Psychology Learning and Teaching-PLAT最新文献

{"title":"A novel perspective on doctoral supervision","authors":"Søren S. E. Bengtsen, L. McAlpine","doi":"10.3167/latiss.2022.150103","DOIUrl":"https://doi.org/10.3167/latiss.2022.150103","url":null,"abstract":"While supervision is often characterised as a relatively private relationship, we would argue it is strongly influenced by departmental, institutional, national and global factors. It is also intertwined with other academic work and life experiences – with time playing an important role, not just as regards lifecourse but also changing institutional policies and practices. Using this embedded dynamic perspective in a longitudinal institutional case study, we examined how individual supervisory practices, embedded within life experiences and the evolving policy contexts of supervision and other academic activities, changed over time. We found that changed institutional supervision expectations and related structures influenced supervisory thinking and actions. Future research could further examine how this dynamic perspective opens horizons for understanding individual supervisor change in light of new institutional expectations.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"2000 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82815882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The university and the common","authors":"Hans Schildermans","doi":"10.3167/latiss.2022.150102","DOIUrl":"https://doi.org/10.3167/latiss.2022.150102","url":null,"abstract":"Policy discourses about the third mission of universities in the knowledge economy have placed the question regarding the relation between university and society again high on the agenda. The aim of this article is to reconsider the university’s third mission, in the widest sense of its relations with society, and to do so through the lens of the common. The starting point of this reconsideration is the story of the Palestinian experimental university Campus in Camps and their practices of studying the camp, giving way to a series of social and spatial transformations within the camp and its neighbouring area. The relation between university and society comes forward not as given or institutionally settled but as enacted within practices, more particularly within practices of study.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"18 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78384376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"J. Kraybill, Seungyeon Lee, Fanli Jia, Leslie Berntsen, Bethany P Contreras, Kristen Dovgan, Katherine Johnson, SungWoo Kahng","doi":"10.1177/14757257211057281","DOIUrl":"https://doi.org/10.1177/14757257211057281","url":null,"abstract":"s of recent articles published in Teaching of Psychology","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"92 - 96"},"PeriodicalIF":2.2,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abstracts of recent articles published in Psychology Teaching Review","authors":"Kim L. Austerschmidt, Denise Kerkhoff, Sarah Bebermeier, Anne Hagemann","doi":"10.1177/14757257221117719","DOIUrl":"https://doi.org/10.1177/14757257221117719","url":null,"abstract":"Restrictions on in-person teaching during the Covid-19 pandemic severely challenged higher education practices worldwide. While didactic delivery of course content is easily achievable with virtual teaching technologies, promoting critical engagement with this material can be more dif fi cult, particularly with classes of larger size and lower experience. Yet despite these practical challenges, for teachers of social psychology the pandemic context offered an unprecedented pedagogical opportunity to highlight both the relevance and limitations of social psychological research for tackling societal challenges. This paper outlines a strategy developed to sustain socially critical learning objectives within remote delivery of a large introductory social psychology module. This revolved around establishing asynchronous, peer-led online discussion forums wherein students independently considered how the concepts they encountered in weekly pre-recorded lec-tures could be applied to understand societal responses to the pandemic. The present article describes the structure of this pedagogical activity and the bene fi ts it offered to students, teaching staff and the wider community. recent months has inevitably been on developing online methods of teaching and attempts to develop psychological literacy have of necessity received less attention. However, we argue that the developments enforced by Covid-19 actually open up a range of new possibilities and that psychological literacy can bene fi t from these changes. In particular, we suggest that much of the transmission of psychological knowledge can continue to take place online and that universities should become places where the focus is on the application of that knowledge. Higher education (HE) is fairly accommodating of sexual diversity in many countries. However, lesbian, gay, bisexual, trans and other sexual minority (LGBT + ) students and staff still face many challenges regarding acceptance and integration which may impact learning and teaching experiences. This article discusses the relevance of LGBT + inclusivity in pedagogy and the ways by which it can be incorporated into HE with examples from teaching in Psychology. It also discusses some of the advantages and risks associated with ‘ coming out ’ for LGBT + aca-demics to broaden visibility at university. Queer pedagogical perspectives, which question the use of identity-based LGBT + representations in education and propose alternative ways of queering the curriculum, are also reviewed. The article concludes by attempting to bridge identity-based and critical perspectives to positively contribute to LGBT + inclusivity in HE, and by af fi rming the importance of joint work from universities ’ senior leadership and aca-demics to achieve that aim. Drug and alcohol neonate simulators were used to highlight the effects of substance misuse on prenatal development within lifespan development modules to 61 Psychology undergraduates and 12 sixth-form Hea","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"321 - 324"},"PeriodicalIF":2.2,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48887970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial PLAT 21(1) 2022","authors":"","doi":"10.1177/14757257211066421","DOIUrl":"https://doi.org/10.1177/14757257211066421","url":null,"abstract":"After a summer which nourished the hope that we will be back again in classrooms together with our students, yet another difficult winter term followed. Although there is great commitment on all sides for teaching in presence, online teaching often is the only feasible possibility at least for large lecture courses. The effects of the pandemic on teaching and learning is a central issue for psychology educators and for psychological research on teaching and learning. In this issue of PLAT as well as in the upcoming ones, you will find many recent articles, reports, reviews and more dealing with teaching and learning psychology in times of COVID.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"1 - 2"},"PeriodicalIF":2.2,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46585814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of grassroots administrators in building international partnerships","authors":"Mei Qu","doi":"10.3167/latiss.2021.140302","DOIUrl":"https://doi.org/10.3167/latiss.2021.140302","url":null,"abstract":"This article explores how grassroots administrators interact with various other actors in the process of forming international partnerships. A top-down and a bottom-up case of building international partnerships for masters and PhD programmes were selected from my fieldwork in a Danish university. The cases were elaborated and analysed using Tatiana Fumasoli’s organisational approach to multi-level governance in higher education. This article concludes that with their personal networks and knowledge about the normative frameworks of certain powerful actors, grassroots administrators could help academic staff who might not know the regulations involved in the internationalisation process, to balance their own interests with their intention of complying with the normative frameworks, and thus enhance their capacities of forming and participating in a successful international partnership.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"64 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84340752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding networks of actors involved in refugee access to higher education in Canada, England and France","authors":"Melody Viczko, Marie-Agnès Détourbe, Shannon P. McKechnie","doi":"10.3167/latiss.2021.140303","DOIUrl":"https://doi.org/10.3167/latiss.2021.140303","url":null,"abstract":"In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support and develop successful access for refugees among policymakers, educators and researchers. This research takes an original comparative digital approach to identifying those networks in three countries: Canada, England and France. Our findings suggest that the nature of issues for refugee access to higher education is constructed differently in each national context, as the social relations between government, civil society, non-government agencies and higher education institutions are uniquely configured.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82104743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of online teaching and learning tools","authors":"Heba Abdel-Rahim","doi":"10.3167/latiss.2021.140304","DOIUrl":"https://doi.org/10.3167/latiss.2021.140304","url":null,"abstract":"This study investigates how students in a distance-learning upperlevel accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A midsemester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"12 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75802735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bringing (inter)national history into ‘Introduction to International Relations’","authors":"Andrew A. Szarejko","doi":"10.3167/latiss.2021.140306","DOIUrl":"https://doi.org/10.3167/latiss.2021.140306","url":null,"abstract":"Many introductory courses in International Relations (IR) dedicate some portion of the class to international history. Such class segments often focus on great-power politics of the twentieth century and related academic debates. In this essay, I argue that these international history segments can better engage students by broadening the histories instructors present and by drawing on especially salient histories such as those of the country in which the course is being taught. To elaborate on how one might do this, I discuss how US-based courses could productively examine the country’s rise to great-power status. I outline three reasons to bring this topic into US-based introductory IR courses, and I draw on personal experience to provide a detailed description of the ways one can do so.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"10 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74891528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Flipping the classroom","authors":"Ann Ward, Aja Antoine, Wendy Cadge","doi":"10.3167/latiss.2021.140305","DOIUrl":"https://doi.org/10.3167/latiss.2021.140305","url":null,"abstract":"This article describes one approach to flipping an introductory sociology course. To encourage students to practice ‘doing’ sociology, we designed a flipped classroom that included a ‘pay to play’ model, small group work and an emphasis on active learning during class time. With this course design, we linked in-class active learning with outside prework so that students could engage with critical sociological concepts and apply those concepts in practice. With this flipped design, the instructors observed that students were deeply engaged with the course topics and expressed positive perceptions of their learning and growth over the semester. As the landscape of university instruction shifts, this course design model may assist instructors looking to foster active and engaged learning remotely.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"144 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86596998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}