Educational Psychology: Decision-Making Skills for Classroom Teaching

1977 ◽  
Vol 22 (12) ◽  
pp. 940-941
Author(s):  
ROBERT M. ELMORE
Keyword(s):  
Decision Making ◽  
Educational Psychology ◽  
Classroom Teaching

scholarly journals Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

2020 ◽  
Vol 2019 (1) ◽  
pp. 443
Author(s):  
Guy Smith ◽  
John Peloghitis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Academic Writing ◽  
Cognitive Biases ◽  
Judgment And Decision Making ◽  
Classroom Teaching ◽  
Negative Effects ◽  
Fields Of Study ◽  
Writing Course ◽  
And Training

In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。

scholarly journals Hubungan Efikasi Diri Pengambilan Keputusan Karier dan Pengambilan Keputusan Karier pada Siswa SMA

2018 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Adhi Darmasaputro ◽  
William Gunawan
Keyword(s):  
Decision Making ◽  
High School Students ◽  
Educational Psychology ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Short Form ◽  
Career Decision ◽  
Career Decision Making ◽  
School Students ◽  
Quantitative Research Methods

Abstract This study aimed to determine the correlation of career decision-making self-efficacy and career decision making. The hypothesis of this study that there is a correlation between self-efficacy and career decision making. Subjects in this study are 405 high school students in Jakarta. This study used quantitative research methods and data collection using CDSE-SF (Career Decision Self Efficacy- Short Form) and CDS (Career Decision Scale) which has been translated into Indonesian. The result of the reliability test for CDSE-SF scale was 0.840 and 0.866 for CDS scale. The result validity test of CDSE-SF from 0.310 to 0.551; while CDS of 0.334 to 0.641. The process of data analysis using SPSS 17 applications, Pearson product moment correlation. These results contrast with the hypothesis, there was no correlation between career decision making self-efficacy and career decision making (r = 0.094, p> 0.05). It can be concluded that the proposed hypothesis is rejected. This study has contributed in the field of educational psychology research additions adolescent career.Keywords: career decision-making self-efficacy, career decision making

scholarly journals TEACHING HIGHER ORDER THINKING SKILLS IN MATHEMATICS CLASSROOMS: GENDER DIFFERENCES

2021 ◽  
Vol 12 (1) ◽  
pp. 159-180
Author(s):  
Cholis Sa'dijah ◽  
Wasilatul Murtafiah ◽  
Lathiful Anwar ◽  
Rini Nurhakiki ◽  
Ety Tejo Dwi Cahyowati
Keyword(s):  
Decision Making ◽  
Mathematics Teachers ◽  
Teaching Quality ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Observation Data ◽  
Structured Interviews ◽  
Male And Female ◽  
Female Teachers ◽  
Interview Session

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

Educational psychology counsellors’ views about children’s participation in educational decision-making: A thematic analysis

2021 ◽  
Vol 29 (3) ◽  
pp. 640-661
Author(s):  
Elisabeth Hesjedal
Keyword(s):  
Decision Making ◽  
Thematic Analysis ◽  
Educational Psychology ◽  
Relevant Literature ◽  
Special Educational Needs ◽  
Educational Decision ◽  
Depth Study ◽  
Children’S Participation ◽  
Children's Participation ◽  
Educational Decision Making

Abstract The attention to children’s participation has increased dramatically during the last decade. Compared to the literature in the educational field, the literature on children’s participation in the social and health fields seems to be developing rapidly. The aim of this article is to address the importance of educational psychology service (eps) counsellors regarding special educational needs (sen) students’ rights to participate in educational decision-making. This article presents an in-depth study of seven Norwegian eps counsellors’ views about children’s participation in educational decision-making. Procedures for a qualitative inductive thematic analysis were followed to reveal four key themes, namely: parents as key persons; children’s presence on teams as an intervention; the importance of children’s age for participation; and the gap between expert assessments and individual education plans (iep s). The results, which are discussed in relation to Lundy’s (2007) model of participation and other relevant literature, show that there should be more knowledge and interventions to ensure children’s participation in educational decision-making in both research and practice. The results also indicate that structures and procedures in special education need to be considered and further developed from a participation perspective.

A Case Study of a Noncredentialed, Second-Career Music Educator

2018 ◽  
Vol 28 (1) ◽  
pp. 83-101
Author(s):  
Lisa D. Martin
Keyword(s):  
Decision Making ◽  
Classroom Management ◽  
Teacher Education Program ◽  
The United States ◽  
Early Career ◽  
Classroom Teaching ◽  
Second Career ◽  
Music Educator ◽  
Teaching Experiences

Throughout the United States, educators lacking formal credentials have increasing opportunities to assume classroom teaching positions. The purpose of this instrumental case study was to explore the career decision making and early-career teaching experiences of Holly, a noncredentialed music educator working in a public charter school. Data were collected over 6 months in the form of semistructured interviews, teaching and performance observations, and artifact analysis. Holly’s pathway to classroom teaching as a second career was characterized by nonlinear decision making, exploring numerous options before choosing to teach school music. Her early classroom teaching experiences were similar to those of traditional early-career music teachers with regard to classroom management concerns; however, her experience in private lesson instruction and directing community music theater equipped her with more practical pedagogical skill sets than typical early-career music educators. The discussion includes considerations of the value of formal credentialing and implications for music teacher education program recruitment.

scholarly journals Enhancement Strategies for Classroom Teaching Effect of Professional Art Education

2021 ◽  
Vol 16 (06) ◽  
pp. 137
Author(s):  
Nan Li
Keyword(s):  
Decision Making ◽  
Art Education ◽  
Measurement Model ◽  
Classroom Teaching ◽  
Factors Affecting ◽  
Research Findings ◽  
Index Systems ◽  
Perspective Analysis ◽  
Measurement Index

In professional art education, it is a great challenge to improve the classroom teaching effect. To cope with the challenge, this paper identifies the factors affecting the classroom teaching effect of professional art education from the perspective of teachers and that of students, through multi-perspective analysis. In the context of professional art education, the connotations of enhancing the classroom teaching effect were fully analyzed. On this basis, several strategies were put forward to enhance the said effect in professional art education. In addition, multi-angled measurement index systems were established for the enhancement, and a measurement model for the said effect was created through multi-factor decision-making. The research findings provide strong practical and theoretical supports to improving the classroom teaching effect of professional art education.

Discarding optimality: Throwing out the baby with the bathwater?

2018 ◽  
Vol 41 ◽  
Author(s):  
Patrick Simen ◽  
Fuat Balcı
Keyword(s):  
Decision Making ◽  
Perceptual Decision Making ◽  
Reward Rate ◽  
Perceptual Decision ◽  
Standard Observer ◽  
Rate Maximization ◽  
Reward Rate Maximization ◽  
Descriptive Standard ◽  
Observer Model

AbstractRahnev & Denison (R&D) argue against normative theories and in favor of a more descriptive “standard observer model” of perceptual decision making. We agree with the authors in many respects, but we argue that optimality (specifically, reward-rate maximization) has proved demonstrably useful as a hypothesis, contrary to the authors’ claims.

LPCD framework: Analytical tool or psychological model?

2018 ◽  
Vol 41 ◽  
Author(s):  
David Danks
Keyword(s):  
Decision Making ◽  
Analytical Tool ◽  
Mathematical Framework ◽  
Bayesian Decision ◽  
Perceptual Decision Making ◽  
Psychological Model ◽  
Psychological Reality ◽  
Psychological Theories ◽  
Target Article ◽  
Bayesian Decision Making

AbstractThe target article uses a mathematical framework derived from Bayesian decision making to demonstrate suboptimal decision making but then attributes psychological reality to the framework components. Rahnev & Denison's (R&D) positive proposal thus risks ignoring plausible psychological theories that could implement complex perceptual decision making. We must be careful not to slide from success with an analytical tool to the reality of the tool components.

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