Educational and Developmental Psychology

289 Pages·2016·8.53 MB·English

Educational and
Developmental Psychology
Daphne Hopkins
Educational and Developmental Psychology

Educational and Developmental
Psychology
Edited by Daphne Hopkins
Published by College Publishing House,
5 Penn Plaza,
19th Floor,
New York, NY 10001, USA
Educational and Developmental Psychology
Edited by Daphne Hopkins
© 2017 College Publishing House
International Standard Book Number: 978-1-9789-2290-7
This book contains information obtained from authentic and highly regarded sources. Copyright for all individual chapters
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Contents
Preface VII
Chapter 1 Characteristics of the Pedagogical Innovator in a University Strongly Committed
to Research and Across Disciplines 1
Anne M. Walder
Chapter 2 University Environment and Global Citizenship Identification 10
Marion E. Blake, Lindsey Pierce, Shonda Gibson, Stephen Reysen and Iva
Katzarska-Miller
Chapter 3 Development of “The Child Eating-Enjoyment Scale” 21
Nana Ito, Tomomi Ainuki and Rie Akamatsu
Chapter 4 Fine Motor Skills Relate to Visual Memory in Autism Spectrum Disorder 29
Yasuko Funabiki, Tadao Mizutani and Toshiya Murai
Chapter 5 Evaluating the Moral Intelligence of the Late Childhood (9-12) Years in Jordan:
Al-Karak Governorate Case 38
Intisar Turki ALdarabah, Reham Almohtadi, Mustafa Jwaifell and Raed Omar Salah
Chapter 6 Gender Differences in the Relationship between the Regular Practice of Sports
and Physical Exercise, Self-Beliefs and Academic Achievement during
Adolescence 49
Sofia Guimaraes
Chapter 7 Parental Support for Learning and High School Students’ Academic Motivation
and Persistence in Mathematics 61
Sarita Y. Shukla, Angela K. Tombari, Michael D. Toland and Fred W. Danner
Chapter 8 The Scale for the Loneliness of College Students in Taiwan 74
I-Chieh Chen
Chapter 9 Dominant Goal Orientations Predict Differences in Academic Achievement
during Adolescence through Metacognitive Self-Regulation 91
Sanne Dekker, Lydia Krabbendam, Nikki Lee, Annemarie Boschloo, Renate de
Groot and Jelle Jolles
Chapter 10 Piagetian and Vygotskian Approaches to Cognitive Development in the
Kindergarten Classroom 103
Yassir Semmar and Tamader Al-Thani
Chapter 11 Development of Meta-Representations: Procedural Metacognition and the
Relationship to Theory of Mind 109
Emanuel Feurer, Raluca Sassu, Patricia Cimeli and Claudia M. Roebers
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(cid:57)I (cid:38) (cid:82) (cid:81) (cid:87)(cid:72)(cid:81)(cid:87)(cid:86)
Chapter 12 Individual Characteristics, Family Factors, and Classroom Experiences as
Predictors of Low-Income Kindergarteners’ Social Skills 122
Shayl Griffith, David Arnold, Mary-Ellen Voegler-Lee and Janis Kupersmidt
Chapter 13 Dominant Interests in the Personality of Industrial Design Students within
Their Educational Practice 140
René Pedroza Flores
Chapter 14 Maintenance Mechanisms in Children’s Verbal Working Memory 148
Anne-Laure Oftinger and Valérie Camos
Chapter 15 Betwixt and between Cultural Milieus: African Female Refugee Adolescents
Striving for Scholastic Success in USA 160
Vincent M. Mugisha
Chapter 16 Respected Students Equal Better Students: Investigating the Links between
Respect and Performance in Schools 175
Corinna Mertz, Tilman Eckloff, Julia Johannsen and Niels Van Quaquebeke
Chapter 17 Slot-Filler and Taxonomic Organization: The Role of Contextual Experience
and Maternal Education 188
Li Sheng and Boji P. W. Lam
Chapter 18 The Influence of Media in Children’s Language Development 199
Salwa S. Al-Harbi
Chapter 19 The Influence of Teachers’ Preferences on Children’s Social Status in Schools 204
Hui Jing Lu, Kitty Y. Fung, Jo Ann Farver, Bin Bin Chen and Lei Chang
Chapter 20 Development and Validation of the Social and Emotional Competencies
Evaluation Questionnaire 221
Vitor Alexandre Coelho, Vanda Sousa and Marta Marchante
Chapter 21 Increasing Learning Potential in Entry Level Nutrition Students through Online
Tutorial 230
April Litchford and Heidi Wengreen
Chapter 22 The Effectiveness of Programmed Education in Developing Writing Skills of
Children with Learning Difficulties in Primary Education: A Case Study of
Northern Border Areas of Saudi Arabia 240
Mona Saleh Alanazi
Chapter 23 Differences in Happiness after Early Crawling Experience 252
Anne H. Zachry, Rebecca L. Goldman, Nikki F. Gordon, Stephanie B. Lancaster,
Kayla B. Simpson and Sarah K. Springer
Chapter 24 School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic
Skills in Kindergarten 258
Amy E. Lowenstein, Allison H. Friedman-Krauss, C. Cybele Raver, Stephanie
M. Jones and Rachel A. Pess
Permissions
List of Contributors
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Preface
The world is advancing at a fast pace like never before. Therefore, the need is to keep up with the latest developments.
This book was an idea that came to fruition when the specialists in the area realized the need to coordinate together
and document essential themes in the subject. That’s when I was requested to be the editor. Editing this book has
been an honour as it brings together diverse authors researching on different streams of the field. The book collates
essential materials contributed by veterans in the area which can be utilized by students and researchers alike.
This book provides comprehensive insights into the field of educational and development psychology. As the world
is growing rapidly with new technological advances, the field of psychology also is matching this pace. This branch
of psychology deals with the studies related to human learning, the processes related with it; from both cognitive
and behavioral point of view. It also studies the concepts and foundations of human developments in a course of
one life span. The extensive content of this book will insure that readers get a thorough knowledge of this field and
are able to broaden their perspective in the field of educational and development psychology. Some of the diverse
topics covered in this book address the varied branches that fall under this category. It aims to serve as a resource
guide for psychologists, educationists, students and experts alike.
Each chapter is a sole-standing publication that reflects each author´s interpretation. Thus, the book displays a
multi-facetted picture of our current understanding of applications and diverse aspects of the field. I would like to
thank the contributors of this book and my family for their endless support.
Editor
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1
Characteristics of the Pedagogical Innovator in a University Strongly
Committed to Research and Across Disciplines
Anne M. Walder1
1 School of Education, University of Montreal, Montreal, Quebec, Canada
Correspondence: Anne M. Walder, Université de Montréal, Faculté des sciences de l’éducation, Département de
psychopédagogie et d’andragogie, Case postale 6128, succursale Centre-Ville, Montréal, QC H3C 3J7. E-mail:
[email protected]

Abstract
While innovation is a central concern in higher education, I have sought to understand those professors who
innovate. This qualitative research focuses in particular on pedagogical innovators in the context of a university
strongly committed to research, the Université de Montréal, and explores the impact of disciplinary culture on
pedagogical innovators’ profiles. This research reveals the characteristics of the innovators interviewed and
underlines the impact of the pure science and applied science axis on pedagogical innovator characteristic
diversity.
Keywords: pedagogical innovators, characteristics of innovators, disciplinary culture, higher education
1. Introduction
According to the traditions of academic culture, university teaching remains one of the few professions for which
one does not need training in order to practice. The only requirement is a doctorate attesting to one’s credentials
in the research subject taught with, in general, no minimum requirements in terms of teaching credentials, or
pedagogical, communication, assessment or supervision skills. In this context, it is unlikely that professors will
find the time to reflect upon their understanding of the act of teaching or to glance at pedagogical innovations
and potential alternatives that might improve their teaching, unless they are compelled by curiosity to enrol on a
course specifically dedicated to the teaching practice of higher education. Professors are rewarded for having
faithfully conformed to the values and visions of university protagonists, so it is of no benefit for them to stray
from the traditionalist path. An excellent researcher, can only be a good teacher and it is the students who are not
able to properly assess the quality of his teaching. Hence, these beliefs are those that continue to shape the
academic environment (Fox, 1983; Loiola & Tardif, 2001).
That said, a change in the way the profession of professor-researcher is regarded can be noticed. First, the
recruitment of professors has been decentralised to units, which draft the job advertisements and increasingly
include teaching-related requirements in these. Thus, university professors are invited to attend pedagogical
training courses. Today, we know that university teaching is a learnt occupation (Donnay & Romainville, 1996).
Teaching skills are built and developed, among others, through practice and revolve around the “practical skills”
or “action skills” used by professors in class to deal with the urgency and uncertainty of real situations (Piot,
2008). I underline the fact that it is in action and vis-à-vis students that professors construct their skills.
While, method diversity and pedagogical advice from groups of practitioners and mentoring are recommended
(Knight, 2002), promoting and supporting pioneering pedagogical projects have been a top priority for certain
committed universities. For example, few Anglo-Saxon and Canadian universities are making pedagogical
initiative funds available aimed at financing the implementation of pedagogical innovations (Weimer & Lenz,
1991).
Pedagogical teaching support centres were first developed in English-language universities (ibid.), but are
widespread today among university establishments. The programmes offer four specific types of support
dependent on the establishment. These are: training in university pedagogy, individual advice, teaching
assessment and applied pedagogical research. The pedagogical innovation support funds aim to improve the

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