From isolation to community: Increasing communication and collegiality among psychology teachers.

Weiten, Wayne; Davis, Stephen F.; Jegerski, Jane A.; Kasschau, Richard A.; Mandel, K. Bates; Wade, Carol H.

doi:10.1037/10126-005

Cited by 11 publications

(11 citation statements)

References 16 publications

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“…In the wake of the founding of TOPSS, numerous local and regional teachers’ groups formed to provide professional development and networking; these included groups in California, Illinois, Iowa, Kansas, Nebraska, Utah (Weaver, 2005), and Wisconsin (Germantown School District, 2013), and other groups have formed in subsequent years. At about the same time that TOPSS came into being, psychologists were developing ideas for improving collegiality across the various levels of TOP , explicitly acknowledging the importance of including high school teachers (e.g., Weiten et al, 1993). By the end of the 1990s, when the APA sponsored the Psychology Partnerships Project, high school teachers, alongside faculty from community colleges and 4-year colleges and universities, were integrally involved in planning, presenting, and participating in this national forum with the purpose of establishing meaningful working relations between psychology educators in all kinds of institutions (Blair-Broeker & Halonen, 1998; Mathie, 2002).…”

Section: High School Psychology Comes Into Its Ownmentioning

confidence: 99%

High School Psychology

Keith

Hammer

Blair-Broeker

et al. 2013

Teaching of Psychology

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Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However, courses were usually elective, and most teachers lacked degrees in psychology. Studies in the latter half of the twentieth century suggested that high school psychology courses did little to prepare students for college-level psychology, probably because the high school classes often did not include core subject matters of psychological science. However, the 1990s brought several landmark developments for high school psychology, including establishment of Teachers of Psychology in Secondary Schools (TOPPS), a number of university-sponsored institutes providing professional development for teachers, and inauguration of the Advanced Placement (AP) Psychology program. Today, high school psychology teachers enjoy increased recognition within the American Psychological Association (APA), availability of significant teaching resources, and national standards to guide course development. A million students annually take high school psychology, with about a quarter million taking the AP Psychology exam. The course is now recognized as an important first exposure to psychological science. Keywords high school psychology, Advanced Placement ExamMore than a century ago, Ebbinghaus (1908/1973) famously noted that psychology had a long past, but a short history. Although he was commenting on the broader discipline of psychological science, Ebbinghaus, if he were writing today, might express the same sentiment concerning high school psychology. After all, the relatively recent creation in 1992 of the American Psychological Association (APA)-affiliated Teachers of Psychology in Secondary Schools (TOPSS; Weaver, 2005) and the College Board Advanced Placement (AP) Psychology exam (Benjamin, 2001) might suggest a fairly brief history for psychology in high schools. Yet, secondary school psychology has a past that predated James's (1890) classic Principles of Psychology by at least several decades (Roback, 1952), with the teaching of high school classes in ''mental philosophy'' a half century before publication of the Principles (Rolison & Medway, 1982). According to Roback, numerous textbooks existed for these courses, selling perhaps a half million or more copies in the years 1831-1881.Thus, although high school psychology has sometimes failed to receive sufficient notice from many in the wider circle of psychological science, it is not a new idea; in fact, secondary schools were teaching psychological content before the founding of many American colleges and universities. In this article, prepared in recognition of the 40th anniversary of Teaching of Psychology (ToP), our purpose is not to provide an extensive history of high school psychology, but instead to focus on its development and...

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Section: High School Psychology Comes Into Its Ownmentioning

confidence: 99%

High School Psychology

Keith

Hammer

Blair-Broeker

et al. 2013

Teaching of Psychology

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“…One way in which high school psychology instructors will benefit from P3 through interactions with college instructors. Collaborations linking high school and college teachers have proven to be an effective way of enhancing high school curricula in other disciplines, primarily by providing a source of continuing education and insight into course construction (Di Sibio & Gamble, 1997;Henderson, 1994;Weiten et al, 1993). In fact, the American Association for Higher Education has actively promoted programs that unite local college instructors with high school teachers (Weiten et al, 1993).…”

Section: P3mentioning

confidence: 99%

Faculty Forum

2001

Teaching of Psychology

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Given the 1-term nature of introductory psychology courses and the increasing length and encyclopedic nature of introductory textbooks, many psychology teachers may opt to use a brief introductory text. To aid such teachers in the text selection process, we compared 15 brief introductory psychology textbooks presently available for adoption. We analyzed their length, pedagogical aids, and topic coverage. The variability observed in these analyses will help teachers find brief texts that best fit their individual preferences and course needs.

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“…They described 14 delivery systems at the departmental, campus, and national levels. In another chapter, ''From Isolation to Community: Increasing Communication and Collegiality among Psychology Teachers,' ' Weiten et al (1993) evaluated the benefits and barriers to faculty development and described 18 case examples deemed effective by their longevity and high levels of participant satisfaction.…”

Section: Introductionmentioning

confidence: 99%