Personality traits and teacher–student behaviors in physical education.

Analyzed the relationship of teacher personality as measured by the 16PF to teacher behaviors in physical education as measured by a physical education teacher assessment instrument. Teacher behavior data were obtained from 18 physical education teachers in 3 junior high schools, 5 middle schools, and 6 elementary schools who volunteered to teach a 10-lesson beginning volleyball unit using their own individual teaching styles. Eight students were randomly selected from each teacher's class (n?=?144). Results indicate the primary personality traits of assertiveness, expediency, questioning, imaginativeness, genuineness, confidence, and experimenting related significantly to many important teacher and student behaviors observed in a typical physical education class. Teachers who scored high on these personality traits tended to exhibit a higher level of knowledge, utilized objectives and testing more effectively, and were more flexible and appropriate in their instruction. They also provided more planned instruction and more positive feedback. Teachers who scored high in assertiveness, questioning, and imaginativeness tended to provide their students with more time on task and a higher quality of practice time. Students of teachers who scored high in independence, assertiveness, questioning, and imaginativeness learned more than did students of teachers who were low in these personality traits. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher interaction with preschool children: Attitudes, contacts, and their effects.

Nine teachers and 80 preschoolers were the Ss in an investigation to determine whether teaching attitudes such as "attachment," "concern," "indifference," and "rejection" toward the children were related to the manner in which the teachers made instructional, social, and disciplinary contacts with the children. It was shown that more instructional contacts were made with the attachment pupils than with those in any other attitude group. Also, an attitude of concern led to more instructional contacts than did the attitudes of indifference or rejection. More disciplinary contacts were made with the concern and rejection children as compared with the attachment or indifference individuals. Ratings of the appearance and behavior of the children indicated that the attachment children were perceived most favorably by the teachers. The findings also show that the children evoked similar attitudes from the teachers in certain cases and different attitudes in others. The findings are considered with respect to a child's educational experience. (French summary) (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A decade review of college teaching research: 1970–1980.

Reviews research by Canadian psychologists on college and university teaching in 1970–1980. One group of studies investigated the effectiveness of various instructional innovations, ranging from the learning cell to educational TV. A 2nd body of research focused on the evaluation of effective teaching, especially the reliability and validity of teacher rating forms. A 3rd research approach examined the characteristics of learners, teachers, and courses, including such factors as the background and attitudes of both faculty and students, student achievement, personality and cognitive variables among learners, the training of teachers, and the content and structure of courses. Three general questions are discussed in the light of the available research evidence: whether Canadian research on college teaching can be considered unique, whether it is significant, and whether it has affected psychological theory or teaching practice. (French abstract) (70 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resident and faculty perceptions of effective clinical teaching in family practice

Increasing interest in clinical teaching has led to the realization that the unique subset of skills which characterizes effective clinical teaching needs to be identified. Such identification will lead to development of these skills and improvement in the quality of clinical teaching. Family practice faculty are vitally concerned with improving their clinical teaching skills, since clinical teaching is the core of education in family medicine and since many family physicians who become preceptors have had no formal training as teachers. In this investigation of effective clinical teaching behaviors, faculty and residents generally agree in their perceptions of the helpfulness of 58 clinical teaching behaviors. Neither group felt that emphasis on references and research is as important a factor in effective clinical teaching as are residents' active participation in the learning situation and positive preceptor attitudes toward teaching and residents. It was perceived that the ineffective clinical teacher has a negative attitude toward residents, is inaccessible, and lacks skills in providing feedback, while the effective clinical teacher has skills in two-way communication, creates an educational environment that facilitates learning, and provides constructive feedback to residents.     

The teaching of psychology in high school.

Psychology is taught as a separate subject of instruction in some high schools in at least 40 states, probably in all of them. According to the 1948-50 Biennial Survey of Education, roughly fewer than 10% of the high schools offer a course under the title "psychology," and the enrollments in psychology courses is about 1% of the high school population. Purposes for which instruction in psychology is offered, educational preparation and experience of teachers, licensing or certification requirements, textbook and other teaching materials, methods of presentation, and attitudes toward the teaching of psychology in high schools are discussed. 63 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of temperature and humidity on dengue virus propagation in Aedes aegypti mosquitos

School children are important targets for sun awareness education, but the knowledge, attitudes and behaviour of school teachers with respect to sun awareness are poorly understood. A questionnaire-based survey of 76 school teachers was undertaken. Twenty-four per cent of teachers indicated previous experience in teaching sun awareness, but 93% of teachers had no classroom resources for teaching sun awareness. Sun awareness was perceived by respondents as unimportant relative to other health education issues. There was considerable scope for improvement in attitudes and behaviour of teachers with respect to sun awareness. Teachers need more information about environmental factors which affect strength of sunlight, individual risk factors for sunburn and sunscreen strength. Intervention strategies involving school teachers need simple messages, emphasizing the importance of shade, clothing and hats in sun avoidance.     

Sexual attitudes and behavior among students in Uganda

A study was conducted of sexual attitudes and behavior among students in secondary schools in Uganda. Surveys were undertaken during June-August, 1970 and 1971, in 7 schools near Kampala. These students are exposed to the following nonindigenous factors: Christianity, formal education, urbanism, and Western materialism. The survey indicates that all change has not been in the direction from traditional to modern, although there is a permissive trend among the students that differs from their restrictive cultural background. Traditional attitudes and behaviors regarding the sex act and acceptance of premarital children remain. Acceptance of premarital sex and abortion are departures from traditional views. Premarital parenthood is still preferred to abortion. Males particularly still support traditional sexual practices. In general, females were less liberal in their views than males; differences between the groups tend to disappear as age and educational level rise. Sex education, gynecological counseling, and contraceptive advice are needed among these students.     

Observations on relating teaching goals to student response styles and classroom methods.

Contends that instructor perceptions of student ability differences are partly influenced by class design favoring instructor rather than student needs. Analysis of different approaches to teaching undergraduate psychology courses indicates that instructor need-oriented classes encouraged avoidant, competitive, and dependent response styles. Dominant causes were: (a) uncertainty in and disenchantment with class activities, (b) competitive rewards and collaborative sanctions, (c) authority fixations, and (d) few transfer activities. Teaching goals attempting to attentuate these styles featured a classroom model with small group projects, class and small group student "teachers of the day," and instructor content study guides. Questionnaire and response style assessment data reveal that students exposed to this design liked the method, and reported their behaviors as more participatory, collaborative, and independent than those taught by traditional methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation.

It was proposed that achievement goal theory can be applied to conceptualizing motivation not only for learning but also for teaching. As predicted, responses of 320 teachers to a new self-report measure of goal orientations for teaching yielded 4 factors reflecting distinct mastery, ability-approach, ability-avoidance, and work-avoidance goals. Data from 212 teachers who also completed measures of help seeking confirmed that mastery goals predicted positive perceptions of help seeking, preferences for receiving autonomous help, and frequency of help seeking; ability avoidance predicted negative perceptions and help avoidance; and work avoidance predicted expedient help seeking. Results validate the proposed structure and measure of teacher goal orientations and open new directions for research on teacher cognitions and behaviors, teachers' influences on students, and school influences on teachers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the automatic evaluation of end-states.

The author's research examined automatically activated attitudes toward desired end-states. Across 4 studies, participants' automatic attitudes toward goals (i.e., thinness, egalitarianism) significantly predicted their goal pursuit, including behaviors, intentions, and judgments. Such attitudes predicted behavior and judgments that are difficult to monitor and control (i.e., restrained eating, subtle prejudice), but not judgments that are easy to monitor and control (i.e., blatant prejudice). Automatic attitudes toward goals also possessed unique predictive validity compared with explicit measures of motivation and with automatic attitudes toward more physical, "graspable" objects. The findings are discussed with regard to the predictive validity of automatic attitudes, the use of automatic attitudes toward goals as an implicit measure of motivation, and the role of automatic evaluative processes in goal-pursuit and self-regulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social contagion of motivation between teacher and student: Analyzing underlying processes.

We examined (a) whether motivational orientation can spread from teachers to students during 2 consecutive teaching–learning sessions and (b) mechanisms underlying this phenomenon in a special physical education session delivered to high school students. Participants who were taught a sport activity by an allegedly paid instructor reported lower interest in learning and exhibited less persistence in a free-choice period than students taught by a supposedly volunteer instructor, despite receiving the same standardized lesson across experimental conditions. When participants taught the activity to their peers in a subsequent unconstrained learning session, lower levels of interest and behavioral persistence were also exhibited by learners who received the second lesson. A structural equation model confirmed that learners at the end of this educational chain made inferences about how intrinsically motivated their peer tutors were, on the basis of their teaching style (i.e., autonomy-supportive behaviors) and the positive affects they displayed. These inferences, in turn, affected the students' own intrinsic motivation for the activity. Results are interpreted in relation to self-determination theory, and practical implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Building a theory of grandparent development

A theory of grandparent development is described that includes the formulation of assumptions, goals for guiding instruction, curriculum design, and a measurement tool to assess learning needs and evaluate the effects of educational intervention. Cultural considerations are illustrated by a three generational study of African-American (n = 777), Caucasian (n = 1086), and Hispanic (n = 672) subjects who were administered the Grandparent Strengths and Needs Inventory. Perceptions of each generation about the attitudes and behaviors of grandparents were examined with multivariate analysis of variance and post-hoc comparisons to analyze the scores, confirm results, and facilitate interpretation of findings. Results showed significant differences between generations and within cultures. Each generation identified elements of grandparent success as well as issues that deserve consideration in building educational programs.     

Skinning vulvectomy for the treatment of vulvar intraepithelial neoplasia 2-3: a study of 21 cases

The authors compare innovative learning strategies in medical education today with the traditional educational methods of Jewish Talmudic study. These methods began to be developed in yeshivas (the highest Jewish educational institutions) in the third century BC and continue to be used in yeshivas today. The teaching in thousands of yeshivas of Talmudic study worldwide emphasizes student-centered, problem-based, small-group, and lifelong learning. Further, in the yeshivas rote memorization is discouraged; students are selected on the basis of merit rather than social status; and the teachers (particularly master teachers) are expected to act as role models for all aspects of living. Over the centuries, the yeshiva has been slightly modified and specialized, and the number of students has increased, but the institution has retained its basic instructional format. The authors briefly describe each aspect of Talmudic study and how it relates to current educational practices in medical schools. They argue that comparing these two educational institutions--the yeshiva and medical school--is valuable, in that the history of the yeshiva educational system, which has successfully produced generations of creative scholars, educators, and leaders, as well as an enormous body of literature, validates the innovative teaching approaches being used in medical schools today.     

Palliative care in undergraduate medical education. Status report and future directions

OBJECTIVE: To describe the status of palliative care education in the undergraduate medical curriculum and to offer recommendations for improvement. DATA SOURCES: Review of literature on palliative care and of recently submitted grants on medical education for end-of-life care. STUDY SELECTION: English-language reports of educational programs targeted toward medical students were examined, as well as surveys of medical schools. DATA EXTRACTION: Studies were reviewed by the authors to assess the quality of the educational program, evaluation methodology, and conclusions. From over 9000 citations on palliative care and related topics that were retrieved from MEDLINE searches from 1980 through 1995, and from reviewing 14 palliative care journals published from 1985 through 1996, 310 articles were identified that addressed medical education for end-of-life care, and 180 were carefully examined. DATA SYNTHESIS: While nearly all medical schools offer some formal teaching about end-of-life care, there is considerable evidence that current training is inadequate, most strikingly in the clinical years. Teaching about palliative care is received favorably by students, positively influences student attitudes, and enhances communication skills. However, curricular offerings are not well integrated; the major teaching format is the lecture; formal teaching is predominantly preclinical; clinical experiences are mostly elective; there is little attention to home care, hospice, and nursing home care; role models are few; and students are not encouraged to examine their personal reactions to these clinical experiences. CONCLUSIONS: The increasing attention to palliative care education has created major opportunities for improving education about care at the end of life. Educational programs should be rigorously evaluated to identify best educational practices.     

Attitudes toward condoms and experience with their use among sex education teachers

BACKGROUND: The sex education is influenced by knowledge and attitudes. The aim of presented study was to evaluate the attitudes toward condom among sex education teachers and their personal experience with its use. METHODS AND RESULTS: Attitudes toward condoms were measured by 10-items anonymous questionnaires according to Zv?rina and Lippert. Personal experience was subjectively assumed in 5-point scale. The samples consists of 230 sex education teachers, among them 193 (84%) women. The average age was 40.5 +/- 9.7 years, in the range from 19 to 60 years. 37 teachers (16%) assigned themselves as religious. Condom was evaluated as a good protection against HIV and other STD in almost all answers. Three fifths of teachers considered condom to be an excellent contraception. 48% teachers did not know if the majority of women dislike condom. One tenth respondents rejected the opinion that the men dislike condoms. One tenth of teachers has never experienced condom personally. 12 percent stated to use it regularly, among them are more represented men. The opinions about quality of condom and decreased sensitivity by condom differ believers from atheists and users from non-users. CONCLUSIONS: Attitudes toward condom are predominantly liberal among Czech sex education teachers. The personal experience with use is common but not regular. The religion has small influence toward the attitudes and use.     

Understanding implicit and explicit attitude change: A systems of reasoning analysis.

There is considerable controversy about how to conceptualize implicit and explicit attitudes, reflecting substantial speculation about the mechanisms involved in implicit and explicit attitude formation and change. To investigate this issue, the current work examines the processes by which new attitudes are formed and changed and how these attitudes predict behavior. Five experiments support a systems of reasoning approach to implicit and explicit attitude change. Specifically, explicit attitudes were shaped in a manner consistent with fast-changing processes, were affected by explicit processing goals, and uniquely predicted more deliberate behavioral intentions. Conversely, implicit attitudes reflected an associative system characterized by a slower process of repeated pairings between an attitude object and related evaluations, were unaffected by explicit processing goals, uniquely predicted spontaneous behaviors, and were exclusively affected by associative information about the attitude object that was not available for higher order cognition. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Long-term influence of divorce and single parenting on adolescent family- and work-related values, behaviors, and aspirations.

Examines possible long-term influences of both divorce and living with a single mother on the development of adolescents' values and plans. How divorce affects children both directly and indirectly through its impact on the mother's resources, attitudes, and socialization goals are also examined. Particular focus is placed on those aspects of family interaction that impact on identity formation as it is linked to educational and occupational goals and to gender-role related behaviors associated with marriage, family, and job plans. Possible benefits as well as potential costs of living with a single mother are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational psychology and education.

Discusses what elements of educational psychology are useful in elementary school education and how educational practices can enrich research and development in educational psychology. Educational psychology is ready to assume interactive relationships with methods of scientific application, development, and research, as practiced in the traditional sciences. These interactions would be helpful for studying subject-matter learning, the teaching of basic abilities, instructional methods, the influence of content on curriculum design, and individual requirements in formulating new educational models. The "schizophrenia" produced by having one foot in the laboratory and one foot in the field is recommended. (28 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)