tag:blogger.com,1999:blog-35763330241054989132024-03-13T11:12:57.008-07:00Educational Psychology StudentsUniversity at Albany/SUNYEducational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.comBlogger74125tag:blogger.com,1999:blog-3576333024105498913.post-40069377449966354382016-05-31T18:29:00.003-07:002016-05-31T18:30:55.537-07:00Recap of Spring 2016 Events<div class="MsoNormal">
<b>Brown Bag Presentations</b><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGGVze5TVMDKJ0A-yKvmBaTtbGY21qM8coSgaWWlqoYgLZRcMA1MHV0ltfTNtHBv89l1jMpI4gPVv6HmgcEPlSgvKnwWqm1Ccne4tEGywlfwTrTFqAsIyvuGUc4ZXG5o8nLdlqi4ap3Pu3/s1600/IMG_6552+%25282%2529.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGGVze5TVMDKJ0A-yKvmBaTtbGY21qM8coSgaWWlqoYgLZRcMA1MHV0ltfTNtHBv89l1jMpI4gPVv6HmgcEPlSgvKnwWqm1Ccne4tEGywlfwTrTFqAsIyvuGUc4ZXG5o8nLdlqi4ap3Pu3/s200/IMG_6552+%25282%2529.JPG" width="200" /></a><i>Applications of Structural Equation Modeling in
Cross-Cultural Well-Being Research: Measurement and Structural Equivalence by
Dr. Hung Bin Sheu</i></div>
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Dr. Sheu presented his research regarding the issues and
applications of structural equation modeling (SEM) techniques when used for
cross-cultural well-being research. It
is important to determine the cultural differences that may exist that affect
theory implementation and assessment tools.
The cross-cultural validity of social cognitive theory was tested using
SEM to analyze college students' well-being from four different countries. Measurement and structural equivalence of
hypothesized models can be examined using a hierarchical procedure. There are different forms of equivalence when
studying specific tools such as assessments including conceptual, content,
semantic, and statistical equivalence. In addition,
structural equivalence can be examined by looking at theory relationships and
factor covariances. </div>
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The hypothesized model specifically used for this
presentation included information regarding personality traits, cultural
orientations, and other environmental and person-cognitive variables to predict
academic outcomes in addition to outcomes related to global well-being for
various cultural and language contexts. The ways in which the research affects
practice and future research was discussed in terms of how the results obtained
can be used to improve and modify theories.</div>
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<i>Self-Regulated Learning and Self-Control by Dr. Heidi
Andrade, Dr. Reza Feyzi Behnagh, and Dr. Mark Muraven</i><o:p></o:p></div>
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and practical implications related to self-regulated learning. In addition, Dr. Andrade discussed her
research regarding the relationship between classroom assessment and
self-regulated learning. Research in
those two fields of study has begun the process of merging together to best
understand student learning and self-regulation and how assessment affects that
process. For example, goals can be used
as learning targets that can then be formatively assessed to determine student
progress in addition to evaluating and improving teaching strategies.<o:p></o:p></div>
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Dr. Behnagh shared his research regarding the information
processing theory using computer programs to learn about science topics. His study measured self-regulated learning in
multiple ways including trace data, questionnaires, teacher ratings,
interviews, diaries, think alouds, eye tracking, and physiological measures.<o:p></o:p><br />
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Dr. Muraven presented his research on the idea of
self-control depletion. In other words,
self-control will eventually fail if used for an extended amount of time. He shared the results of his studies related
to alcohol restraint which found that the more days an individual is required
to use self-control to not drink alcohol, the more likely they are to drink again. This leads to the importance of individuals
finding ways to balance and recharge their self-control and build self-control
strength.</div>
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<b>Movie Night</b><o:p></o:p></div>
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For the Spring Movie Night, the RGSO presented the 1936
marijuana propaganda film, “Reefer Madness”.
Chad King from the History department and Julio McLaughlin from the
Educational Psychology and Methodology department facilitated the discussion.<o:p></o:p></div>
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<b>Navigating the Non-Academic Job Market Panel</b><o:p></o:p></div>
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Along with the Future Faculty Leadership Council (FFLC), the
Ed Psych RGSO held a panel discussion regarding how to prepare for
post-academic and alternative job markets.
Participating Ed Psych alumni included Georgia Brooke, Fei Chen, and
Zach Warner. They shared valuable
information and tips related to their own experiences in the non-academic job
market.<o:p></o:p></div>
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<b>15<sup>th</sup> Annual Poster Session</b><o:p></o:p></div>
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with the School Psychology RGSO and Counseling Psychology RGSO to offer the 15<sup>th</sup>
Annual Poster Session as a department-wide event. The RGSOs were honored to have Provost
James Stellar attend the poster session.
Students shared their research findings, conference presentations,
current literature reviews and syntheses, research in progress, and academic
intervention evaluations. Dr.
Christopher Chabris was the session’s keynote speaker. Dr. Chabris is an Associate Professor of
Psychology and co-director of the Neuroscience Program at Union College in addition
to serving as an Adjunct Assistant Professor of Neurology at Albany Medical
College. He shared his research
regarding selective attention, multitasking, and the famous “Invisible Gorilla”
test. <o:p></o:p></div>
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Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-67799138648359136962015-12-31T13:20:00.001-08:002015-12-31T13:20:20.967-08:001st Annual Ed Psych RGSO Data Blitz was a Success!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYbyRcPMCWq3lIXycdY0ELBLherZEiSaxUV74FaUhu6tkiu9jpaxds3kgja0QIw2sc2FxqifmGIZsx-E8POb23EHK1khsizgxBqPCc7QlhzoOkXCRinyq4UJ1ZFcU3OTQxeUz1HgpaLqt9/s1600/IMG_5752.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYbyRcPMCWq3lIXycdY0ELBLherZEiSaxUV74FaUhu6tkiu9jpaxds3kgja0QIw2sc2FxqifmGIZsx-E8POb23EHK1khsizgxBqPCc7QlhzoOkXCRinyq4UJ1ZFcU3OTQxeUz1HgpaLqt9/s200/IMG_5752.JPG" width="200" /></a>The purpose of the Data Blitz was to give graduate students an opportunity to share their research with other graduate students. Each student was given a maximum of seven minutes to present their research. The Data Blitz allowed students to learn more about what peers have been working on, share feedback, and participate in discussions. <br />
<br />
The following graduate students shared their research at the Data Blitz:<br />
<br />
<b>David Franklin</b><br />
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Franklin, D. (2015). The importance of
instructor and student variables in course evaluations. </div>
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<i>Project Advisor</i>:<i> </i>Dr. Zheng Yan (completed in EPSY 680)</div>
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<b>Allyson Kaczmarek</b></div>
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Kaczmarek, A. (2015). Virtual multi-player
game type and its effect on altruistic behavior tendencies.</div>
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<o:p></o:p></div>
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<i>Project Advisor:</i> Dr. Joan Newman <o:p></o:p></div>
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<o:p><br /></o:p></div>
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<o:p><b>Kara Hogan</b></o:p></div>
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Hogan, K. (2015). Self-regulated learning by
adults in an online professional development context.</div>
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<i>Project Advisor</i>: Dr. Heidi Andrade
(dissertation)<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvvYMwnu3L4eS5Nsp2TuUGGRJorUpRxXXqFG06_58dogCkB2pPYxLRrOi_RTV0Icjr83kZEl20XZt6Rdzv3KCvD8tc8qQfAUTvwWZqusILAJmzz0nyuk9VttJ6LBrnWbJQa61l3lJ7dZ3c/s1600/IMG_5766.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvvYMwnu3L4eS5Nsp2TuUGGRJorUpRxXXqFG06_58dogCkB2pPYxLRrOi_RTV0Icjr83kZEl20XZt6Rdzv3KCvD8tc8qQfAUTvwWZqusILAJmzz0nyuk9VttJ6LBrnWbJQa61l3lJ7dZ3c/s320/IMG_5766.JPG" width="320" /></a></div>
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<b>Sung Yong Park</b></div>
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Park, S. Y. (2015). Self-compassion as a moderator of relationship between perceived stress, victimization experience
and depression in soldiers in Korea.</div>
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<br /></div>
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<i>Project Advisor</i>: Dr. Zheng Yan</div>
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<br /></div>
<div class="MsoNoSpacing">
Park, S. Y. (2015). Self-disclosure on social
networking sites: A systematic review.</div>
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<i>Project Advisor</i>: Dr. Zheng Yan<o:p></o:p></div>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijggP_ke91F8ij79zmh2tyzX_eKWUSQHU6cGPQAlQmVo6eg5VRM-BPcV6Jtce5D79wNxboh0QSGFsAbEYPT-qT7nkbqfbTsaBDaAtIpmdCNbz0G_hHcTHcwGXTymkFOrGEuKHMBgjOqUVr/s1600/IMG_5771.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijggP_ke91F8ij79zmh2tyzX_eKWUSQHU6cGPQAlQmVo6eg5VRM-BPcV6Jtce5D79wNxboh0QSGFsAbEYPT-qT7nkbqfbTsaBDaAtIpmdCNbz0G_hHcTHcwGXTymkFOrGEuKHMBgjOqUVr/s320/IMG_5771.JPG" width="320" /></a></div>
<b>Hirah Mir</b><br />
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Mir, H. (2015). School experiences and change
in ethnic identity over time.</div>
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<i>Project Advisor</i>: Dr. Zheng Yan
(completed in EPSY 680) <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM5lj50D53AHYuOYRwo33uhWwa1Wvc0eovVwzYZUSkgVLT4wV-FbAM7umOb05olUV8xvtCQD2xVgZnTh2mgBoD1fOQLpy7wmqGRo3sZx1DeJReQpcl6VPQe5TNR4C-0hgRZo9GAyNStyIo/s1600/IMG_5775.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM5lj50D53AHYuOYRwo33uhWwa1Wvc0eovVwzYZUSkgVLT4wV-FbAM7umOb05olUV8xvtCQD2xVgZnTh2mgBoD1fOQLpy7wmqGRo3sZx1DeJReQpcl6VPQe5TNR4C-0hgRZo9GAyNStyIo/s320/IMG_5775.JPG" width="320" /></a></div>
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<o:p><b><br /></b></o:p></div>
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<o:p><b>Tom Robertson</b></o:p></div>
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Robertson, T. (2015). Haiti house person tree test: A
multivariate generalizability study.</div>
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<br /></div>
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<i>Project Advisor</i>: Dr. Kim Colvin</div>
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<br /></div>
<div class="MsoNoSpacing">
Robertson, T. (2015). How to create and use factorial
surveys for psychology.</div>
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<br /></div>
<div class="MsoNoSpacing">
<i>Project Advisor</i>: Dr. Zheng Yan<o:p></o:p></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkuBmofTyQne8hBqbn6XzJKVa3_gfn82uimPFCcypOEaWQjWBIfzeDy92IugP73Jy95bBMHvCqxctKJ5DoKMRf6TZ0k_kgT6E5taXbJBY9-2Rd1_7cfbg1BMSb4GV-dNjCCCItLWjs6Was/s1600/IMG_5778.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkuBmofTyQne8hBqbn6XzJKVa3_gfn82uimPFCcypOEaWQjWBIfzeDy92IugP73Jy95bBMHvCqxctKJ5DoKMRf6TZ0k_kgT6E5taXbJBY9-2Rd1_7cfbg1BMSb4GV-dNjCCCItLWjs6Was/s320/IMG_5778.JPG" width="320" /></a></div>
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<b>Julio McLaughlin</b></div>
<div class="MsoNoSpacing">
McLaughlin, T. (2015). Use of formative assessment instruments to foster creativity in science inquiry contexts.</div>
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<i>Project Advisor</i>: Dr. David Dai</div>
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<o:p></o:p></div>
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<b>Fusun Sahin</b></div>
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Sahin, F. (2015). Analyzing students’ usage of Blackboard Learning Management
System from log data.</div>
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<i>Project
Advisor: </i>Dr. Zheng Yan<span style="text-indent: 0.5in;"> </span></div>
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Sahin, F. (2015). Automated detection of items for key validation.</div>
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<i>Project Advisor: </i>Jerome Clauser,
American Board of Internal Medicine <o:p></o:p></div>
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<b>Wenqian Wang</b></div>
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Wang, W. Q. (2015). Ethnic differences in helicopter parenting in the U.S.</div>
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<i>Project Advisor: </i>Dr. Zheng Yan (completed in EPSY 680)</div>
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A huge thank you to the event coordinators for making the first Data Blitz possible, the presenters for sharing their research, and everyone who attended! Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-90102752539734878032015-12-31T11:48:00.000-08:002015-12-31T11:49:15.390-08:00Fall Brown Bag #3 with Dr. Jessica Namkung<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic2YyPwjoTgoPr811RQL4KBiGcAjfKiNa1b9h-5GiElcanX0Nc6PXPk_-7cg3dR5x_EpUXDGMcS_98fuMEoXHdY5xVj9dDjNxdAGwRhTh8MfcIG1kVU9-KY1FeNkjIJL-4tKeCXNHibUiW/s1600/IMG_5692.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic2YyPwjoTgoPr811RQL4KBiGcAjfKiNa1b9h-5GiElcanX0Nc6PXPk_-7cg3dR5x_EpUXDGMcS_98fuMEoXHdY5xVj9dDjNxdAGwRhTh8MfcIG1kVU9-KY1FeNkjIJL-4tKeCXNHibUiW/s200/IMG_5692.JPG" width="200" /></a>For our last Brown Bag of the semester, Dr. Jessica Namkung presented her research regarding students' learning of fractions. She presented two studies, and a discussion followed regarding students' fraction knowledge.<br />
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One study investigated the cognitive mechanisms underlying students' fraction and whole-number learning. Dr. Namkung chose to focus on specific cognitive factors used for calculations including working memory, processing speed, phonological reasoning, nonverbal reasoning, language, incoming calculation, and attentive behavior. She then examined these predictors to determine if there was a difference in which underlying mechanisms are present for fraction learning compared to whole-number learning. Dr. Namkung used factor analysis to determine that the significant predictors of fraction learning are language, processing speed, and attentive behavior. Significant predictors of whole-number learning were found to be processing speed, attentive behavior, and incoming calculation. In conclusion, both attentive behavior and processing speed are common predictors. Some implications for instruction include training students on using the predictors, teaching more mathematical strategies that allow for students to compensate for slow processing speed in order to increase efficiency, explicitly teaching vocabulary, and requiring students to explain their understanding of terms.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9bk95frCdCZtgpVaP3jgJRHEx1PJ4X5ch51DJGUNad2Dgr3ZRtGVCcoP7YUkVlwh3nzRvJjH3Mz9X95AQhyphenhyphenZwxOPmaaYppGi-q1dxFdvI6bERPFz9FUlBSBAs3IMVg_2DcJzETdfmJzCx/s1600/IMG_5698.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9bk95frCdCZtgpVaP3jgJRHEx1PJ4X5ch51DJGUNad2Dgr3ZRtGVCcoP7YUkVlwh3nzRvJjH3Mz9X95AQhyphenhyphenZwxOPmaaYppGi-q1dxFdvI6bERPFz9FUlBSBAs3IMVg_2DcJzETdfmJzCx/s200/IMG_5698.JPG" width="200" /></a>The second study examined the abundance of fraction difficulties that exist among students. According to Dr. Namkung, whole-number bias is a common occurrence in students' understanding of fractions, and this reasoning has an effect on students' understanding of fraction magnitudes. Dr. Namkung examined fourth graders considered to have adequate whole-number knowledge and fourth graders with deficits in whole-number knowledge. She found that students with adequate whole-number knowledge performed better on fraction problems than students with less severe whole-number knowledge deficits, and students with less severe whole-number knowledge deficits performed better than students with more severe whole-number knowledge deficits. Significant differences were shown for all groups. In conclusion, this study found that if a student has difficulties with whole-numbers then the student is likely to also have difficulties understanding fractions, and more research needs to be conducted to determine why this relationship exists.<br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-20795121006212294832015-11-14T12:06:00.001-08:002015-11-14T12:06:41.493-08:00Fall 2015 Brown Bag #2 with Dr. Sigmund Tobias and Dr. J. Dexter FletcherFor our second Brown Bag Presentation of the semester, Eminent Research Professor Dr. Tobias and Dr. Fletcher of the Institute for Defense Analyses led a discussion of their findings related to the use of digital games as a form of educational technology. <br />
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According to Dr. Tobias and Dr. Fletcher, as the use of technology has become more popular in educational settings, interest regarding the use of computer games to deliver meaningful instruction has increased. Digital games can be very useful educational tools if they are used correctly. Games allow students to interact with the curriculum and instruction. Students may be more motivated to learn using a game than other forms of instruction. Games have the ability to give students a sense of self in which they can interact with their technological environment. Games may also be ideal for students that have learning difficulties, minority students, and students from low SES backgrounds due to the ability of games to tailor games to students' individual differences. Digital games can be used not only in schools, but also in the workplace for instructional development. It is important to conduct cost analyses, but digital games can cut down on the cost of training and instructional development,<br />
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Games must be educational in order to be useful for an instructional purpose. Digital game creators need to focus on what students will be learning from the game not just the technology behind the game. In order for games to be useful and effective, they need to be highly integrated with the curriculum.<br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-56609969358556785832015-10-01T16:56:00.000-07:002015-10-01T16:56:14.957-07:00Fall 2015 Brown Bag #1 with Dr. Mariola Moeyaert<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGte7golY5oNWj-YQbuowyyXeW2JJghkb77S4OSV8A-87jZN7ImKhq_4s3GH8Ooq4JTH0QD7e9QgCQdAc9ro-1S9NZzR-Wxcq2tt4VB6pMi2x-F_M9KtuSx8sAnI-IJ79Avj_txYbxP6oG/s1600/IMG_5297.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGte7golY5oNWj-YQbuowyyXeW2JJghkb77S4OSV8A-87jZN7ImKhq_4s3GH8Ooq4JTH0QD7e9QgCQdAc9ro-1S9NZzR-Wxcq2tt4VB6pMi2x-F_M9KtuSx8sAnI-IJ79Avj_txYbxP6oG/s320/IMG_5297.JPG" width="240" /></a>Dr. Mariola Moeyaert presented our first Brown Bag discussion of the semester. Dr. Moeyaert discussed the topic of "Multilevel Meta-Analysis of Single-Case Effect Size Estimators: General Introduction and Application".<br />
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This is Dr. Moeyaert's first year teaching at UAlbany. She is teaching Statistics 1 this Fall and will be teaching Statistics 2 and Single-Case Experimental Design in the Spring of 2016. Dr. Moeyaert received her Ph.D. in Educational Statistics at the Methodology of Educational Sciences Research Group, KU Leuven, Belgium. </div>
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Dr. Moeyaert has been researching how the three-level meta-analytic model can be used to combine data from single-subject experimental designs and estimate effect size. The findings can be used to evaluate and improve interventions in addition to influencing future single-subject experimental design research. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTAMkIk8RyqaeWKdEVXrxsn8DjuV8WYeW7b1RBxEOilpeuw8mEMrmJqvrhAXBoxGLOOhTPjVYuajQk36oMojgBGraqdJPxrbpeobkWmRmRxpeIVwyQGwiecE0SnY6xdltLUt94e3zzeu2R/s1600/IMG_5295.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTAMkIk8RyqaeWKdEVXrxsn8DjuV8WYeW7b1RBxEOilpeuw8mEMrmJqvrhAXBoxGLOOhTPjVYuajQk36oMojgBGraqdJPxrbpeobkWmRmRxpeIVwyQGwiecE0SnY6xdltLUt94e3zzeu2R/s200/IMG_5295.JPG" width="200" /></a>The multi-level analysis of single-case experimental data consists of three main parts: single-case experimental designs, multilevel modeling, and meta-analysis. Single-case experimental designs are used to collect data for a single individual over time. The collected data are used to determine if an intervention is having an impact on an individual's performance on what is being measured. A multilevel modeling approach allows researchers to look at the effect sizes within cases, across multiple cases, and across multiple studies. Meta-analysis is then used to determine if interventions are useful and successful. Dr. Moeyaert's research has concluded that a multilevel modeling framework successfully estimates the effect within cases, across cases, and across studies. </div>
Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-52539330761347093652015-09-02T12:34:00.002-07:002015-09-06T10:10:17.061-07:00Welcome Back Fall 2015!<b><span style="font-size: large;">Orientation</span></b><br />
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To kick off the 2015-2016 school year, students and faculty attended the Educational Psychology and Methodology Division Orientation. We welcomed new students and faculty, shared our accomplishments, and discussed our goals for the future. To learn more about each other, we formed small groups and answered questions to win prizes. We then worked together in our groups to complete an activity in which we tried to build the tallest tower using only note cards.<br />
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A huge thank you to Holly for taking such great pictures! :)</div>
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<b><span style="font-size: large;">2015-2016 Ed Psych RGSO</span></b><br />
<br />
The results are in! Congratulations to the new E-Board Members!!<br />
<br />
President: David Franklin<br />
Vice President: David Bogin<br />
Treasurer: Tom Robertson<br />
Secretary: Wenqian Wang<br />
Representative: Hirah Mir and Emily Rodabaugh<br />
ListServ Manager: Yi He<br />
<br />
<b><span style="font-size: large;">Future Events</span></b><br />
<br />
Be sure to follow the EdPsy Student Facebook page for info about future events. We look forward to seeing you there!<br />
<br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-56027089765946503952015-01-06T13:10:00.003-08:002015-01-06T13:10:36.359-08:00Recap of Fall 2014 Events!<div class="MsoNormal">
Brown Bag 1:
10/1/14 Joan Newman and Georgia
Brooke<o:p></o:p></div>
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<o:p> </o:p><b>Ongoing Research On
Effects of Environmental Pollution: An
Application of Propensity Score Analysis</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2smKMzTf07pyooPSO3IRzAZXZ59I0S8d3DDa1yiYnOtfbg2Pn99XBGx41x5AIZUoOeZaELkECaVo-Xy5KnL3CqWLaWRM0hsRB7Q-UOskUvZT9ytvjAasfkVu6Z7u55P9bcddN-MYS-ljc/s1600/13926278dbc54f5380b0c37b7d9c8326.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2smKMzTf07pyooPSO3IRzAZXZ59I0S8d3DDa1yiYnOtfbg2Pn99XBGx41x5AIZUoOeZaELkECaVo-Xy5KnL3CqWLaWRM0hsRB7Q-UOskUvZT9ytvjAasfkVu6Z7u55P9bcddN-MYS-ljc/s1600/13926278dbc54f5380b0c37b7d9c8326.jpg" height="173" width="200" /></a></div>
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At our first brown bag of Fall 2014 we had
a 2 speakers: Dr. Joan Newman and Dr.
Georgia Brooke speak about their research.
Dr. Brooke is a recent graduate from our doctoral program and she used a
dataset from an ongoing research project with Dr. Newman for her
dissertation. This brown bag provided an
overview of the larger research project and how Dr. Brooke used Propensity
Score Analysis to the dataset for her dissertation. </div>
<o:p></o:p><br />
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The project started in 1995 investigating the effects of PCB
pollution on the Akwesasne Native American community. PCBs are man made
chemicals that were banned in the 1970s but prior to that were legally dumped
into rivers like the Mohawk and Hudson rivers and remain persistent in the
environment today. Native American
communities were exposed to these PCBs as a population that utilized the Mohawk
river and ate fish as a dietary staple.
PCBs have previously been found to have negative heath outcomes and
community concerns arose about human health, children’s development, and the
disruption of culture and lifestyle.
Newman et al., (2006) investigated the effects of PCBs and cognitive
functioning of Mohawk adolescents and found that PCB levels were negatively
related to delayed recall, long term retrieval and comprehension knowledge. <o:p></o:p></div>
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For her dissertation, Dr. Brooke used the dataset to
investigate the relationship between breastfeeding and cognition. There have been inconsistent findings in the
literature on breastfeeding – a majority of studies report a cognitive benefit
associated with breastfeeding while others report no benefit. For this particular population of Native Americans, this relationship was even more interesting to investigate because
of PCB contamination in their environment.
The question driving the research was:
Should women exposed to PCBs through contaminated fish consumption
breastfeed their infants? Georgia then
showed how Propensity Score Analysis was a useful approach for answering the
research question. The previous
literature on breastfeeding and cognition could be criticized because of
selection bias: breastfed babies may
perform better cognitively because of their mothers, not because of
breastfeeding itself. PSA addresses the
selection bias common to observational designs. Step 1.
Generate a propensity score – who is mostly likely to breastfeed and
who is unlikely to breastfeed based on certain characteristics (e.g. maternal
education, IQ, SES, smoking habits).
Step 2. Match treatment and control cases with similar propensity
scores, or group similar propensity scores into clusters. Step 3:
compare matched cases or clusters on outcome of interest (e.g. cognitive
scores). Her results showed different
effects for low PSA group (least likely to breastfeed), moderate PSA group, and
high PSA groups (most likely to breastfeed), meaning cognitive benefits of
breastfeeding could vary by population (which explains the inconsistencies in
the literature). The populations that
seem to benefit the most from breastfeeding are those most disadvantaged (low
birth weight, low SES, cigarette smoke).</div>
<o:p></o:p><br />
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Brown Bag 2: 10/29/14
Kim Colvin - Intro to
Generalizability Theory</div>
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<b>Evaluation of Measures of Resilience and Vulnerability in
Post-Earthquake Haiti: Using Generalizability Theory on the Road to a
Validation Study<o:p></o:p></b></div>
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At this brown bag we got a chance to hear our new faculty
member Dr. Kim Colvin speak about Generalizability or “G” theory. She provided a short overview of the theory
to introduce us to main concepts and terms followed by an application of
G-theory to a study she recently worked on involving subjects in
post-earthquake Haiti. <o:p></o:p></div>
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G-theory is an extension of classical test theory where an
observed score equals true ability plus error.
According to CTT, though, there’s only one interpretation of error,
meaning all potential sources of error are lumped into 1 error term which can
be limiting in field research where conditions of measurement vary. G-theory
then gives researchers the opportunity to parse out and estimate different
sources of error and leads to better estimates of reliability
coefficients. Researchers can estimate
what proportion of the total variance is due to factors that often vary in
assessment such as setting, time, items, and raters. G theory is particularly useful for assessing
the reliability of performance assessments – which is exactly what Kim Colvin
did in her research with subjects in post-earthquake Haiti. <o:p></o:p></div>
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The goal of the post-earthquake Haiti study was to validate
the House-Tree-Person test, a projective drawing test, as a way to measure
resiliency and vulnerability in people affected by the 2010 earthquake in
Haiti. The test was culturally adapted
for Haiti and was used to identify children who positively adapted or were
negatively affected by the earthquake. HTP test data was collected from 77
children ages 4-15 years old in 2012 and 2013 in different locations (e.g. a
town not widely affected by the earthquake, relocation camps with varying
amounts of aid/resources, and an orphanage).
3 additional assessments were used to collect data in 2013. The goal was to find an assessment that could
be easy to administer and score in order to quickly aid relief workers after a
traumatic event. The data collected
would be used to evaluate where improvements can be made in order to collect
large datasets to better inform validation study of the HTP test. <o:p></o:p></div>
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An analysis of the raters to determine differences in
scoring due to gender and age showed that there were no differences between
genders but there was an age difference for attribute (vulnerable vs.
resilient). An analysis based on
location showed that the biggest difference was due to attribute and it was
most notable for the orphanage location.
No variability was due to raters – this is encouraging because it means
new raters can be trained and results won’t be affected. <o:p></o:p></div>
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After the presentation, we discussed why the HTP was used
instead of other more reliable tests: it
is nonverbal, easy to give, easy to score.
<o:p></o:p></div>
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<b>11/10/14<o:p></o:p></b></div>
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<b>Student Panel
Discussion: The Ins and Outs of
Attending Professional Conferences<o:p></o:p></b></div>
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Presenters: Fei Chen,
Julio McLaughlin, Stella Li, Tom Robertson<o:p></o:p></div>
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Moderator: Angela Lui<o:p></o:p></div>
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Every semester we try to do a student panel uniquely aimed
at addressing concerns/issues/topics of being a graduate student in our
program. Previously we’ve had panels on
the dissertation process, and the first year of teaching experience. This semester we put together a student panel
discussion on attending professional research conferences like AERA, APA, AEA,
APS and other acronyms. It was a very
interactive panel where both students attending and students presenting
discussed their ideas and experiences.
We talked about some of the purposes/benefits of attending conferences
(e.g. networking with other researchers, professors, universities; keeping up
to date with current research; traveling; additions to your CV). As a graduate student, however, conferences
are also hard to attend because of the expenses involved. Our panel provided students with advice on
how to navigate this aspect – how to search for different funding sources, how
to use money wisely and attend best conferences for graduate students and how
to save on printing/presentation materials.
More and more conferences are now offering webinar options, and special
sessions and rates for graduate students.
Other tips: wear comfortable
shoes, plan ahead especially if there are multiple sessions, and the overall
perception of conferences is that people are more friendly and
approachable/less intimidating at regional conferences compared to the big
national conferences. <o:p></o:p></div>
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<b>Brown Bag 3: 11/24/14
Dr. Dai<o:p></o:p></b></div>
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<b>Cradles for Talent: Specialized Selective High Schools<o:p></o:p></b></div>
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<div style="text-align: justify;">
For our last brown bag of the Fall 2014 semester, we decided to
try an evening meeting and attendance was overwhelmingly positive! At this Brown Bag Dr. Dai discussed gifted
education, talent development, and specialized selective high schools like
Bronx Science, Stuyvesant, Brooklyn Tech, High School of American Studies and
Brooklyn Latin School in NYC. First, he
discussed the background and the psychological and educational theoretical
underpinnings of gifted education. For
example: talent development vs.
creativity development, formal vs. informal learning, production (prescribed
education) vs. client based (choices, designed for what students wants)
education systems, and learning content vs. developing a way of thinking. Then we got a closer look into how
specialized selective high schools work in terms of their institutional
leadership, admission policies, curriculum structure and requirements, and
infrastructure supports (i.e. teaching capacity, network of support outside of
the school, technology). We discussed
the importance of schools having a rigorous curriculum with post AP courses and
research oriented courses with a wide range of options and choices. Providing “threshold experiences” such as
internships outside of the school, engaging in project based learning, and
choosing a major much like you do in college leads to a more open and
motivating school culture where students are treated as responsible individuals
capable of thinking for themselves and making good decisions. They have good ownership of their learning,
strive for the best, and achieve personal goals. It is especially positive for adolescents who
are trying to find their niche and explore their identity and new
horizons. However, we also discussed
some of the problems with these types of schools – particularly the admissions
process which is a topic of debate among the schools and administrators. Currently, there is only 1 criteria for
admission to specialized selective high schools: scores on the Specialized High Schools
Admissions Test or SHSAT. Some people
say that is not enough to base admission on and other factors should be
considered. Other critics say it leads
to racially unbalanced schools, with an overpopulation of Asian students and
admissions criteria should be reformed so that the schools’ populations more
accurately reflect the area’s demographics.
Another issue that was discussed was the amount of stress experienced by
students who attend specialized selective high schools and how counseling
programs and social and emotional supports are needed not just during high
school but afterwards as well when they transition to college (Big Fish Little
Pond Effect). It was particularly
interesting to hear from some of the students in attendance who went to
specialized selective high schools in NYC who could offer their opinions on
these issues and discuss their experiences. </div>
<o:p></o:p><br />
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<b>Social Events</b></div>
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On October 11, 2014 we did our annual apple picking and picnic event at Indian Ladder Farms and Thacher Park. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3D4uJgDUfkiLPG4cZ23NqArC1zc7tV8i-gLZgwB-LMW29IpRanaGLDgZper7ppFTFX1wuGrojR-Hu7nbpIjB1rovmx_F3TK2lRbuFegA7xcsBnSIDHRsvTThZFaI7JEfh9CodFC1DCxPy/s1600/Photo+Oct+11,+11+47+13+AM.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3D4uJgDUfkiLPG4cZ23NqArC1zc7tV8i-gLZgwB-LMW29IpRanaGLDgZper7ppFTFX1wuGrojR-Hu7nbpIjB1rovmx_F3TK2lRbuFegA7xcsBnSIDHRsvTThZFaI7JEfh9CodFC1DCxPy/s1600/Photo+Oct+11,+11+47+13+AM.jpg" height="320" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtrXtektZ4b-Wm6UtO7vCOVLRAPNSgH4msVIraQn95QpvIK59rc_ZgHVc3WXPeClyK7wL4a-a_AjvSY3sdWBJZ0AuWqU8Rjag1SHGG5bfScavp2UvxAreRkGsSMJYubZeXR40xJgtXWjWg/s1600/10631248_340469372801388_4412050533060224423_o.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtrXtektZ4b-Wm6UtO7vCOVLRAPNSgH4msVIraQn95QpvIK59rc_ZgHVc3WXPeClyK7wL4a-a_AjvSY3sdWBJZ0AuWqU8Rjag1SHGG5bfScavp2UvxAreRkGsSMJYubZeXR40xJgtXWjWg/s1600/10631248_340469372801388_4412050533060224423_o.jpg" height="320" width="240" /></a></div>
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We also went out for a night on the town at the end of the semester to celebrate people passing comprehensive exams and to get together one last time before winter break. So it's a little late but HAPPY HOLIDAYS from the Ed Psych family and friends! :)<br />
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<br />
Congrats to the new 2014-2015 RGSO eboard members:<br />
President: David Bogin<br />
Vice President: Julio McLaughlin<br />
Secretary: Jin Cho<br />
Treasurer: Tom Robertson<br />
Representatives: Mary Gaynor & Amber Williams<br />
<br />
We already had our first RGSO meeting and have a lot of awesome events in the works. Here are some pictures from the orientation! We did a mixer activity where groups of students and faculty had to use recyclable materials and create something useful. The winners created an automatic water dispenser for pets! Other creations included a Halloween costume, play toys for kids, a desktop organizer, and a chess-like board game. It was great to see everyone working together and coming up with creative ideas! It's going to be a great year!<br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-34789781662326589182014-08-21T12:15:00.001-07:002014-08-21T12:15:20.337-07:00Recap of Spring 2014 Events!<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;"><b><span style="background-color: #fefdfa; color: #333333; line-height: 18.200000762939453px;"><span style="line-height: 14.5600004196167px;">Educational Psychology and Methodology RGSO Brown Bag #1: </span></span>Chandelier: A
New Way of Seeing 2/26/14</b></span></div>
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<span style="font-family: inherit;"><span class="fsl">Dr. Trevor Tebbs </span><span class="textexposedshow">gave
a presentation on a new web-based system called Chandelier which can be used
for psycho-educational activities, particularly in the area of assessment. Chandelier was designed to be used primarily
by psychologists and school administrators who can then grant access to parents
or teachers as needed. It is an
innovative system which facilitates the assembly, storage, and management of
data in order to create a holistic portrait of a person. The portraits contain data on behavioral
factors, modifiers, psychometric factors, and predispositional/genetic factors,
but is presented in a way that all the information is readily available in one
place. There are many layers of data
presented in a succinct, interactive way.
This enables the monitoring of progress, provides insight for the
development of personalized learning plans, enhances communication, provides
easy access to assessments, and could be a great source of data for
research. </span></span></div>
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<span style="font-family: inherit;"><b><span style="background-color: #fefdfa; color: #333333; line-height: 18.200000762939453px;"><span style="line-height: 14.5600004196167px;">Educational Psychology and Methodology RGSO Brown Bag #2: </span></span>Writing Instruction for High-Functioning Autism Spectrum Disorders
(ASD) 3/26/14</b></span></div>
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<span style="font-family: inherit;">Dr. Kristie Saddler presented an
overview of characteristics of children with high functioning ASD and how they
interfere with writing, followed by a review of research-based interventions
including technology-aided instruction, sentence construction, peer writing,
and self-regulated strategy development (SRSD).
She then discussed her own research in this area using single-subject
designs with quantitative and qualitative measures. Results after the SRSD-based writing
interventions indicated that participants with ASD improved overall writing
ability, the number of words generally increased, and most students enjoyed
using the strategies and felt it helped them become better writers. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><b><span style="background-color: #fefdfa; color: #333333; line-height: 18.200000762939453px;"><span style="line-height: 14.5600004196167px;">Educational Psychology and Methodology RGSO Brown Bag #3: </span></span>Researching Literacy Teaching and Learning 4/16/14</b></span></div>
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<span style="font-family: inherit;">Dr. Peter Johnston, a Vincent
O'Leary Professor in the Reading Department at UAlbany discussed ways of
thinking about literacy, teaching, and research, and their significance for teachers
and students. He presented research on
the outcomes of relationally oriented reading instruction for 8<sup>th</sup>
graders and how to develop social imagination.
He believes engaged reading develops the relational, narrative self and
social imagination leads to many positive outcomes including: better social skills, increased cooperation,
more positive view of peers, decreased angry responses in personal
interactions, increased moral development and increased self-regulation. It encourages students to think about their
future possible selves, moral agency, reading agency, and changing identities
by talking through and about books. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><b>Student Panel Discussion - The Dissertation Process 3/12/14</b></span></div>
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<span style="font-family: inherit;"><span class="textexposedshow">Educational Psychology doctoral students
</span><span class="fsl">Georgia
Brooke, Holly Meredith, Kim Speerschneider (Westcott), and Chris Valle were
speakers for a student panel discussion on the dissertation process. They were all at different stages and shared
their experiences such as </span><span class="textexposedshow">picking a
committee, writing a proposal, balancing teaching/work and the dissertation, what
the defense process is like, and gave general tips and advice to fellow
students. <o:p></o:p></span></span></div>
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<span class="textexposedshow"><span style="background-color: #fefdfa; color: #333333; line-height: 18.200000762939453px;"><span style="font-family: inherit;"><b>Educational Psychology and Methodology RGSO Spring Social Event: “Waiting for Superman” Movie Night 4/9/14</b></span></span></span></div>
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<span style="font-family: inherit;">In collaboration with Kappa Delta Pi,
the international honor society in education, the ed psych RGSO hosted another
successful movie night! Graduate and
undergraduate students watched the educational documentary entitled, “Waiting
for Superman” followed by an informed discussion of the American public
education system, charter schools, socioeconomic status, and achievement. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><b>Two-Day Workshop on Applied Propensity Score Analysis (PSA)
4/30/14 and 5/7/14</b><o:p></o:p></span></div>
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<span style="font-family: inherit;">In
this workshop, Jason Bryer provided participants with a theoretical overview of
propensity score methods as well as illustrations and discussion of PSA
applications on day 1 followed by more advanced topics of PSA on day 2 (i.e. sensitivity
analysis, bootstrapping PSA, analysis of non-binary treatments, and analysis of
multilevel data). Big thank you to Jason Bryer for running the workshop!<o:p></o:p></span></div>
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<span style="font-family: inherit;"><b>Poster Session with Guest Speaker Dr. John Hitchcock 5/9/14<o:p></o:p></b></span></div>
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<span style="font-family: inherit;">Our 13th annual poster session was
held in University Hall with guest speaker alumnus Dr. John Hitchcock. Dr. Hitchcock graduated from the doctoral
program in 2003 and now directs a large evaluation and education policy center
in addition to being a tenured faculty member at Indiana University. He
discussed how the training he received at UAlbany helped prepare him to work in
multiple settings, and offered insights about job searching, funding,
publishing, etc. It was great to see all
the interesting research projects fellow students have been working on
throughout the semester! Keep up the
good work! <span style="color: red;"><o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><b>Educational Psychology and Methodology RGSO Spring Outing: Picnic in Thacher Park 5/10/14</b><o:p></o:p></span></div>
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<span style="font-family: inherit;">For our spring semester outing, the
RGSO went back to Thacher Park for a great day of BBQing and relaxing with
fellow classmates and faculty. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><b>Relay for Life 4/26/14</b><o:p></o:p></span></div>
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<span style="font-family: inherit;">The Ed Psych RGSO created a team and
participated in UAlbany’s Relay for Life this year at the SEFCU arena! We had a great time walking and
raising money for the American Cancer Society!
A total of $210 was donated by our team!
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<span style="font-family: inherit;"><b>Ronald McDonald pop tabs</b><o:p></o:p></span></div>
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<span style="font-family: inherit;">By
the end of the Spring 2014 semester we had filled a gallon sized Ziploc bag of pop
tabs which were donated to the Ronald McDonald house in Albany. Money collected from these pop tabs is being
put towards an elevator in a new building which is bigger and allows the Ronald
McDonald house to serve more families!
Thank you to everyone who donated their pop tabs! This is a community service activity we would
like to continue in the future so save your pop tabs and bring them to Ed Psych
events or contact Jessica Lamendola for where to drop them off!<o:p></o:p></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-65979711206874546482014-02-27T11:29:00.001-08:002014-02-27T11:30:50.240-08:00Recap of Fall 2013 Events!<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">Educational Psychology and Methodology RGSO Brown Bag #1: Following Up
Think Aloud Studies 9/18/13<o:p></o:p></span></span></b></div>
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<span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">Dr. Sigmund Tobias, an
eminent research professor at UAlbany, and doctoral student Fei Chen have been
conducting research on cognitive readiness to deal with the unexpected. Fei presented results of a “think aloud” study
which was investigating the cognitive processes involved in adapting to unexpected
events. Preliminary results suggest that
internal cognitive checking and persistence in problem solving might be key
cognitive processes in dealing with the unexpected. The brown bag provided a forum for students
and faculty to learn about this research area and then discuss how to follow up
think aloud studies with more experimentally oriented research.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLl94uXBR6dy0wTZ5ozKfecz0QZXs_yBdYDI2HX0Npizy3J6Jw7hAVSiDYQDmLkOzcXO4EydOWxtjbnd9MV7kx1oASLaQ-a1CYavzvmBEoO_mKdxvsXcKmynZQS4w7UHkU9Hlc_mI9a23b/s1600/bb.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLl94uXBR6dy0wTZ5ozKfecz0QZXs_yBdYDI2HX0Npizy3J6Jw7hAVSiDYQDmLkOzcXO4EydOWxtjbnd9MV7kx1oASLaQ-a1CYavzvmBEoO_mKdxvsXcKmynZQS4w7UHkU9Hlc_mI9a23b/s1600/bb.jpg" height="240" width="320" /></span></a></div>
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<b><span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">Educational Psychology and Methodology RGSO Brown Bag #2: Research and
Educational Technology 10/16/13<o:p></o:p></span></span></b></div>
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<span style="font-family: Times, Times New Roman, serif;"><span class="fsl"><span style="line-height: 112%;">Dr. Tobias returned for our second brown bag along with Dr.
Fletcher from the Institute for Defense Analysis to discuss the impact and
effectiveness of educational technology.
More specifically, the research focused on computer tutors and
learning. Educational technology allows
for more individualization of education at a lower cost. After comparing the cost to increase math
achievement by 1 standard deviation, it was cheaper to implement computer based
instruction than extending the school day or reducing class size. Digital tutoring leads to students attempting
more problems at every difficulty level with greater </span></span><span style="line-height: 112%;"><o:p></o:p></span><span style="line-height: 112%;">probability
of success.</span><span style="line-height: 112%;"> </span><span style="line-height: 112%;">Cost projections showed that
implementing digital tutoring could save millions of dollars over time.</span></span></div>
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<b><span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">Educational Psychology and Methodology RGSO
Brown Bag #3: The Three Paradigms of
Gifted Education 11/20/13<o:p></o:p></span></span></b></div>
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<span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">At our final brown bag of the fall semester, Dr. Dai posed three
questions: What is the state of gifted
education in the US? How do we develop
programs and services that are theoretically coherent, practical, and viable? What issues need to be resolved through
research and consensus building? A
history of gifted education was presented along with the three paradigms of
gifted education: 1) the gifted child
paradigm, 2) the talent development paradigm, and 3) the differentiation
paradigm. <o:p></o:p></span></span></div>
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<b><span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">Educational Psychology and Methodology RGSO Fall Outing: Apple Picking
and Picnic at Thacher Park 10/20/13<o:p></o:p></span></span></b></div>
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<span style="line-height: 112%;"><span style="font-family: Times, Times New Roman, serif;">On Sunday, October 20,
2013, we spent the afternoon apple picking at Indian Ladder Farms followed by a
picnic at Thacher Park. <o:p></o:p></span></span></div>
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<b><span style="font-family: Times, Times New Roman, serif;">Educational Psychology and Methodology RGSO Social
Event: “Race to Nowhere” Movie Night 11/8/13<o:p></o:p></span></b></div>
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<span style="font-family: Times, Times New Roman, serif;">We watched an educational documentary on
November 8, 2013 called “Race to Nowhere” followed by an informed discussion
about personal experiences with homework and school in the United States and
other countries. Also discussed was how
schools and society put a lot of pressure on performance in and outside of
school and how there is a need to redefine success in society. This was a fun and informative event!<o:p></o:p></span></div>
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Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-12096267657458697172013-09-15T22:04:00.000-07:002013-09-15T22:04:10.112-07:00Dr. David Dai Gives Talk at RPI<!--[if gte mso 9]><xml>
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<![endif]-->On Wednesday September 11, 2013 our department’s Dr. Dai
gave a talk as part of the Cognitive Science Colloquium at RPI entitled “When
Expert Knowledge Is Not Enough:<span style="mso-spacerun: yes;"> </span>From Low
Roads to High Roads.”<span style="mso-spacerun: yes;"> He talked about the nature of expertise and how the current expert-novice comparison paradigm has limitations. Instead of viewing expertise as between subjects (i.e. what novices don't have vs. what experts do have) we should think of it also as within subjects (i.e. how experts act in different situations). Expertise isn't static. Dr. Dai argues that in order to become a "super-expert" one must be adaptive. The flexibility of adaptive expertise provides a conceptual advantage due to a variety of exogenous and endogenous factors. For example, people are faced with a continuum of problems ranging from high regularities to high irregularities, high probability and low probability events, and time pressure--exogenous factors. They also are affected by the set effect (once something is established it frames our thinking), foreclosure of a problem space (you think there's only 1 pathway when there really are multiple), and bounded rationality and cognitive uncertainty--all endogenous factors. Adaptive expertise is "slow" and based on controlled processes, self-correction and optimization. In comparison, routine expertise is "fast," based on well-structuredness of a domain and proceduralized knowledge. We must find a balance in ma</span><span style="mso-spacerun: yes;">naging this efficiency (routine
expertise) vs. flexibility (adaptive expertise) trade off. Dr. Dai
then discussed several research ideas on how to use the game of "Go" as a
venue for studying adaptive expertise based on previous research by
Chase and Simon (1973), Reitman (1976) and Hu (2011). The proposed
designs included priming patterns, eye-movement tracking and think
alouds, within subjects (simple vs. complex, time limited vs. time
unlimited) and between subjects (skill level) comparisons, and presenting
a series of typical and "atypical" positions while measuring
event-related potentials and duration of deliberation to detect
anomalies and find out what makes experts pause and think. By studying
how people play and make decisions in this game, we can begin to see how
adaptive expertise works. This line of research may ultimately help us
understand the nature of expertise as a situated and dynamic interplay
of representation and reasoning, of fast pattern-based recognition and
intuitions and slow analytic thinking and meta-level control, of
knowledge encapsulation and functional flexibility, and of developed
expertise and fluid intelligence. </span><br />
<br />
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Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-47590142477184808032013-09-07T14:08:00.001-07:002013-09-07T14:08:15.469-07:00Welcome Back! On August 28, 2013 the Educational Psychology and Methodology Division held its welcome (back) orientation. New students, returning students, and faculty members officially gathered for the first time of the 2013-2014 academic year. We had a great time getting to know the new students and hearing updates from everyone returning. There were snacks, team building exercises, review of events from last semester and we held elections for the Ed Psych RGSO officer positions. That being said...congratulations to the newly elected 2013-2014 RGSO officers:<br />
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 17px;">President: Hirah Mir</span><span style="background-color: white; color: #333333; line-height: 17px;"> </span></span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 17px;">VP: Chris Valle</span><span style="background-color: white; color: #333333; line-height: 17px;"> </span></span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: white; color: #333333; line-height: 17px;">Secretary: Julie Slichko</span> </span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;">Treasurer: Justin Chase</span></span><br />
Representatives: Yue (Vicki) Lu<span style="font-size: small;"> and </span>David Bogin<br />
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<span style="font-size: small;"><span style="font-family: inherit;">Social Web Master: Holly Meredith<br />Community Service Chair: Jessica Lamendola<br />Listserv Manager: Diana Akhmedjanova</span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"> </span></span><br />Thank you to everyone who submitted nominations and voted! We have already held our first RGSO meeting and have started planning for the semester. It's going to be a great one! Stay tuned for announcements of events! Until then, here are pictures from the orientation on 8/28:</div>
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-87048857309302913422013-08-21T13:26:00.002-07:002013-08-21T13:26:45.290-07:00Announcements for the Upcoming Fall 2013 Semester!Hello all! Summer is coming to an end and as we prepare for the upcoming Fall 2013 semester there are a few announcements! <br />
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First of all -- we've changed our name! The university-wide graduate student organization (GSO) is now called the Graduate Student Association (GSA) so we have followed suit and have been officially renamed the Educational Psychology and Methodology Recognized Graduate Student Association (RGSA). However! We are not going back and changing everything that used to say RGSO to RGSA and it will probably take time for some of us to get used to the new name and still use the old name. So just don't be confused if you see it referred to one way over the other....they are the same thing. <br />
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Second -- we are holding elections for our 2013-2014 eboard members at the Ed Psych division orientation next week (August 28th) which means nominations are now currently open! To nominate someone please fill out this <a href="http://www.surveymonkey.com/s/DGR85HH" target="_blank">survey </a>which should take no more than 5 minutes to complete by this Friday 8/23! All of the positions are described in the survey. (Note: additional positions like Social Web Manager, Listserv manager, Community Service Chair, etc. will be discussed at the orientation)<br />
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Third -- if you haven't already...check out the events at ITLAL (Institute for Teaching, Learning, and Academic Leadership). They offer some really great classes/seminars/workshops for graduate teaching assistants and faculty. Here is a link to their website: <a href="http://www.itlal.org/" target="_blank">ITLAL</a>. I just recently attended a great workshop on how to incorporate Blackboard into your classroom and there are others coming up that will be very helpful and informative so check out the website and events. I highly encourage you all to use ITLAL as a resource!<br />
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Classes begin Monday August 26th! Can't wait to see everyone on campus! <br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-86723822072856149692013-06-21T12:20:00.001-07:002013-06-21T12:20:42.825-07:00Loyola's School of Education Dean Joshua Smith Returns to Alma Matter To Speak<div class="separator" style="clear: both; text-align: center;">
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After completing his Bachelor's, Master's, and PhD at the University at Albany, Joshua Smith has moved up in the world of academia and is now Dean of Education at Loyola University. As a graduate from the Educational Psychology and Methodology program we were very excited that he could take time out of his busy schedule to return to UAlbany as a guest speaker at our Poster Session (see previous post). It was great to see that an alumnus from our program has been so successful and comes back to the department events to impart his knowledge, experiences, and advice to the rest of us. He spoke about the process of getting a job in academia from the very basics (e.g. how to build up a CV, ask for letters of recommendation and write a cover letter) to how to interview and give research talks and negotiating the position and salary. It is important to know the institution: What are their expectations for research? What is involved in the annual review? What is the institution's culture and how can I be a part of it? Other advice: find mentors (at least 3: 1 at the local level, 1 outside your program, and 1 community-based mentor), go to job talks, visit the campus, go to the campus as early as you can, write every day, tell people when you have writer's block, attend teaching enhancement workshops because they show excellence in teaching, and finally...don't mow your own lawn (aka buy yourself as much time as possible!). It was priceless advice from someone who used to be one of us - which I'm not sure about anyone else but it definitely has given me hope that there is light at the end of this long PhD tunnel. Dean Smith was very engaging, encouraging, inspiring and we are so thankful he was our guest speaker! <br />
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Dean Joshua Smith and the Ed Psych RGSO president Angela Lui</div>
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Dean Joshua Smith and the Ed Psych department</div>
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-90671193261224579442013-06-16T11:02:00.000-07:002013-06-16T11:02:18.131-07:0012th Annual Educational Psychology & Methodology Student Research Poster Session<br />
<b>Monday May 6, 2013</b><br />
Thank you to all the students who presented and their faculty mentors - it was a great poster session with lots of meaningful research work on display! We are proud of our department!<br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-61914461228767134912013-03-04T13:53:00.001-08:002013-03-04T13:53:18.340-08:00Brown Bag: There Is No 'I' In Measurement, But There Should Be, A call for assessment literacy<div class="separator" style="clear: both; text-align: center;">
<span style="text-align: start;">On February 20, 2013 Zach Warner gave a presentation as part of our Ed Psych RGSO Brown Bag series. It's great to see our fellow PhD students stepping up and doing these kinds of presentations for our department, faculty, and undergrads! Zach is known in our department as being the "testing and measurement" guy and works for the New York State Education Department. He was entertaining as always during his presentation where he talked about what ed measurement is, who uses it, and the need for a comprehensive assessment system. This topic isn't just important to psychometricians, test developers, and psychologists. Teachers, administrators, students, other school personnel and education stakeholders, even employers and parents should know about measurement and assessment. Zach also talked about designing assessments, assessment driven instruction, and assembling an assessment toolkit (see picture below). Thank you Zach for coming to speak to us! It was very informative and engaging. Any questions for him should be directed to our RGSO president Angela: alui@albany.edu. </span></div>
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-3827394082498960222012-12-02T22:25:00.000-08:002012-12-02T22:25:05.036-08:00Hurricane Sandy School Supply DriveThe Ed Psych and Methodology RGSO is collecting school supplies for families and students attending Waterside Children's Studio School (P.S. 317) located in Far Rockaway, a NYC area severely impacted by Hurricane Sandy. There's a donation box in ED 233 and will be there until Thursday 12/20. Please donate! If you'd prefer to donate money, please contact the RGSO president Angela Lui at ms.angelalui@gmail.com.Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-2922741595677163632012-12-02T22:19:00.002-08:002012-12-02T22:20:12.803-08:00Update! Dr. Jillmarie Murphy comes to speak about literature and attachment theory!<span style="font-family: Times, Times New Roman, serif;">Here are some pictures from our Brown Bag event on November 14th when Dr. Jillmarie Murphy discussed her book <a href="http://www.amazon.com/Monstrous-Kinships-Attachment-Nineteenth-Twentieth/dp/1611490502" target="_blank">Monstrous Kinships</a>. Dr. Murphy is <span style="background-color: white;"><span style="color: #333333;"><span style="line-height: 16px;">an English and American literature professor at Union College. At the event she discussed realism and attachment theory in the 19th and early 20th century novel. Some examples of literature she presented are <i>Frankenstein, Maggie: A Girl of the Streets, Lolita, Pierre or the Ambiguities, An American Tragedy, and Jude the Obscure</i>. It was a great presentation that connected literature and psychology and now we all have some great novels to add to our reading lists! One of Dr. Murphy's most interesting points was that much like psychologists, literary figures also want to find the truth of what motivates people in society. She quoted Anna Freud: </span></span></span></span><br />
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<i>"You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person...Y</i><i style="background-color: transparent; font-size: 13px; line-height: 19.200000762939453px;">ou ought to be a great reader and become acquainted with the literature of many countries and cultures. <b>In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do.</b>" </i></div>
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Our final brown bag of the Fall semester will be this Wednesday 12/5, 11:30-1pm in Ed 335. Our fellow ed psychies will discuss the results of the department's alumni survey. Hope to see you there!Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-66011692845587774242012-10-31T11:46:00.001-07:002012-10-31T11:46:46.949-07:00Bowling and Fundraising at Playdium<div class="separator" style="clear: both; text-align: left;">
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<span style="text-align: start;">We had a lot of fun this past Thursday night 10/25/12 at Playdium bowling and raising money for Club Zoe. Club Zoe </span>is a 501(c)(3) public charity in Albany that provides a safe environment during after-school hours for youth who must survive life on dangerous streets. <span style="text-align: start;">(For the organization's website click </span><a href="http://www.clubzoe.org/" style="text-align: start;" target="_blank">here</a><span style="text-align: start;">.) We raised over $100 from student donations. Thanks to everyone who came out to support this cause! </span></div>
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-16445287888536314672012-10-27T15:52:00.001-07:002012-10-27T15:52:52.191-07:00Brown Bag Event: "Readiness to Deal with the Unexpected"<div style="color: black;">
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<span style="font-size: small;"><span class="Apple-style-span">On October 17, 2012</span> we had our first Brown Bag event of the Fall 2012 semester with Dr. Sigmund Tobias and Dr. J. Dexter Fletcher. The topic of discussion was "Readiness to Deal with the Unexpected"<span style="background-color: white; line-height: 18px;"> -- how do we prepare individuals to deal with surprise
and the unexpected as well as an introduction to the 12 components of
cognitive readiness. It was a great event with many students and faculty in attendance. This is a very interesting area of research and Dr. Tobias welcomes anyone interested in this topic to contact him</span></span><span style="font-size: small;"><span style="background-color: white; line-height: 18px;"> about research ideas and funding opportunities. (For his contact information email our RGSO president: alui@albany.edu.) Below are some pictures of the event. For references and PowerPoint slides of the presentation join our <a href="https://www.facebook.com/groups/245661642182790/" target="_blank">Facebook group</a>! Thank you to Dr. Tobias and Dr. Fletcher, the RGSO and everyone in attendance for making this event a success!</span></span></div>
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Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-82329912119563255462012-10-14T13:15:00.002-07:002012-10-14T13:15:13.512-07:00My Involvement Student Group Challenge Winners!!<span style="background-color: white; color: #575757; font-family: arial, helvetica, sans-serif; font-size: 12px; line-height: 18.233333587646484px;">Update: Our RGSO has won the $100 prize from the My Involvement Student Group Challenge! Weeee! Hurray! Wahoo! We suffered major budget cuts this year and thanks to everyone's participation on our MyInvolvement page we've been able to get some of it back! </span><br />
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<span style="background-color: white; color: #575757; font-family: arial, helvetica, sans-serif; font-size: 12px; line-height: 18.233333587646484px;">Other announcements:</span><br />
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<span style="background-color: white; color: #575757; font-family: arial, helvetica, sans-serif; font-size: 12px; line-height: 18.233333587646484px;">Our first Brown Bag of the Fall 2012 semester is coming up this Wednesday 10/17/12 in ED 335, from 11:30 to 1pm. See the Save the Dates section for more details!</span><br />
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<span style="background-color: white; color: #575757; font-family: arial, helvetica, sans-serif; font-size: 12px; line-height: 18.233333587646484px;">October is community service month and we've made a personal group goal to increase our community service hours this year. Some of our awesome members volunteered at the Alumni Association's Annual Homecoming 5K Run/2.5K Walk at the Fallbany event on campus yesterday 10/13/12. The proceeds benefited UAlbany Cancer Research Center's Fund for Memory and Hope. More pictures from the event are posted in <a href="https://picasaweb.google.com/110139067926208687196" target="_blank">our photo section</a> but here are some goodies:</span><br />
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<span style="background-color: white; color: #575757; font-family: arial, helvetica, sans-serif; font-size: 12px; line-height: 18.233333587646484px;"><br /></span>Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-14291679861416815202012-09-29T08:26:00.000-07:002012-09-29T08:26:50.260-07:00Therese Huston - Teaching What You Don't Know WellHello all!<br />
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Sorry this has taken me so long to blog about but you know how grad school life goes! Last week ITLAL in partnership with our Ed Psych RGSO, the School of Ed, and the GSO hosted a wonderful event where we welcomed Therese Huston to the University for a 2-day workshop entitled "Teaching What You Don't Know Well -- And Staying Just Ahead of Your Students." Therese is the author of the book Teaching What You Don't Know (<a href="http://www.amazon.com/Teaching-What-You-Dont-Know/dp/0674035801" style="color: #1155cc;" target="_blank">http://www.amazon.com/<wbr></wbr>Teaching-What-You-Dont-Know/<wbr></wbr>dp/0674035801</a>), a must read for any current or future teachers. In fact, I believe it is a required text for our EPSY 780. I highly recommend reading it, and I am proud to say that I now own a signed copy :) </div>
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Therese is really a great speaker and commands the attention of her audience. She has a great attitude, is very personable and just exudes a sense of confidence and comfort I hope to have one day when I am in front of an audience. And her workshop definitely gave me some tools and strategies to get me on my way! She opened Thursday's workshop by presenting 3 questions that would be answered by the end: </div>
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1. Why might I have to teach topics I don't know well? </div>
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2. When does expertise help and when does it get in the way? </div>
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3. How can I do this kind of teaching well and enjoy it? </div>
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Now I'm not going to give all the details of the workshop away (GO READ HER BOOK!) but we talked about what the current job market looks like for faculty and how general education programs are changing and how at some point, whether we like it or not, we're probably going to have to teach something we don't feel like we are experts in. We talked about the positives and negatives of being put in this position - why some people hate it and why others might welcome it. She also discussed different stages of mastery and how being an expert in something might actually have some disadvantages for teaching (e.g. it may interfere with your ability to effectively communicate because you are unconscious of your level of competence). It was at this moment that I really felt some of the pressure lift off my shoulders (You mean we don't have to be a content expert and know everything about everything before we teach? Whew! We're just graduate student instructors and don't know everything!). Therese pointed out that content novices actually have a lot of advantages: they make more accurate estimates about time on task, task difficulty, and first-timer's mistakes; they offer concrete explanations; and they use more student-friendly examples. The disadvantage is that they tend to use fewer abstract concepts which makes it harder to transfer ideas to new problems. So! A big note to self - as a content novice, abstract concepts and knowledge transfer is an area to focus on to improve your teaching. Therese provided great stories of some of the people she interviewed when doing research for her book. She also described how she characterized the people she studied (AGAIN GO READ HER BOOK!) and gave us strategies for how to be in the "Poised and Confident" group (e.g. think past being a "knowledge dispenser", take control of the choices you can, talk with a content expert, tell someone you're still learning). We also talked about time management, how to answer questions you don't really know the answers to, and student perceptions of teacher credibility. I was personally very surprised to learn that a lot of perceptions of credibility are things tied to the learning environment itself -- not necessarily your content expertise (e.g. have a clear syllabus and follow it, show up on time, remind students of due dates, be clear of your expectations of your students, ask if your students understand). </div>
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Definitely a superb event! Great guest, great food, great discussion and activities to get us involved. Many of us feel much better about teaching undergraduate classes now that we have these strategies and tips and to know that we're not alone in our anxiety (which has been significantly reduced thanks to this workshop!). A big thank you to Mary Beth, Zach, the GSO, ITLAL, the Ed Psych RGSO, and most importantly, Therese Huston. We hope to have more events like this in the future! Check out the photos from this event on the Event Photos page on this blog, as well as the MyInvolvement page: <a href="https://albany.collegiatelink.net/organization/edpsychrgso" style="color: #1155cc;" target="_blank">https://albany.<wbr></wbr>collegiatelink.net/<wbr></wbr>organization/edpsychrgso</a></div>
Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-77362255310001923592012-09-18T14:35:00.001-07:002012-09-18T14:35:54.593-07:00MyInvolvement Student Group ChallengeGreetings Ed Psychies,<br />
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The Ed Psych RGSO has entered into the Student Group Challenge on MyInvolvement. 1st place prize is $400, 2nd place $300, 3rd place $100 to be used by the RGSO for future events. We need to update our site on MyInvolvement and get as many people to join and use the site as possible! So if you haven't already please join by going to the following link: <a href="https://albany.collegiatelink.net/organization/edpsychrgso">https://albany.collegiatelink.net/organization/edpsychrgso</a>. If you've never been on MyInvolvement before you might have to register and create a profile first but then make sure you join Educational Psychology and Methodology Graduate Student Organization! And start posting on the wall (e.g. introduce yourself and say hi!). <br />
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As part of the challenge we need to create a header image/logo/banner that will appear at the top of our MyInvolvement page (much like a Facebook cover photo). If you would like to submit a banner please email it to me at hmeredith03@gmail.com by October 1st! You will be helping us meet the criteria for the 1st and 2nd place prizes of the Student Group Challenge if we have multiple banners. The dimensions are as follows:<br />
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We are open to any and all ideas that represent the Ed Psych program/RGSO! <br />
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<br />Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-22966713212243673392012-09-03T14:45:00.000-07:002012-09-03T14:45:54.083-07:00Labor Day<span style="font-family: inherit;">This is my first post as the new Social Web Manager. Hi. I'm Holly. I am new to blogging so please bear with me. As we start our second week of classes with Labor Day off, I hope everyone enjoyed the long weekend and sunshine!!</span><br />
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<span style="font-family: inherit;">Last week our division held the Welcome/Welcome Back Orientation and it was great to see so many familiar faces as well as meet many of the new students! 30+ people - including faculty and students - were in attendance and I hope everyone will continue to come to these events! </span><br />
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<span style="font-family: inherit;">We held our division RGSO elections at the orientation and I would like to extend congratulations to the following Ed Psychies who have been elected as the<b> 2012-2013 Ed Psych RGSO officers</b>:</span><br />
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President: Angela Lui<br />
VP: Mary Beth Arcidiacono<br />
Secretary: Hirah Mir<br />
Treasurer: Jenna McLain<br />
Representatives:<br />
Justin Chase<br />
Holly Meredith<br />
Jessica Lamendola<br />
Shufen Wang<br />
Fusun Sahin<br />
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They are being put straight to work as the first RGSO meeting of the semester is being held tomorrow! Looking forward to a great year working with you all :)<br />
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Last but certainly not least, at the orientation we talked about an exciting ITLAL event coming up that I urge everyone to attend if they can! <b>Therese Huston is coming to UAlbany on Thursday September 20, 3:00-5:00pm, and also Friday September 21, 10:30am-12:00pm. </b> She is the author of the book: "Teaching What You Don't Know" which is an excellent resource for graduate students and professors about university teaching and learning. The Thursday event is geared more towards graduate students while the Friday event is more for faculty, but you can attend either/both! Regardless of your status and experience and how long you've been in the Ed Psych program, you should check it out! <b>In order to attend, you have to register first through the ITLAL website</b>. Here's the link to register:<br />
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/<a href="http://www.albany.edu/teachingandlearning/events/" target="_blank">http://www.albany.edu/teachingandlearning/events/</a><br />
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Spots may fill up quickly as we anticipate this to be a popular event so sign up ASAP! <br />
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Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0tag:blogger.com,1999:blog-3576333024105498913.post-14036266723075320722012-08-27T12:35:00.002-07:002012-08-27T12:35:34.076-07:00Welcome and Welcome Back!<span style="font-size: x-small;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Welcome and Welcome Back New and Returning Ed Psychers</span></span>!<br />
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To all new students: welcome to the Educational Psychology and Methodology
Division! We are thrilled to have you here! To all returning students,
welcome back! Hope you've all enjoyed your summer "vacations" and are
ready to tackle this new semester <span style="font-family: Wingdings;"><span>:).</span></span></div>
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As you all probably know already, the division’s orientation
will take place this <b>Wednesday, August
29, 2012 from 1pm-3pm in ED 335</b>. This, from my experience, is one of
the rare opportunities when most (if not all) of the faculty members and
students gather together in one room, so we encourage everyone to be there if
possible. At this event, you’ll have the chance to know everyone, the division, and the RGSO a
little better through introductions, presentations and activities. Oh, and of
course, there will be refreshments! Simply said, this is an event worth your
time, so I urge you to attend. </div>
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And if you have not done so already, please send RGSO nominations
to Mary Beth at <a href="mailto:mbarchid@msn.com" target="_blank">mbarchid@msn.com</a>.
Election for officers will happen on Wednesday as well.</div>
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That's all folks. If you have any questions, please do not hesitate to email me.
Look forward to meeting/seeing you all!</div>
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Educational Pscyhology Studentshttp://www.blogger.com/profile/10982318829307646938noreply@blogger.com0