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  Subjects -> EDUCATION (Total: 1722 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1437 journals)
    - HIGHER EDUCATION (115 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1437 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 1)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 53)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 14)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 55)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 241)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 144)
Adult Education Quarterly     Hybrid Journal   (Followers: 136)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 5)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 12)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 137)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 163)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 26)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 18)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 125)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 30)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 401)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 188)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 168)
British Journal of Educational Studies     Hybrid Journal   (Followers: 177)
British Journal of Educational Technology     Hybrid Journal   (Followers: 125)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 38)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 98)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 24)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 17)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Australian Educational and Developmental Psychologist, The
  [SJR: 0.143]   [H-I: 4]   [6 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 0816-5122
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 30 Issue 1 - Mindfulness for life [Book Review]
    • Abstract: Rostron, Sarah
      Review(s) of: Mindfulness for life, Edited By Stephen McKenzie and Craig Hassed, Exisle Publishing Pty Ltd, 2012, 304 pp., $29.99 (AU paperback), ISBN: 9781921966033.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - An initial investigation of an Australian adaptation
           of the multidimensional aptitude battery - II
    • Abstract: Jacobs, Kate E; Costello, Shane
      The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has helped advance understanding regarding the relations between specific cognitive abilities and academic achievement in definite domains. However, questions over the generalisability of this research, as well the moderating effect age has on the strength of cognitive-achievement relations, means that further research is needed. This study therefore investigated the capacity for using the Multidimensional Aptitude Battery - II (MAB-II), a group-administered test of cognitive ability, to further CHC-driven research in Australia. After adapting the MAB-II verbal subtests to be suitable for use with an Australian sample, 179 adults completed the measure. Results were analaysed using both classical test and item response theory. Findings indicated that despite the MAB-II not being developed using CHC theory, the structure of the test appeared to conform to this model. Further, while an adequate number of subtests hypothesised to measure the CHC domains of Comprehension-knowledge (Gc) and Visual processing (Gv) were found to perform well psychometrically, the Arithmetic, Picture Arrangement, and Digit Symbol subtests returned questionable results. Given the advantages a group-administered test of CHC cognitive abilities would provide to CHC-driven research in Australia, suggestions for future modifications and adaptations of the test are provided.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - Educational psychologists as researchers
    • Abstract: Topping, Keith; Lauchlan, Fraser
      The role of educational (school) psychologists around the world is often debated, and usually involves the discussion of many key functions. Traditionally, the role has focused on the importance of cognitive assessment; however, increasingly this role is gradually being marginalised in favour of other more generic and systemic activities, such as research. This article will outline the importance of research in the role of educational psychologists, and will consider how this role can be fostered across the profession in order to meet the demands of the educational marketplace, thus ensuring that the profession of educational psychology will survive well into the 21st century. Implications for the organisation of psychological services are also discussed, as well as implications for the training of educational psychologists.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - Perceptions and realities: The role of school
           psychologists in Melbourne, Australia
    • Abstract: Bell, Henry D; McKenzie, Vicki
      This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists' responsibilities (p < .001). Associations were also established between student-psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - Understanding the profession of educational psychology
           in England: Now and in the future
    • Abstract: Norwich, Brahm
      This article analyses current and future issues about the distinctive contribution of professional educational psychologists in a changing English service context. This is about the context of greater inter-professional and multi-agency working, but also the moves towards more quasi-market systems of service delivery. I examine the identity and service focus dilemmas that educational psychologists have to address. This raises questions about the distinction between basic and applied psychology, the nature of applying psychology and whether applying psychology requires professional educational psychologists. One of the main arguments is that how we think about applying psychology is crucial for the future in a changing context. The task is for professional psychologists to be innovative in service terms to ensure a continuing and valued position in the service network. The significance of this analysis of educational psychology in an English context for other countries is also discussed.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - Problematising style differences theory and
           professional learning in educational psychology
    • Abstract: Rayner, Stephen G
      The conceptual basis for a model of professional learning in educational psychology is presented in this article. The approach is one aimed at an integration and application of theories of knowledge management with educational and organisational psychology in a pragmatic research methodology underpinning professional learning. The model focuses upon the idea of praxis and the working ideal of a 'thinking practitioner'. This is in turn applied to the development of individual differences theory as part of a critical revision problematising theory associated with researching style differences in cognition, learning and management. A need for critical revisionism, new directions in researching style differences and professional education is identified as part of an example illustrating a way to establish valid epistemic change and paradigm shift necessary for this development. The argument underpinning this approach, finally, concludes that the future is very much part of the past, as a knowledge source for informing contemporary professional learning thereby ensuring practice is not stuck in the present.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - A commentary on the current and future status of
           educational and developmental psychology in Australia
    • Abstract: Gilmore, Linda; Fletcher, Janet; Hudson, Alan
      Educational and developmental psychology faces a number of current and future challenges and opportunities in Australia. In this commentary we consider the identity of educational and developmental psychology in terms of the features that distinguish it from other specialisations, and address issues related to training, specialist endorsement, supervision and rebating under the Australian government's Medicare system. The current status of training in Australia is considered through a review of the four university programs in educational and developmental psychology currently offered, and the employment destinations of their graduates. Although the need for traditional services in settings such as schools, hospitals, disability and community organisations will undoubtedly continue, the role of educational and developmental psychologists is being influenced and to some extent redefined by advances in technology, medicine, genetics, and neuroscience. We review some of these advances and conclude with recommendations for training and professional development that will enable Australian educational and developmental psychologists to meet the challenges ahead.

      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 30 Issue 1 - The future is bright: The future is educational and
           developmental psychology
    • Abstract: Boyle, Chris
      PubDate: Wed, 7 Aug 2013 09:20:48 GMT
       
  • Volume 29 Issue 1 - The social cure: Identity health and wellbeing [Book
           Review]
    • Abstract: O'Brien, Kelly
      Review(s) of: The social cure: Identity health and wellbeing, Edited by Jolanda Jetten, Catherine Haslam and S. Alexander Haslam (2012), Psychology Press, 390 pp., $53.36 (hardcover), ISBN: 978-1848720213.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - Cognitive behaviour therapy: Basics and beyond (2nd
           ed.) [Book Review]
    • Abstract: Koles, Jemima
      Review(s) of: Cognitive behaviour therapy: Basics and beyond (2nd ed.), Edited by Judith S. Beck, Guilford Press, 2011, 386 pp., $50.00 (hardcover), ISBN: 9781609185046.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - Parental use and views of the child personal health
           record
    • Abstract: Hamilton, Lauren; Wyver, Shirley
      In New South Wales, Australia, the Child Personal Health Record (CPHR, aka 'The Blue Book', which includes notes on health and development) is proclaimed as an important document with widespread use throughout the state. Despite the significance of the record, there are few published evaluations of the efficacy of the CPHR. Parental use and views of the CPHR were examined using a two-phase, mixed-method design. One hundred and twenty mothers completed an online questionnaire, which included questions on demographics, use and views of the CPHR and child care experience. Six of these mothers participated in a follow-up interview. Perceived value of the CPHR was at its highest when the child was younger and if the child was first-born. The CPHR is used by medical professionals, yet broadening its use may increase efficiency of information transfer and promote parent understanding of developmental records, especially on growth indicators such as head circumference, which are not well understood. Implications for CPHRs as an empowering tool for families are considered.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - Comparison of functional assessment methods targeting
           aggressive and stereotypic behaviour in a child with autism
    • Abstract: McDonald, Jenelle; Moore, Dennis W; Anderson, Angelika
      There has been considerable research addressing functional assessment procedures, but little direct comparison of the practical utility of different methods of assessment. The aim of this study was to examine three different methods of conducting functional assessments of problem behaviours of a child with autism. Data obtained through indirect, direct and experimental functional assessment methods in both a classroom and playground setting were compared. Although results from both the indirect and direct observation methods gave some indication of the possible function of the target behaviour, the functional analysis provided conclusive results that the behaviour was maintained by access to preferred activities/tangibles. A brief trial of an intervention based on these results was effective in reducing problem behaviour and increasing desired behaviour.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - Exploring the positive peer and identity experiences
           occurring in Australian adolescents' leisure activities
    • Abstract: Neira, Corey J. Blomfield; Barber, Bonnie L
      This study compared the degree to which social networking sites and structured extracurricular activities provided adolescents with positive developmental experiences. Given the relatively unique nature of social networking sites as a leisure context for adolescents, and the extremely fast rate at which this leisure activity has been adopted by the majority of youth in countries where the technology is easily accessible, it is important that research explores how this leisure context compares to more traditional extracurricular activities. Adolescents from eight high schools across the state of Western Australia were surveyed. The results showed that traditional structured leisure activities (e.g., sport, art) provided adolescents with more experiences of identity exploration and reflection and positive peer interactions than social networking site use. Further analysis compared differences within social networking site use and found that both the frequency with which an adolescent visited their social networking site, and the degree of investment they had in their social networking site, positively predicted greater experiences of identity exploration and reflection and positive peer interactions. Though social networking sites are a popular adolescent leisure activity, they do not provide the same level of positive developmental experiences that are afforded through adolescent participation in traditional structured extracurricular activities.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - A longitudinal analysis of physical and psychological
           wellbeing amongst late adolescents: Exploring the transition from school
           to postschool life
    • Abstract: Martinez, Carissa J; Martin, Andrew J; Liem, Gregory Arief D; Colmar, Susan
      The present longitudinal investigation explored the extent to which physical wellbeing predicts psychological wellbeing in a sample transitioning from school to postschool life. The study comprised 213 young people assessed in their final year of high school (T1) and then one year later (T2). Longitudinal structural equation modeling supported hypothesised paths at each time point, with physical health positively predicting psychological health and perceived life quality and satisfaction. At T2, physical health also positively predicted a sense ofmeaning and purpose in life. Supplementary analysis showed a significant cross-time effect from T1 psychological health to T2 physical health. Findings hold substantive and practical implications highlighting the importance of multidimensional and integrative approaches to understanding and enhancing the wellbeing of young people who are making the transition from late adolescence to early adulthood.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - Differences between adolescent boys' and teachers'
           perceptions of the student-teacher relationship
    • Abstract: Kavenagh, Mark; Freeman, Elizabeth; Ainley, Mary
      Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student-teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student-teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 1 - Australian educational psychologywith an international
           focus
    • Abstract: Boyle, Christopher
      PubDate: Wed, 16 Jan 2013 08:51:14 GMT
       
  • Volume 29 Issue 2 - International recognition for Australian research
    • Abstract: Boyle, Chris
      PubDate: Mon, 7 Jan 2013 12:03:07 GMT
       
  • Volume 29 Issue 2 - With thanks
    • PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Associate professor Linda Gilmore (Queensland
           University of Technology, Australia)
    • PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Australian university theses in educational and
           developmental psychology 2012
    • PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Nurturing a healthy mind: Doing what matters most for
           your child's developing brain [Book Review]
    • Abstract: Chodkiewicz, Alicia
      Review(s) of: Nurturing a healthy mind: Doing what matters most for your child's developing brain, Edited by Michael C. Nagel, Exisle Publishing, 2012, 240 pp., $32.99, ISBN: 9781921966026.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Creating extra-ordinary teachers: Multiple
           intelligences in the classroom and beyond [Book Review]
    • Abstract: Craig, Heather
      Review(s) of: Creating extra-ordinary teachers: Multiple intelligences in the classroom and beyond, Edited by Branton Shearer and Mike Fleetham, Cromwell Press, 2008, 130 pp., $29.99 (AU - paperback), ISBN: 9781855393905.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Educational psychology: First Australian edition [Book
           Review]
    • Abstract: Andrews, Michelle
      Review(s) of: Educational psychology: First Australian edition, Edited by Angela M. O'Donnell, Eva Dobozy, Brendan Bartlett, Fiona Bryer, Johnmarshall Reeve, and Jeffrey K. Smith Wiley, 2012, 676 pp., $132.95 (AU paperback), ISBN: 978-0-7303-0322-0.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Turning points: An extraordinary journey into the
           suicidal mind [Book Review]
    • Abstract: Parkyn, Kelly
      Review(s) of: Turning points: An extraordinary journey into the suicidal mind, Edited by Diego De Leo, Australian Academic Press, 2010, 204 pp., $29.95 (AU paperback), ISBN 9781921513374.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Working memory, test anxiety and effective
           interventions: A review
    • Abstract: Mowbray, Tony
      Test anxiety (TA) affects exam performance and has been found to be composed of a cognitive (worry) and emotional component. The cognitive component has been implicated in the performance decrements seen in individuals with high TA; however, interventions involving cognitive therapies have provided mixed and limited outcomes with regard to improvement in performance. This article explores TA in relation to attentional control theory, which provides a framework for the impact of anxiety on working memory and cognitive performance. Possible interventions for the treatment of TA guided by attentional control theory will then be discussed and the need for further research to explore the efficacy of these interventions established.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Systems of service delivery: A resilience perspective
    • Abstract: Stanley, Peter G; Sargisson, Rebecca J
      This article discusses the efficacy of different methods of referring children for educational psychological services from the perspective of resilience theorising and research. Four referral systems are considered, and they are intake, patch, screening, and cross-agency referrals. It is argued that the intake system, where referrals are received by a central agency from a number of sources, is problematic from a practice as well as a theoretical perspective. The patch approach is where an educational psychologist works in a defined geographical area, and this system is recommended instead because it promotes an in-depth understanding of the particular circumstances of children, parents, and teachers. It is also suggested that geographical patches, plus the screening of students at several developmental points, is the most useful referral approach because it combines comparative standards and local knowledge. As well, cross-agency referrals, which are referrals from other social service agencies, can function as useful sources of clients for psychological services

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Longitudinal antecedents of school bonding in
           adolescence
    • Abstract: Terrett, Gill; O'Connor, Meredith; Hawkins, Mary T; Sanson, Ann; Smart, Diana
      School bonding has been identified as a protective factor for a broad range of adolescent outcomes, and it is thus important to identify factors that foster positive relationships with school. The ecological perspective suggests the importance of both individual and contextual antecedents across developmental periods, yet previous research has tended to examine only a narrow selection of school bonding correlates. This study sought to identify longitudinal influences on school bonding, examining the role of both individual and contextual factors over childhood and early adolescence. We draw on data from 1,308 participants (51% female) in the Australian Temperament Project, a large representative Australian sample that has followed the psychosocial development of participants from infancy to adulthood, and thus provides a rare opportunity to address this gap in the literature. Path analysis was conducted to examine individual and contextual predictors of school bonding at 15-16 years. The individual characteristics of higher academic achievement and sociability, and lower hyperactivity predicted school bonding. Contextual factors also made a significant contribution, including the parent-child relationships and maternal education. The results indicate that both individual and contextual factors make unique contributions to school bonding in adolescence, suggesting a number of potential targets for intervention.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - Improving learning through dynamic assessment
    • Abstract: Lauchlan, Fraser
      Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 29 Issue 2 - A preliminary evaluation of mindfields: A
           self-regulatory cognitive behavioural program for school-aged adolescent
           offenders
    • Abstract: Carroll, Annemaree; Ashman, Adrian; Hemingway, Francene; Bower, Julie; Houghton, Stephen
      The present research describes the preliminary evaluation of Mindfields, a self-regulatory intervention designed to enhance the development of life skills and self-set goals among school-aged adolescent offenders. Differences between intervention and control participants pre- and post-treatment were assessed using the Mindfields Assessment Battery (MAB). Twenty-four adolescents from a youth correctional facility, youth justice service centres, and alternative education schools (Mage = 14.79, SD = 1.47) were assigned to either an intervention group (n = 18) or a wait-list control group (n = 6). At pre-intervention, there were no significant differences between intervention and control participants. Post-intervention analysis between the two groups revealed that intervention participants reported significant reductions in self-reported delinquency and impulsivity compared to the control group.Moreover, while the pre- to post- intervention scores for the control participants remained relatively stable, the preto post-scores for intervention participants indicated significant reductions for pro-delinquency and improvements in self-satisfaction. Preliminary findings are promising and provide evidence for the effectiveness of this new self-regulatory intervention for school-aged adolescents.

      PubDate: Mon, 7 Jan 2013 09:20:45 GMT
       
  • Volume 28 Issue 2 - Men and depression: the impact of masculine role norms
           throughout the lifespan
    • Abstract: Rice, Simon; Fallon, Barry; Bambling, Matthew
      While the etiology of gender roles across the lifespan remains a matter for debate, conformity to masculine norms has been associated with poorer physical and mental health outcomes amongst men. This study reports data from two online samples of Australian men (Ns = 343, 525), focusing on age group differences for masculinity and depression. Consistent with prediction, cross-sectional data reported that conformity to masculine norms attenuated throughout the lifespan. Further, both samples indicated that the relationship between masculinity and depression increased with age. Findings are interpreted within the context of men resolving gender role-related conflicts across the lifespan.

      PubDate: Wed, 8 Feb 2012 09:39:36 GMT
       
  • Volume 28 Issue 2 - Skilling adolescent girls to resist abusive
           relationship dynamics: A pilot program evaluation
    • Abstract: Murphy, Kylie A
      A program to help girls avoid chronic partner abuse was piloted as an elective program in 10 Victorian secondary schools. The program was based on the Dyadic Slippery-Slope model of chronic partner abuse. It aimed to build participants' skills in recognising and responding assertively to early warningsign behaviours by a partner. Five modules were delivered over one day: Choosing, Noticing, Responding, Ending and Bouncing Back. This paper reports on the results of a noncontrolled pretest to posttest evaluation, with a 3-month follow-up period. Seventy-five girls (M = 14.7 years) contributed preprogram and postprogram data. After the program, they demonstrated heightened awareness of the risks associated with warning-sign behaviours, increased self-confidence, decreased victim blaming, and more assertive intentions. Participants' assertiveness was related to their risk awareness, but only following the program. The program's focus on skill building is believed to have been crucial to its success. Although skills-based empowerment is a promising approach to preventing chronic partner abuse, more rigorous and extensive evaluation of this approach is needed.

      PubDate: Wed, 8 Feb 2012 09:39:36 GMT
       
  • Volume 28 Issue 2 - The effects of teasing in childhood or adolescence on
           young adults' body image
    • Abstract: Liang, Vera X; Jackson, Alun C; McKenzie, Vicki L
      This study examined the specific impact of remembered childhood and adolescent teasing on different dimensions of body image in young adults. A total of 113 participants (43 men and 70 women) indicated that they had been teased about their weight or appearance. The results revealed that the frequency of being teased about one's appearance was the only significant predictor of appearance satisfaction in women. Overweight preoccupation was not predicted by weight or appearance teasing. For men, the perceived distress of appearance and weight-related teasing predicted appearance satisfaction and overweight preoccupation respectively. The results suggest that different types of teasing can have differential impacts on the body image of young men and women. The results identify the need for prevention and intervention programs to address the problem of teasing in late primary and early high school children.

      PubDate: Wed, 8 Feb 2012 09:39:36 GMT
       
  • Volume 28 Issue 2 - Context reinstatement effects in children's cued
           recall of strongly and weakly associated word pairs
    • Abstract: Dietze, Paul M; Sharman, Stefanie J; Powell, Martine B; Thomson, Donald M
      Typically, asking people to reinstate the context of events increases their recall of those events; however, research findings have been mixed with children. We tested whether the principle underlying context reinstatement applies to children as it does to adults. This underlying principle, encoding specificity, suggests that the greater the overlap between study context cues and retrieval context cues, the more information that people should recall. In the current experiment, four age groups (7-year-olds, 9-year-olds, 11-year-olds and adults) took part in an encoding specificity procedure. At study, participants saw cue- target word pairs in which the cue word was either a strong or a weak associate of the target word (e.g., ice-COLD; blow-COLD). During an immediate cued recall test, participants were presented with the same strong or weak cue words and new, extra-list cue words. Overall, children and adults recalled more targets when they were presented with the same cue words at study and test, regardless of whether the cues were strong or weak. This finding suggests that encoding specificity applies to children as well as adults. We discuss the implications of these results.

      PubDate: Wed, 8 Feb 2012 09:39:36 GMT
       
  • Volume 28 Issue 2 - A review of school-based positive psychology
           interventions
    • Abstract: Waters, Lea
      The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.

      PubDate: Wed, 8 Feb 2012 09:39:36 GMT
       
  • Volume 28 Issue 2 - The practice of educational and developmental
           psychology
    • Abstract: Bowles, Terry
      PubDate: Wed, 8 Feb 2012 09:39:36 GMT
       
  • Volume 28 Issue 1 - Beyond Zero Tolerance: Providing a Framework to
           Promote Social Justice and Healthy Adolescent Development
    • Abstract: Magor-Blatch, Lynne
      Introduced initially in relation to drug policy, 'zero tolerance' has become a catchphrase to describe attitudes and policies relating to drug use, violence and a range of antisocial behaviours. It has been used particularly within schools in the United States as a disciplinary policy since the 1980s. While broadly ascribed, zero tolerance is designed to send a message that targeted behaviours are not tolerated and will be punished. Zero tolerance assumes that swift and uncompromising action aimed at punishing the offender will result in 'sending a strong message' to other would-be offenders and deter others from similar antisocial behaviours. However, thirty years of research has shown zero tolerance policies to have failed the individual and the community, resulting instead in increased rates of misbehaviour and early referral to the juvenile and criminal justice systems. This has the potential to negatively impact on the person's mental health and future outcomes.

      PubDate: Fri, 12 Aug 2011 09:07:21 GMT
       
  • Volume 28 Issue 1 - Family Functioning and Family Stage Associated with
           Patterns of Disordered Eating in Adult Females
    • Abstract: Bowles, Terry; Kurlender, Martine; Hellings, Bridie
      This study investigated family functioning, family stage and eating disorder risk. A sample of 140 females (aged 18-59) completed a family functioning questionnaire (ICPS) and the Eating Disorder Risk scale (EDI-3). Consistent with previous research, cluster analysis identified two profiles of family functioning: an authoritative style (high intimacy and high democratic parenting, with low conflict) and an authoritarian cluster (elevated conflict scores and significantly lower intimacy and democratic parenting). The second independent variable of family stage comprised two groups: females living in their family of origin and those living in their family of choice. The ANOVA showed no interaction involving family functioning cluster and family stage. A main effect showed that participants in the authoritarian cluster experienced significantly more drive for thinness, bulimic symptoms, body dissatisfaction and eating disorder risk. There was no difference in eating disorder risk between females living at home or those in the family of choice. The findings have implications for therapists in demonstrating that independence from the family of origin does not prompt natural recovery from eating disorder tendencies. The findings provide some further evidence of the association between specific elements of family functioning (intimacy, conflict and democratic parenting) with eating disorder risk.

      PubDate: Fri, 12 Aug 2011 09:07:21 GMT
       
  • Volume 28 Issue 1 - Lending Ears to EFL Learners: Language Difficulties
    • Abstract: Asassfeh, Sahail M; Al-Shaboul, Yousef M; Zuraiq, Wael; Alshboul, Sabri
      This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

      PubDate: Fri, 12 Aug 2011 09:07:21 GMT
       
  • Volume 28 Issue 1 - Friendship Quality: Role in the Relationship between
           Peer Victimisation and Psychopathology
    • Abstract: Piteo, Alicia M; Kettler, Lisa J
      This cross-sectional study explored the moderating influence of friendship quality and gender in the relationship between psychopathology and different types of victimisation experienced by primary school children. Five hundred and sixty-six children (n = 264 males; n = 302 females) with a mean age of 11.61 years (SD = 1.10) in Adelaide, South Australia completed the Peer Relations Questionnaire, the Relational Aggression Scale, the Strengths and Difficulties Questionnaire and the Friendship Quality Questionnaire. Neither overall friendship quality nor gender moderated the relationship between either direct or relational victimisation and psychopathology. However, 'conflict and betrayal' moderated the relationship between relational victimisation and psychopathology. For high levels of conflict and betrayal the relationship between relational victimisation and psychopathology was stronger for boys than girls. Possibly, a particular aspect of friendship quality may be more protective in the relationship between different types of victimisation and psychopathology. Implications of these results and suggestions for future research are considered.

      PubDate: Fri, 12 Aug 2011 09:07:21 GMT
       
  • Volume 28 Issue 1 - Insights about Resilience in Emerging Adulthood From a
           Small Longitudinal Study in New Zealand
    • Abstract: Stanley, Peter
      In 1998, 12 elementary school students aged 11 - 12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith and Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.

      PubDate: Fri, 12 Aug 2011 09:07:21 GMT
       
  • Volume 28 Issue 1 - A Growing National and International Perspective
    • Abstract: Bowles, Terry
      PubDate: Fri, 12 Aug 2011 09:07:21 GMT
       
  • Volume 27 Issue 2 - An Ethical Critique of Suspension and Zero-tolerance
           Policies
    • Abstract: Efreom-Lieber, Yael; Lieber, Paul S
      Elementary and secondary school leaders advocating remediation and prevention of student discipline problems are doing so in lieu of direct development of student self-discipline (Larson, Smith, and Furlong, 2002). This shift has lead to the use of zero-tolerance strategies towards discipline (Maxcy, 2002). In this article, zero-tolerance policies - in particular, the use of out-oschool suspension - is critiqued from three ethical theory perspectives. This research argues for alternate approaches to discipline (Jackson, Boostrom, and Hansen, 1993; Skiba and Peterson, 1999) based in classical ethical theory, with specific emphasis on social justice (Rawls, 1971). Implications on Australian school systems and educational psychological development are discussed.

      PubDate: Mon, 23 May 2011 09:04:59 GMT
       
  • Volume 27 Issue 2 - Age and Gender Differences in Relationship and
           Psychological Adjustment to Parenthood in Couples Conceiving through
           In-vitro Fertilisation (IVF)
    • Abstract: Bracks-Zalloua, Peggy; Gibson, Frances; McMahon, Catherine
      Fifteen per cent of Australian couples now experience fertility problems and many turn to assisted reproductive technology such as in-vitro fertilisation (IVF) to conceive their child. This study investigated gender differences in relationship satisfaction during the transition to parenthood, and the effects of gender and age on relationship and psychological adjustment at six-nine months postpartum, in a sample of IVF conceiving couples initially recruited from a private fertility treatment clinic in Sydney. The results revealed different patterns of adjustment for mothers and fathers, whereby mothers showed a significant decline in relationship satisfaction from pregnancy to early parenthood while fathers did not. However, fathers exhibited more consistent relationship concern than mothers in both pregnancy and parenthood, and also reported greater parenting stress related to interaction with their child. There were negligible differences between older and younger parents, suggesting comparable adjustment across age groups. While the outcomes of this research do not indicate problematic adjustment, for those professionals who might be working with families conceiving through IVF they do highlight some specific adjustment issues for mothers and fathers during the postpartum period.

      PubDate: Mon, 23 May 2011 09:04:59 GMT
       
  • Volume 27 Issue 2 - An Examination of Developmental Trajectories for
           Attention Skills in Children
    • Abstract: McKay, Jenny; Betts, Jennifer; Maruff, Paul; Anderson, Vicki
      The present study aimed to investigate the development of attention skills through middle childhood and to document developmental trajectories associated with tasks of increasing attentional demands. The sample comprised 57 children (aged 5-12 years) who were divided, according to age, into three groups. Performance differences between the groups were compared on two measures, each including four subtests of increasing complexity and tapping both speed and accuracy: CogState, a computerised measure, and The Contingency Naming Test, a paper-and-pencil test. We predicted that there would be: (1) improvements in performance with increasing age, (2) deceases in performance with increasing task complexity and (3) parallel increments in performance on computer-based and paper-and-pencil measures. The results indicated that there were rapid improvements in performance on both computer-based and paper-and-pencil measures between the ages of 5 and 8 years indicated by changes in both response speed and response accuracy. In contrast, more moderate improvements were identified between the ages of 9 to 12 years and occurred mainly in the domain of speed.

      PubDate: Mon, 23 May 2011 09:04:59 GMT
       
  • Volume 27 Issue 2 - Assessing Cognitive Development in Early Childhood: A
           Comparison of the Bayley-III and the Stanford-binet, Fifth Edition
    • Abstract: Kamppi, Dorian; Gilmore, Linda
      The Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24-42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, for 22 of the 26 children, scores were very consistent across the two instruments. Implications for test selection are discussed.

      PubDate: Mon, 23 May 2011 09:04:59 GMT
       
  • Volume 27 Issue 2 - Early Adolescents' Friendship Patterns in Middle
           School: Social-emotional and Academic Implications
    • Abstract: Simmons, Nathan; Hay, Ian
      This research examined the interactions between friendship patterns, school achievement, coping skills, self-concept and the classroom learning environment for 182 early adolescents, mean age 13 years 5 months (47.25% male). Participants completed the Friendship Nomination Form. The second phase of data collection focused on adolescents with high or low friendship ratings, who then completed four social and two academic measures. The social measures were: (1) Friendship Quality Scale (FQS; Bukowski, Hoza, and Boivin, 1994), (2) Self-Description Questionnaire II-Short Form (Marsh, 1990), (3) Coping Strategy Indicator-Short Form (CSI-S; Amirkhan, 1990) and (4) What is Happening in this Classroom Scale (WIHIC; Fraser, Fisher, and McRobbie, 1996). Adolescents with more friends reported more companionship and help from friends. Those with fewer friends perceived their classroom to be less cohesive and less cooperative. Females reported more closeness and friendship commitment than males. Friendship patterns had a significant influence on students' English achievement but not their mathematics achievement. The implications of the findings for school professional are discussed.

      PubDate: Mon, 23 May 2011 09:04:59 GMT
       
  • Volume 27 Issue 2 - A Diversity of Content
    • Abstract: Bowles, Terry
      PubDate: Mon, 23 May 2011 09:04:59 GMT
       
  • Volume 27 Issue 1 - Brief Report: Performance of Australian Children at
           One Year of Age on the Bayley Scales of Infant and Toddler Development
           (Version III)
    • Abstract: Walker, Karen; Badawi, Nadia; Halliday, Robert; Laing, Sharon
      This article reports mean scores on the Bayley Scales of Infant and Toddler Development (Version III) for 211 randomly selected healthy term (>37 weeks gestation) Australian infants at one year of age. Mean scores were significantly different from standardised norms in all subscales except fine motor. Australian infants scored higher on cognitive and receptive language (p < .01) and lower on expressive language and gross motor (ps < .01) subscales. These findings raise questions regarding the validity of this test in the Australian population and suggest that the test be re-normed on Australian children for valid interpretation of scores in this cultural context.

      PubDate: Wed, 13 Oct 2010 11:47:34 GMT
       
  • Volume 27 Issue 1 - Working Alliances: The Importance of Accessing
           Peer/Cultural Support in Educational Practice
    • Abstract: Mander, David; Bobongie, Frank
      This is a reflective paper grounded in practice. It addresses the nature of working alliances in education between colleagues from different cultural, professional and generational backgrounds. The authors are specifically concerned with discussing the significance of accessing peer/cultural support in education, in particular how one colleague mentored another and the way knowledge was exchanged during this process to increase awareness and understanding. This topic is considered in the context of supporting male Aboriginal and Torres Strait Islander students while they study and live away from home to complete their secondary school education at boarding school in Western Australia (WA).

      PubDate: Wed, 13 Oct 2010 11:47:34 GMT
       
  • Volume 27 Issue 1 - Strategy Use by English-major Jordanian Undergraduates
    • Abstract: Al-Shaboul, Yousef M; Asassfeh, Sahail M; Alshboul, Sabri S
      Research suggests that gender and perceived language proficiency level are among the factors that may impact the strategies language learners use. This study explored the impact of these variables on learning strategies used by 111 English-major Jordanian students. The instrument was Oxford's (1990) Strategy Inventory for Language Learning (SILL). The study revealed that females opt to use strategies more frequently than males. Results also showed that the higher the proficiency level, the more frequent the strategy use. Metacognitive strategies were the most prevalent among the different strategy types whereas memory strategies were the least deployed. These findings are discussed and implications are outlined.

      PubDate: Wed, 13 Oct 2010 11:47:34 GMT
       
  • Volume 27 Issue 1 - Community Knowledge and Beliefs about ADHD
    • Abstract: Gilmore, Linda
      Accurate knowledge and positive attitudes within the community are important for the effective diagnosis, treatment and support of people with ADHD. Most previous research about knowledge and attitudes has focused only on professional groups and parents of children with ADHD. The aim of this study was to explore knowledge about ADHD characteristics and causes, and attitudes towards issues such as medication in the general population. Six hundred and forty-five members of the Australian community, all of whom were parents, completed a questionnaire. The findings showed that the core features of ADHD were well-known, but there were misconceptions and considerable uncertainty about many aspects. Most respondents failed to recognise the genetic basis of the disorder and its potentially lifelong nature. Fathers were less knowledgeable than mothers. Although most participants believed that ADHD is a genuine disorder and recognised the benefits of medication, the majority believed that it is diagnosed too frequently and that medication is prescribed too readily. The study concluded that, in many respects, the public is not well-informed about ADHD and suggested that the media may have an important role in enhancing community awareness of the disorder through responsible, sensitive and accurate reporting.

      PubDate: Wed, 13 Oct 2010 11:47:34 GMT
       
  • Volume 27 Issue 1 - Profiling the College of Educational and Developmental
           Psychologists: An Examination of Demographics, Professional Practice,
           Attitudes and Professional Development Preferences
    • Abstract: Fletcher, Janet; Bloor, Kimberley; Crossman, Carla; Thornton, Jenna; Briggs, Ellie; Hawkins, Tara; Sammut, Stephanie; Cardwell, Kitri
      At the request of the National Executive of the APS College of Educational and Developmental Psychologists (CEDP), a survey was carried out with the aim of profiling its membership in order to better describe the nature of college membership when information is sought from its parent body, the APS, and to provide better services for its members. Of the 327 CEDP members contacted by email, 119 completed an online questionnaire providing demographic information and data concerning their professional practice, skills, involvement with the APS and professional development needs and preferences. The data obtained indicates that the CEDP contains an aging, predominantly female, city-based membership. Respondents consider they share many skills and competencies with other psychologists but do have a specialised knowledge base. They collaborate with colleagues from other Colleges but would welcome the opportunity to do this more. While they value the work of the APS they would like increased support by the APS in raising the profile of educational and developmental psychology. While the majority of members could find and access professional development (PD) relevant to their practice, a sizeable minority considered the costs involved excessive. The implications of these data for CEDP policies, especially with regard to recruitment and service provision, are discussed.

      PubDate: Wed, 13 Oct 2010 11:47:34 GMT
       
  • Volume 27 Issue 1 - A Diverse Collection
    • Abstract: Bowles, Terry
      PubDate: Wed, 13 Oct 2010 11:47:34 GMT
       
  • Volume 26 Issue 1 - Editorial
    • Abstract: Bowles, Terry
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - Editorial
    • Abstract: Bowles, Terry
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 2 - Competence in Intelligence Testing: A Training Model
           for Postgraduate Psychology Students
    • Abstract: Gilmore, Linda; Campbell, Marilyn
      The assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 2 - The Clinical Use of the Bayley Scales of Infant and
           Toddler Development, Third Edition (Bayley-III) in Australia
    • Abstract: Kinsella-Ritter, Angela; Gibson, Frances L; Wyver, Shirley
      The Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) is a standardised assessment used to assess the developmental functioning of infants and young children from 1 month to 42 months of age (Bayley, 2006a). The Bayley scales are recognised internationally as one of the most comprehensive developmental assessment instruments (Sattler and Hoge, 2006) used to examine the major facets of a young child's development (Bayley, 2006a). The primary purpose of the Bayley-III is to identify children with developmental delay and to provide information for intervention implementation (Bayley, 2006a). The domains of early development covered increased from two to five including cognition, language, motor, social-emotional and adaptive behaviour with the publication of the third edition (Bayley, 2006a). While the original Bayley scales were predominately used by psychologists, publication of later editions led to accredited use, within the Australian and New Zealand context, by developmental paediatricians, occupational therapists, physiotherapists and speech pathologists (Bayley, 1969; Bayley 1992; Pearson Clinical and Talent Assessment, 2009). Although the Bayley-III is more comprehensive and a broader range of professionals now use the scales little is known about the clinical application. The current study aimed to explore the use of the Bayley-III in practice and views on the current US norms. An online survey was conducted and the findings revealed that the majority of respondents were interested in Australian local norms; the predominant age range assessed was the 24- to 42- month-old group and the most common clinical group seen and assessed was children presenting with global developmental delay. While the majority of the respondents used the Bayley-III approximately once a month or more, at least one third used it less often. However anticipated use over the next 12 months indicated a notable increase from 30% currently using it once or twice weekly up to 65%.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 2 - Theory of Mind Performance in Middle Childhood:
           Australian Normative and Validation Data
    • Abstract: Cashion, Larry
      Theory of mind tests are regularly used in childhood research and clinical practice for autism spectrum disorders in Australia. Despite this, there is little empirical evidence that the tests used in the United Kingdom and the United States have validity for Australian children. Furthermore, many tests believed to assess 'advanced' or 'higher-order' theory of mind have not had their reliability or validity rigorously evaluated. In the current study, seven theory of mind tasks were administered to 216 Australian children aged 6 to 12 years as part of a larger research project. While Australian children performed similarly to previous research samples on some tasks, there were marked discrepancies on others. Despite these differences, the validity of using a three-factor structure of first-, second-, and higher-order theory of mind tasks was supported by subsequent confirmatory factor analysis. Methodological issues accounted for some differences between the Australian and previously reported data. However, there were also some cross-cultural aspects of the results that require further investigation.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 2 - Parents' Views of Psychological Services for Children
           with a Disability
    • Abstract: Connell, Tim; Hodges, Violetta
      The greater risk of mental health issues for all members of a family when a child has a physical disability is well established. Families' views of the type of psychological services that will be most helpful were surveyed. Parents of 69 children with physical disabilities (primarily cerebral palsy) completed a postal survey of psychological issues they had experienced in the past, value of any help received, and their descriptions of experiences with support workers that were either helpful or unhelpful to their psychological coping. Parents indicated strongly that the help for the psychological issues was helpful. Of all categories of support worker identified, the percentage of psychologists being helpful was highest. One distinctive quality of the parent-identified features of effective support services reported in this study is their simplicity. Parents want to be supported by workers who are caring, do their jobs well, provide good information about the issues and help them connect with other families.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 2 - Home, Parents, and Achievement Motivation: A Study of
           Key Home and Parental Factors that Predict Student Motivation and
           Engagement
    • Abstract: Mansour, Marianne; Martin, Andrew J
      The home and parental factors that predict achievement motivation are an important focus in research, because they are a clear point for potential educational and psychological support for students. The present study investigates the achievement motivation of high school students, in the context of parental and home factors such as home resources, in- and out-of-home parental assistance, parenting style, and parental involvement in the school. Among a sample of 100 Australian high school students, hierarchal multiple linear regression analyses were performed in order to determine the relative salience of the proposed home and parental factors predicting students' achievement motivation. Results demonstrated that over and above demographic factors such as age, gender and ethnicity, home and parental factors do indeed play a critical function in predicting student motivation and engagement. Specifically, the study reveals that home resources and parenting style are the most salient home and parental factors associated with key aspects of achievement motivation and engagement (planning, task management, teacher-student relationships - positively, and self-handicapping - negatively). These findings affirm the role of the home and parents in students' academic development. Implications for future research and practice harnessing the present findings are discussed.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 2 - New Era for Journal
    • Abstract: Bowles, Terry
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 1 - Preliminary Findings of an Intervention Program for
           Parents of Young Children with a Developmental Delay: Investigation of
           Parental Stress and Sense of Competence
    • Abstract: Romagnano, Stephanie R; Gavidia-Payne, Susana
      Behavioural problems in young children can be detrimental to the psychological well-being of their parents. The present study examined the effectiveness of a newly developed intervention in improving parental stress and parenting sense of competence for parents of young children with a developmental delay (DD), presenting with behavioural problems. The sample comprised 15 parents and 1 grandparent of children, aged between 2 and 5 years, with DD. Parents completed a questionnaire package at pre-intervention and post-intervention, including measures to assess parent stress and sense of competence. Paired sample t-tests revealed a significant decline at post-intervention in the total frequency of hassles associated with raising a child with DD, as well as reductions in stress associated with parents' needs. General stress and parenting sense of competence showed no significant post-intervention improvements. Correlation analyses revealed a negative relationship between parent stress and sense of competence, at pre-intervention and post-intervention. It was concluded that the intervention was useful for reducing the overall frequency of stress and the stress associated with the needs of parents raising a young child with DD. Findings have implications for the development of parental supports by early childhood intervention practitioners. Due to a number of methodological limitations, suggestions were made for future research.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 1 - From Problem to Solution: Working Together to Make a
           Difference
    • Abstract: Finlay, Ann; Mejia, Johanna; Ricketts, Trudy
      In line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration between special education and classroom teachers; to encourage a shift in their thinking and practice from problem to solution; and to improve their identification, assessment and intervention skills. At the same time the educational psychologists implemented a solution-focused, consultative model of service delivery, referral package and student learning profile. Independent consultants used a mixed methodology to evaluate the efficacy of the project. Findings from both qualitative and quantitative data revealed support from the participants for the consultative model in its ability to provide a more effective service for students with special needs and a comprehensive framework for empowering and developing their teachers. The role of the educational psychologist as a partner in the education process at the school level was considerably enhanced.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 1 - Predicting Behaviour and Learning Problems at School
           Entry: Examining the Utility of a Parent-, Teacher-, and a Child-based
           Scale
    • Abstract: Reddington, JM; Wheeldon, A
      This exploratory study investigated the screening of behaviour, and auditory processing and reading problems in the first school year, employing a sample of 74 children. A teacher behaviour risk index, which included (i) a Behaviour scale (internalising, externalising dimensions and inattention), (ii) a teacher Future Risk estimation, was found to be reliable and a valid predictor of behaviour, together with a parent-based behaviour scale, against the Personal-Social Behaviour sub-scale of the Pupil Rating Scale-Revised. Adding the teacher-based Behaviour scale to the child-based Performance Indicators in the Primary School (PIPS) did not assist reading assessment, however the PIPS scale was confirmed as a valid reading predictor. A teacher-based Central Auditory Processing Disorder (CAPD) scale was significantly correlated to teacher-based Inattention and Behaviour and, with the teacher-based Behaviour scale, significantly predicted reading. On its own it predicted reading better than phonological awareness. It was suggested that child behaviour, CAPD and reading profiles could facilitate joint parent-teacher at-risk referrals in Year 1, including mental health. Assistive listening devices were recommended to aid children's auditory processing. The study needs replication with larger samples.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 1 - Effects of Language Background on Measures of Ability
           of Children in Their First Year of School
    • Abstract: Care, Esther; Roberts, Erin; Thomas, Amanda
      This report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 1 - Writing about Australian Educational and Developmental
           Psychology: A 25 Year Retrospective Summary
    • Abstract: Bowles, Terry
      This research is a summary of the published research interests of Australian Educational and Developmental Psychologists over the past 25 years. The terms used in the title and keywords describing research published in The Australian Educational and Developmental Psychologist (AEDP) over the past 25 years were analysed. In total, 105 individual words or terms were derived from 233 articles published in the AEDP. These words and terms were used 707 times as title words and 820 times as keywords to describe the research of the journal. The most frequent individual title words were children (n = 70), adolescents (n = 44), assessment (n = 29), development/developmental (n = 28), and disability (n = 27). The reduction of these title words and keywords resulted in six categories: Stages of Development, Relating and Roles, Educational and Vocational, Presenting Problems-Clinical, Presenting Problems-General, and Methods and Practice. Analyses of the frequency of the title words and keywords led to the conclusion that many of the words and the subsequent categories were exclusively Educational and Developmental in definition, with a large proportion of the content of the journal also shared with other specialisations and areas of psychology. Finally, the title words and keywords were subdivided into 5-year periods and small, significant effects were found between the five time periods for some categories of keywords and terms. The differences were very weak and nonsystematic, trends indicating the relative consistency of the contents of the journal over time.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 26 Issue 1 - The Australian Educational and Developmental
           Psychologist
    • Abstract: Bowles, Terry
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - The Relationship between Language Skills and Outcomes
           of the PATHS Curriculum
    • Abstract: Rossi, Luisa; Fletcher, Janet; Harvey, Robin
      Previous research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - The Impact of Postnatal Depression on Child Cognitive
           Functioning at Four Years
    • Abstract: McMahon, Catherine; Trapolini, Tania; Cornish, Alison; Ungerer, Judy
      Studies investigating the impact of postnatal depression on later child cognitive functioning report mixed results. Some show ongoing effects of depression in the first postnatal year, others show no lasting adverse effects, yet others report effects only when the depression is chronic and coupled with additional risks to development such as low socioeconomic status. This study examined the impact of depression in the first postnatal year and subsequent episodes between one and four years postpartum in a sample of 92 mothers and their four year old children from a relatively high socioeconomic group. Children were administered the WPPSI-R at four years of age. Findings revealed only modest effects. Compared to those whose mothers were not depressed, children whose mothers were diagnosed with depression in the first postnatal year had lower verbal IQ scores, but there were no differences on the performance scale. There were also no differences between children whose mothers recovered after one year and those whose mothers experienced further depression between one and four years. Effects were similar for boys and girls.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - Training Teachers to Manage Students with Asperger's
           Syndrome in an Inclusive Classroom Setting
    • Abstract: Hinton, Sharon; Sofronoff, Kate; Sheffield, Jeanie
      This controlled trial of a teacher training intervention aimed to increase teacher competence in managing the problem behaviours associated with Asperger's syndrome, as manifested in a classroom setting. All teacher-participants currently managed a student with Asperger's syndrome in an inclusive classroom setting. Measures were taken on two occasions: pre-workshop and 6-week follow-up. Variables of interest were number of problem behaviours, success of teacher strategies used to manage problem behaviours and teacher self-efficacy in managing behaviours. Qualitative data assessing both the utility of the workshop and effectiveness of the individual management strategies was also gathered. At 6-week follow up, teachers reported increased confidence in their ability to manage the student with Asperger's syndrome, fewer problem behaviours displayed by the student and increased success in using strategies to manage the student in the classroom. The utility of both the workshop itself and individual management strategies were also endorsed by all teacher-participants. Suggestions for future research and limitation of the study are also discussed.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - Attentional Problems and Subtypes of Attention Deficit
           Hyperactivity Disorder
    • Abstract: Zago, David; Rosoman, Nick; Shum, David; O'Callaghan, Michael; Lesley, Anthony
      This study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD- Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - Assessing the Personal and Emotional Developmental
           Outcomes of High-school Students
    • Abstract: Mergler, Amanda G; Spooner-Lane, Rebecca
      An examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis and Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.

      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
  • Volume 25 Issue 2 - The Australian Educational and Developmental
           Psychologist
    • Abstract: Bowles, Terry
      PubDate: Tue, 21 Sep 2010 09:06:14 GMT
       
 
 
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