Ed Psych Announcements

Graduate Students: Apply For an APA Convention Student Travel Award

The APA Science Directorate is pleased to sponsor its annual travel award competition for graduate students of psychology who will present research at the APA convention. This year’s convention will be held Aug. 3 – 6in Washington, DC.

Graduate students in psychology who are the first author of a poster or talk are eligible to apply for one of this year’s grants of $300 each. Applicants are required to submit an application form, cover letter, research summary, CV and paper/poster acceptance notice.

The deadline for applications to arrive is April 7, 2017.

Applications must be sent by email in a single PDF.  Up to three students from each department of psychology in the U.S. and Canada may submit applications. If more than three students from a department wish to apply for travel awards, the department must perform an initial screening and forward only three applications. Students enrolled at universities outside of the U.S. or Canada who will travel to the APA convention are eligible to apply for grants from the APA International Office but may not apply for this Student Travel Award.

The application form and additional details are available at the APA Convention Student Travel Awards Web page.

$10,000 Kenneth B. and Mamie P. Clark Grant

Up to $10,000 for research and demonstration activities that promote the understanding of the relationship between self-identity and academic achievement with an emphasis on children in grade levels K-8.

Please find below a link for the American Psychological Foundation’s (APF) 2017 Kenneth B. and Mamie P. Clark Grant.

The Kenneth B. and Mamie P. Clark Grant was established in 2003 to honor the Clarks and to perpetuate their work as pioneers in understanding the psychological underpinnings of race relations and in addressing social issues such as segregation and injustice.

The Clarks were the first and second African-Americans to receive PhDs from Columbia University. Their famous doll experiments, in which they asked children to express their likes and dislikes about brown-and white-skinned dolls, led the Clarks to conclude that the segregation in schools and society was psychologically damaging to the children. These studies are believed to be the first social science evidence considered as hard fact by the U.S. Supreme court, in Brown v. The Board of Education of Topeka.

Eligibility Requirements

Applicants must meet the following criteria:

  • Be a graduate student.
  • Have received IRB approval before funding can be awarded if human participants are involved.
  • Familiarity with the Clarks’ work is essential:
    1. Kenneth Bancroft Clark, Library of Congress, Manuscript Division, Washington, D.C.
    2. Mamie Phipps Clark, Manuscripts Division, New York Public Library, New York.
    3. Markowitz, G. & Rosner, D. (1996). Children, Race and Power: Kenneth and Mamie Clark’s Northside Center. Charlottesville: University Press of Virginia.

See our website for more information http://www.apa.org/apf/funding/clark-fund.aspx The deadline for applications is June 15, 2017.

Division 15 Reaffirms Its Commitment to Diversity and Inclusiveness

Division 15 of the American Psychological Association is today reaffirming its commitment to diversity of thought, race, religion, sexual orientation, gender identity, language, physical ability, and nation of origin.
 
Our organization was designed to unite scholars from all walks of life toward a singular purpose: improving educational outcomes for all learners. We will continue to serve all learners to the best of our abilities, and we invite scholars and practitioners alike—both foreign and domestic—in this pursuit.
 
Sincerely,
The Division 15 Executive Committee

Call for Paper Proposals – Research on the Benefits of Honors Program Participation

At this time, we invite submission of proposals for an upcoming volume featuring new empirical research exploring the value added of honors program experience, to be published in the National Collegiate Honors Council Monograph Series in 2018.

It is now routine for many in honors administration to offer student accomplishments vis-à-vis those of non-honors students as evidence that honors programs are successful, vital components of the colleges and universities where they are housed. Many programs can show that their honors students graduate at higher rates than non-honors students, that they graduate sooner, and that they graduate with higher GPAs, are more likely to go on to graduate and professional school, and that they win prestigious fellowships at higher rates.

Most honors students, however, are starting at a different place than students in the general student body because admissions processes for most honors programs and colleges ensure that unusually smart, talented, and highly motivated students enter their programs. Thus, the evidence often used to demonstrate the success of honors programs is limited because it does not statistically control or otherwise account for the differences that exist between honors and non-honors students at the moment that they matriculate and enter into honors programs.

We seek projects using methodologically rigorous approaches to disentangle the effects of honors program participation from baseline student characteristics, but we also encourage researchers using qualitative or mixed methods approaches to illustrate in creative ways the unique effects of the honors program experience. We especially encourage proposals that also address any varying effects of the honors experience for those with different gender identities or for first-generation students, racial or ethnic minorities, or other groups that face unique challenges in higher education.

Proposals should include detail about the sources and kinds of data used; verification, when necessary, that appropriate IRB approval has been secured before collection or use of data; what research method(s) will be employed; what stage of development the project is in currently; and either actual or expected findings from the research. Those wishing for their work to be considered for inclusion should submit proposals of 250–500 words by May 1, 2017; manuscripts for accepted proposals will be collected in October 2017, with anticipated publication in 2018.

Send proposals to Dr. Jerry Herron, Dean of the Honors College, Wayne State University (e-mail: jerry.herron@wayne.edu). Address inquiries to the same. www.nchchonors.org/monographcall

What is the Difference Between Educational Psychology and School Psychology?

While there’s a spectrum of overlapping interests between Educational Psychology and School Psychology, these are two distinct fields in terms of the primary career paths and training focus.

Educational Psychology is the study of human learning (this includes development, learning, motivation, assessment, and instruction) in both formal and informal learning contexts. The primary purpose of an Educational Psychology program is to prepare students for careers in teaching and research at institutions of higher learning or research consortiums.

By contrast, School Psychology is a practitioner-based field and therefore the program includes practicum and internship components in order to prepare students for careers as School Psychologists.

Educational Psychologists do not have clinical duties but often contribute to preservice teacher training programs by teaching classes related to psychological theories of learning, classroom assessment, and developmental psychology courses.

A few examples of the differences between Educational Psychology and School Psychology are as follows (again, remember that the interests and application of these disciplines is often at the discretion of the scholar):

Educational Psychology School Psychology
Training Mainly for research Research and clinical training (requires practicum and internship)
Potential Jobs Researchers, professors School psychologists, professors, clinical psychologists (with additional experiences and appropriate license)
Area of Research Learning, motivation, assessment, development, individual differences, instruction Similar. Emphasis on testing, consultation, and intervention
Target Population and Setting of Research/Practice All ages, both inside and outside of traditional school settings Tends to be school-aged children within traditional school settings
License Typically N/A. But there are some educational psychology programs, which include the coursework or fieldwork necessary for credentialing as a school psychologist. Some states may also offer licensure, such as California. Usually state-certified to deliver services to students through a school system. Duties can include administering IQ tests and other assessments, as well as counseling and planning interventions.

 

A few examples of professional goals common for an educational psychology specialization: 

  • A university teaching position, teaching human development, learning, motivation, instructional psychology, and other educational psychology courses (leadership, creativity, etc.).
  • A position within a university, supervising instructional and faculty development and evaluation, and conducting institutional research.
  • A position doing research, evaluation, and staff development for a university, research institute, or school district.
  • A position designing training programs and conducting training research in a business, government or non-profit institutional setting.
  • A position doing general administration for a university or vocational training center.
  • A position in human resources development, in business, government, or non-profit institutional setting.
  • Develop a private consulting business that works with a variety of individuals and/or organizations challenges and issues related to human learning and development.

Content developed by the 2016-2017 Division 15 Membership Committee.

In Memoriam: Dr. Martin (“Marty”) Maehr

We are very saddened to announce the passing of Dr. Martin Maehr in Ann Arbor, Michigan on January 10th, 2017.

Dr. Maehr, or Marty as most of us knew him, was a leading voice in the field of achievement motivation research for roughly five decades. After receiving his Ph.D. from the University of Nebraska, Marty served on the faculties of Concordia Senior College in Indiana and the University of Illinois. Marty moved to the University of Michigan in 1989 and was a leader in the Combined Program in Education and Psychology for over 25 years until he retired in 2005.

Marty’s research interests were broad and varied, but he is perhaps best known for work in three areas, all related to achievement motivation. First, he challenged the prevailing view of achievement motivation work of McClelland, Atkinson and others as being a needs-based, personality variable by proposing a social-cognitive alternative perspective with a strong emphasis on culture. His emphasis on the sociocultural influences on motivation was ahead of its time and remains influential today. Second, he developed a theory of personal investment that emphasized the motivational effects of goals that were personally meaningful to individuals. Finally, he was one of the early proponents of achievement goal theory. His work had direct applications to business, schools, and public policy. During the latter part of his career, Marty became particularly engaged with applying his research and knowledge toward improving school reform efforts. He truly wanted his work to make a difference in students’ and teachers’ lives.

Marty’s students will remember him as not only promoting but also protecting, their independence of thought and creativity in research. He will be greatly missed.

APA Science Directorate Advanced Training Institutes – Summer 2017

These intensive, five-day training programs are hosted at research institutions across the country. They immerse psychological scientists — new and established faculty, postdoctoral fellows, nonacademic scientists and advanced graduate students — in state-of-the-art research methods. Participants also have the opportunity to meet and network with other scientists who have related interests.

The four ATIs are listed below. Complete information about these programs can be viewed on the Advanced Training Institute website.

Deadline Approaching: Esther Katz Rosen Pre-college Psychology Grant Program

Up to $25,000 to improve the quality of education in psychological science and its application in secondary schools for high ability students.

The Esther Katz Rosen Pre-college Psychology Grant Program provides financial support for efforts aimed at improving the quality of education in psychological science and its application in the secondary schools for high ability students. Proposals must focus on supplying education for gifted and talented high school students.

Proposals will be evaluated on:

  •  Conformance with stated program goals
  •  Nature and magnitude of incremental contribution
  •  Capability for accomplishing the proposed work
  •  Likelihood of producing generalizable outcomes

Eligibility Requirements

Applicants must:

  • Be an educational institution, 501(c)(3) nonprofit organization, or individual affiliated with qualifying institution.

See our website for more information http://www.apa.org/apf/funding/rosen-precollege.aspx

The deadline for applications is March 1, 2017.

Call for Papers: Special Issue of Canadian Psychology on Learning

Deadline for submissions: March 1st, 2017 / Date de tombée: 1ier mars 2017
LES ARTICLES PEUVENT ETRE SOUMIS EN FRANÇAIS OU EN ANGLAIS. Papers can be submitted in French or in English.

Canadian Psychology, a Canadian Psychological Association journal published jointly with the American Psychological Association, invites the submission of manuscripts for a special issue on LEARNING.

Examples of topics include, but are not limited to:

  •   The conditions (in the school, at home, etc.) associated with successful or unsuccessful learning
  •   The policies (institutional, social, etc.) that support or hinder learning
  •   Access to services to support optimal learning in the school system
  •   Difficulties in learning, and learning disabilities
  •   The neuropsychological mechanisms of learning or learning disabilities
  •   Giftedness
  •   The assessment of learning difficulties
  •   The treatment of learning difficulties
  •   The technologies used to support learning
  •   Practice guidelines related to the assessment of learning difficulties and/or to remedial services.
  •   Adult education
  •   Learning and best practices in education and teaching
  •   Schools policies and learning
  •   Etc.

We encourage submissions from a range of disciplines within psychology including educational psychology, clinical psychology, school psychology, counselling psychology, neuropsychology, etc.

While review papers are preferred, different types and formats of papers will be accepted for this special issue, including:

  • review and scoping papers (e.g., a review on the efficacy of intervention programs for learning disabilities, etc.)
  • original studies if they are of potential interest to a BROAD proportion of psychologists (e.g., a survey of psychologists about their experience working within a response to intervention program for learning disabilities, etc.)
  • opinion papers, commentaries and letters to the Editor

Review papers, including meta‐analyses, are strongly invited. We will accept articles of no more than 30 pages, including references (systematic reviews may have up to 40 pages or more if needed). All submissions will undergo peer‐review. Manuscripts can be submitted via our online portal. Authors must indicate clearly that their submission should be considered for this special issue. The deadline for submissions is March 1st, 2017. Papers can be submitted in French or in English.

For questions or further information please contact the Editor, Dr. Martin Drapeau at martin.drapeau@mcgill.ca.

REGULAR ISSUES OF CANADIAN PSYCHOLOGY

Canadian Psychology publishes generalist articles in areas of theory, research, and practice that are of interest to a broad cross‐section of psychologists. Manuscripts with direct relevance to the context of Canadian psychology are also appropriate for submission. Original, empirical contributions are welcome if the research is of direct relevance to the discipline as a whole (e.g., a survey of psychologists about the future of the discipline or about their practice) or if they present the results of a systematic review (including meta‐analyses) or other forms of reviews. Reviews (systematic reviews, narrative reviews, meta‐analyses, etc.), practice guidelines, and assessments or reviews of practice guidelines are particularly welcome.

Free Division 15 Webinar – Situated Cognition and the Recognition of Learning

Free Division 15 Webinar - Situated Cognition and the Recognition of Learning

This event has ended. Please see below for a recording, and join Division 15 to receive news and access for future events!

Dr. Daniel T. Hickey (Speaker)
Indiana University

Dr. Aman Yadav (Moderator)
Michigan State University

Slides from the event may be found here.

On January 24, 2017 Division 15 held a special webinar. The event featured Dr. Daniel T. Hickey (Indiana University) and will be moderated by Aman Yadav (Michigan State University).

This webinar summarized the implications of contemporary “situative” theories of cognition for motivating, assessing, and recognizing learning. These theories assume that knowledge is strongly bound (i.e., “situated”) in the social, material, and technological contexts where it is learned and used. The webinar described an extended program of design-based research that builds on the ideas in Brown, Collins, and Duguid’s landmark 1989 article entitled Situated Cognition and the Culture of Learning. This program of research used these and other ideas from situated cognition to address enduring challenges in designing educational multimedia & videogames, online courses, learning networks, and open digital badge systems. These enduring challenges include debates over “extrinsic” incentives and “intrinsic” motivation, the difficulty of evaluating the impact of formative assessment, the validity of learner- generated artifacts as evidence of competence, and the appropriateness of competency-based education systems. This research has resulted in general design principles and specific examples for designing “participatory” learning and assessment systems. These systems support productive forms of disciplinary engagement with peers and resources, while leaving behind impressive levels of disciplinary understanding and achievement, and generating valid evidence of those outcomes.

About the Speaker:

Daniel T. Hickey is a Professor and Program Coordinator with the Learning Sciences Program at Indiana University and a Research Scientist with the IU Center for Research on Learning and Technology. He completed his PhD in Psychology at Vanderbilt University and a Postdoctoral Fellowship at the ETS Center for Performance Assessment. His research has been supported by the MacArthur Foundation, the US National Science Foundation, Google, the US Department of Education, and Indiana University.