluation of lessons ranked high as a source of anxiety for student teachers on field placement, followed by preparation, classroom control and relationship with the host school staff, respectively. Seeming inconsistencies between university and school-based supervisors in lesson plan formats compounded the pre-service teachers field placement-related anxieties Appropriately targeted student support interventions can help allay the fears and anxiety of pre-service teachers during teaching practice. 相似文献
65.
Reflexivity is qualitative researchers’ thoughtful and self-aware examination of the intersubjective dynamics between themselves and study participants, evoking insightful understanding of others. Novice qualitative researchers need to acquire reflexive skills for their professional development. In this article, we examine reflexivity among Israeli students on a qualitative research course. We conducted thematic content analysis of the data gathered from the students’ written reflexive journals. Reflexivity was demonstrated by three dimensions in each stage of the students’ experience of learning qualitative research: (1) ‘I as a person’, relating to students’ critical personal perspective; (2) ‘I as a researcher’, referring to the students’ insights about their evolving competencies as researchers; and (3) ‘I as an individual in a sociocultural context’, stressing students’ awareness of their values, beliefs and norms. These findings are discussed, highlighting four key concepts in qualitative research: Taken-for-Granted Expectations; Experience of Discovery; Resonance, and Meaning Making and Insights. 相似文献
66.
67.
ObjectivesGrounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological need satisfaction experienced during continuous professional development (CPD) on need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors.MethodsPrior to the training, a sample of 80 PE teachers (57.5% men, Mage = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological need satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time.ResultsPsychological need satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies.ConclusionsExperiences of psychological need satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change. 相似文献
68.
Shana Levin 《Political psychology》2000,21(3):603-620
This article describes ways in which political psychology can be incorporated into undergraduate course curricula. The challenges of teaching political psychology to undergraduate students are discussed, and possibilities for the content and structure of undergraduate courses in political psychology are examined in the context of active learning. Suggestions for the development of an undergraduate major in political psychology are offered. 相似文献
69.
Lerman DC Tetreault A Hovanetz A Strobel M Garro J 《Journal of applied behavior analysis》2008,41(2):243-248
The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only. 相似文献
70.
刘国庚 《医学与哲学(人文社会医学版)》2013,34(13):8-11
受“大跃进”思维模式影响,我国高等教育由精英化快速过渡到大众化,医学教育呈现出急剧膨胀的发展态势,在教育理念、培养体系、办学模式、学制结构、专业设置、教育质量等方面出现了许多新情况、新问题,陷入了发展困局.面对困局必须更新教育观念,加强统筹协调,推动医学教育科学发展. 相似文献