International Handbook of Psychology Learning and Teaching

Description

The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.   Preface Contents About the Editors Contributors Part I: Teaching Psychology as Main Discipline in Undergraduate and Graduate Programs 1 Teaching Introductory Psychology Teaching Introductory Psychology How Did We Get Here: The Evolution of Introductory Psychology Weaving It All Together: The Importance of Backward Design Consider your Context Prioritize Learning Objectives Align Assessments with Learning Goals Plan Learning Experiences Core Contents and Topics: Striking the Right Balance Concluding Thoughts Resources for Teaching Introductory Psychology References 2 Learning and Teaching in Clinical Psychology Introduction Purposes and Rationale of the Curriculum in Clinical Psychology Core Teaching and Learning Objectives Lessons for all Clinical Psychology Students Graduate Education in Clinical Psychology Doctoral and Higher Education in Clinical Psychology Core Contents and Topics of Clinical Psychology Teaching, Learning, and Assessment in Clinical Psychology Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Recommendations for Teaching Following Zimbardo´s Premises on Teaching Further Reading Suggestions for Clinical Psychology Teachers References 3 Mapping Normality: Teaching Abnormal Psychology Introduction Foundations of an Abnormal Psychology Course Setting the Scene General Competencies Competencies Related to the Limitations of the DSM/ICD: M.A.P.S. of the Territory Additional Learning Objectives Teaching Methods Summary Final Teaching Tips Further Reading Cross-References References 4 Sensation and Perception Introduction From Telescope to Data Graph Purposes and Rationale of the Curriculum in Sensation and Perception Sensation and Perception within Areas of Applied Psychology Core Contents and Topics of Sensation and Perception Serial Teaching of Nonserial Processing Gestalt Psychology Fog Free and Objective Teaching, Learning, and Assessment in Sensation and Perception: Approaches and Strategies The Touch Metaphor for Vision Change Blindness Transfer Tasks Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Cross-References References 5 Teaching the Psychology of Learning Introduction The Study of Learning in Historical Context Learning Versus Cognition Current Trends Purpose and Rationale for the Curriculum in Learning Learning Objectives Core Content and Topics of the Learning Course Suggestions for Introducing the Course Definitions of Learning Evolution by Natural Selection Research Methods Teaching, Learning, and Assessment in Learning Courses: Approaches and Strategies Interactive Lectures Making Predictions Retrieval Practice Classroom Response Systems and Peer Instruction Distributed Practice Connecting Information Assessment of Student Learning Operant Project Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Teaching Tips Resources Cross-References References 6 Teaching of General Psychology: Problem Solving Introduction Purposes and Rationale of the Curriculum in Problem Solving Core Contents and Topics of Problem Solving Historical Core Content and Topics New Data Science Core Content and Topics Data Science Internet of Things Network Analyses Ecological Networks Social Networks Epistemic Networks Artificial Intelligence Teaching, Learning, and Assessment in Problem Solving: Approaches and Strategies Challenges and Lessons Learned Recommended Further Reading Historical Approaches to Problem Solving Professional Competence Individual Differences Data Science in Psychology References 7 General Psychology Motivation Introduction Historical Roots of Motivation Science Central Issues of Motivation Science Purposes and Rationale of the Curriculum in Motivation Science Core Contents and Topics of Motivation Science The Pre-decisional Phase: Theories About Goal Setting The Pre-actional and Actional Phases: Theories About Goal Striving The Post-actional Phase: Evaluation of Goal Realization Approaches and Strategies for Teaching, Learning, and Assessment in Motivation Science Challenges and Lessons Learned Teaching, Learning, and Assessment Resources References 8 Topics, Methods, and Research-Based Strategies for Teaching Cognition Introduction Major Themes Historical Influences Current Trends Purpose and Rationale of Our Curriculum in Cognition Core Contents and Topics of Cognition Theories in Cognition Research Paradigms Used in Cognitive Research Human Mental Chronometry The Influences of Neuropsychological Research Techniques in Memory Research Using Cognitive Neuroscience to Inform Cognitive Theory Using Big Databases to Explore Empirical and Theoretical Questions Teaching, Learning, and Assessment in Cognition: Approaches and Strategies Student Learning and Assessment Teaching Strategies Informed by Theory and Research Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Cognitive Psychology In-Class Demonstrations Cross-References References 9 How to Design and Teach Courses on Volition and Cognitive Control Introduction Purposes and Rationale of a Curriculum in Volition and Cognitive Control Core Contents and Topics of a Curriculum on Volition and Cognitive Control Section 1: Introducing the Topic and Learning Objectives and Instigating Students´ Interest Section 2: Basic Concepts, Theoretical Constructs, and Key Research Questions Section 3: Cognitive Mechanisms of Intentional Action Section 4: Functional Decomposition and Assessment of Cognitive Control Abilities Section 5: Self-Control and Volitional Strategies Section 6: Neural Mechanisms Underlying Volition and Cognitive Control Optional Propaedeutic Tutorial on Neuroanatomical and Neuroscience Methods Suggestions for Key Themes from the Cognitive Neuroscience of Volition and Cognitive Control Section 7: Computational Models of Cognitive Control Section 8: Cognitive Control in Applied Contexts Section 9: Philosophical Issues and Implications Teaching and Learning in Courses on Volition and Cognitive Control: Approaches and Strategies Challenges and Lessons Learned Tip 1: Include Real-Life Examples and Instigate Transfer to Daily Behavior Tip 2: Use Socratic Dialogues Tip 3: Motivate Students to Read and Critically Reflect on Original Research Papers Tip 4: Use Multimedia and Classroom Demonstrations of Experimental Tasks Tip 5: Promote Deep and Elaborative Encoding Tip 6: Provide Examples from Your Own Research and Show Your Passion for the Topic Teaching and Learning Resources Recommended Nonfiction Book on Cognitive Control Selected Handbooks and Review Articles on Cognitive Control Selected Chapters and Review Articles on Volition and Intentional Action Handbook and Selected Review Chapters on Volition and Self-Control Position Paper on the Role of Cognitive Control in Mental Disorders Selected Books on the Philosophy and Psychology of Free Will Cross-References References 10 Developmental Psychology Introduction Purposes and Rationale of the Curriculum in Developmental Psychology Core Contents and Topics of the Curriculum in Developmental Psychology Developmental Psychology: A Definition Questions of Scientific Dispute and Concepts About Development The Effect of Age and Time on Development Nature vs. Nurture The Difficulty of Differentiating Between the Influence of Nature and Nurture, an Example Continuous vs. Non-continuous Development Nomothetic vs. Idiographic Research Approaches Application in Teaching Vignette 1: Nature vs. Nurture Vignette 2: Continuous vs. Non-continuous Development Theories of Development A Potential Candidate for an Integrative Theory: The Dynamic Systems Theories Definitions Application of DSTs to Development Application of DSTs to Existing Developmental Theories Application in Teaching Vignette 3: Different Theories on the Development of Drawing Vignette 4: Dynamic Systems Theories vs. Piaget´s Theory of Genetic Epistemology Research Methods Qualitative and Quantitative Research Methods Research Designs Cross-Sectional Research Designs Longitudinal Research Designs Sequential Research Designs Microgenetic Research Designs Summary Application in Teaching Vignette 5: Qualitative and Quantitative Research Methods Vignette 6: Longitudinal and Cross-sectional Research Designs Exemplary Domain: Communication Development The Saliency of Faces Early Forms of Communication Gaze Following Joint Attention Development of Communication Application in Teaching Vignette 7: The Emergence of Joint Attention Vignette 8: The Development of Communication and Social Interaction Teaching, Learning, and Assessment in Developmental Psychology: Approaches and Strategies Relevant Topics Age Groups Suggestions on How to Teach Topics of Developmental Psychology Examples for Applied Teaching Techniques Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Textbooks Theories Specific Topics Cross-References References 11 Developmental Psychology: Moving Beyond the East-West Divide Introduction Theoretical Perspectives and a Brief History A History of ``Western Psychology´´ Some Examples of Alternative Perspectives Examples from India Childhood and the Care of Children The Ashrama Theory The Indian Sense of Self Learning Differently Emotional Landscapes The Social Construction of Gender Contemporary Perspectives Global Consequences of Local Psychology ``Humpty Dumpty Had a Great Fall´´: The Fragmented Individual Methodological ``Purity´´ and an Indifference to Context The Embryonic Fallacy, Intersubjectivity and Interobjectivity Psychologization and Biologization Pathologizing of ``Others´´ The Family Unit and the Life Cycle of the Family Constricted Collectivism and Other Dualisms The Lonely Mother and Her Precariously ``Attached´´ Infant Language Shrinkage: Idealizing Monolingualism and Word Count Learning As Schooling The East-West Divide and the Failure to Understand Mutuality Suppressing Dialogues Between Global-Local and Science-Culture Culture and Communities: Childhood As a Project Research Limitations Summing Up References 12 Teaching Physiological Psychology Introduction Purposes and Rationale of the Curriculum in Physiological Psychology Core Contents and Topics of Physiological Psychology Approaches and Strategies for Teaching and Assessment in Physiological Psychology Integrating Technology into the Physiological Psychology Course Using Science in the News to Engage Students in the Classroom Using Twitter in Support of a Course in Physiological Psychology Twitter as a Tool for Sharing Course Content Twitter in the Classroom Using Twitter as an Alternative to Traditional Class Participation Challenges Faced and Lessons Learned Teaching, Learning, and Assessment Resources for Physiological Psychology References 13 Teaching Social Psychology Effectively Introduction Social Psychology´s Focus Social Psychology´s History Action Teaching Purposes and Rationale of the Curriculum in Social Psychology Core Content and Topics of Social Psychology Teaching, Learning, and Assessment in Social Psychology: Approaches and Strategies Assessing Outcomes Tied to Teaching and Student Learning Consider High-Impact Practices as Opportunities for Assessment Challenges and Lessons Learned What If Class Members Vary Widely in Psychology Training? Do the Results of Social Psychology Research Generalize? Are Social Psychology Findings Replicable? How Should Research Ethics Be Discussed? What´s the Best Way to Teach About Difficult or Controversial Topics? How Can Social Psychology Be Taught Effectively Online? Teaching, Learning, and Assessment Resources Recommended Reading Recommended Websites References 14 Teaching Health Psychology Here, There, and Everywhere Introduction Purposes, Rationale, and Content of the Health Psychology Curriculum Teaching, Learning, and Assessment in Health Psychology A Global View of Health Psychology Canada Central and South America The United Kingdom Europe Australia Other Regions Challenges and Future Directions Annotated List of Teaching Resources Appendixes References 15 Educational Psychology: Learning and Instruction Introduction Rationale of the Curriculum in Educational Psychology Core Teaching and Learning Objectives Competencies Students Should Acquire Superordinate Learning Objectives Core Topics of Educational Psychology Approaches and Strategies in Educational Psychology Theory-Based and Evidence-Based Approaches to Teaching Core Competencies Assessing Core Competencies: Theory-Based and Evidence-Based Approaches Teaching, Learning, and Assessment Resources Recommended Readings and Resources Cross-References References 16 Neuroscience in the Psychology Curriculum Introduction The History of Neuroscience in Psychology Neuroscience in Undergraduate Psychology Programs Purposes and Rationale of the Curriculum in Neuroscience Core Contents and Topics of Neuroscience Core Concept 1: Foundational Knowledge of the Nervous System Core Concept 2: Applications of Foundational Knowledge Core Concept 3: Clinical Applications Teaching, Learning, and Assessment in Neuroscience and Psychology Courses: Approaches and Strategies Lesson: Neuroanatomy Exploration through the Whole Brain Atlas Additional Lesson Planning Resources for Core Concept 1 Lesson: Are You a Supertaster? Lesson: College Success and Sleep Additional Lesson Planning Resources for Core Concept 2 Lesson: Understanding Epigenetics and Schizophrenia Additional Lesson Planning Resources for Core Concept 3 Opportunities, Challenges, and Lessons Learned Teaching, Learning, and Assessment Resources Tip 1: Be Clear, Concise, and Transparent Tip 2: Center Evidence-Based Strategies to Promote Student Success Tip 3: Use High-Impact Practices Tip 4: Incorporate Professional Development Opportunities Annotated List of Recommended Further Readings Readings for Additional Classroom Activities and Curriculum Development Pedagogy-Related Readings Content-Focused Readings Cross-References References 17 Teaching the Foundations of Psychological Science Introduction Rationale for Learning Research Methods and Statistics Key Challenges in Teaching Research Methods and Statistics Overcoming Challenges to Teaching Research Methods and Statistics Resources for Teaching Research Methods and Statistics Assessment of Learning in Research Methods and Statistics Additional Considerations in Teaching Research Methods and Statistics Cross-References References 18 The Methodology Cycle as the Basis for Knowledge Introduction Examples of Use of the Cycle Example # 1 Example # 2 General Conclusion: What Does ``Teaching Methodology´´ Mean? References 19 Qualitative Methodology Introduction Theoretical-Methodological Foundations of Qualitative Research Theoretical Reference Points Paradigmatic Commonalities in Qualitative Research Planning and Design of Qualitative Studies Sampling Triangulation and Mixed Methods Secondary Analysis Participatory Approaches Data Production Interviews Variants of Qualitative Interviews Interview Schedules Group Discussion Observation and Ethnography Documents and Artifacts Videography and Visual Data Netnography and Online Research Qualitative Experiments Introspection, Autoethnography, and Arts-Based Research Fixing the Data Qualitative Analysis Category-Oriented Methods Qualitative Content Analysis Grounded Theory Methodology Sequence Analytical Procedures Narrative Analysis Conversation and Discourse Analysis Further Procedures and Basic Considerations Organization of the Work Process Software for Computer-Assisted Analysis of Qualitative Data Working in Research Teams Presentations of Qualitative Research and Performative Approaches Quality Criteria of Qualitative Research Research Ethics Teaching and Learning Qualitative Research General Considerations Integrated Method Education Conclusion References Further Readings 20 Psychological Assessment and Testing Introduction Nature of the Field Professional and Scientific Issues/Objectives Historical Context and Current Trends Purposes and Rationale of the Curriculum in Psychological Assessment Learning Objectives for Psychological Assessment Courses Core Contents and Topics of Psychological Assessment Organizing Frameworks for Psychological Assessment Courses Teaching, Learning, and Assessments: Approaches and Strategies Teaching Strategies Assessment Strategies Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Course Design and Teaching Cross-References References 21 Individual Differences and Personality Introduction Purposes and Rationale of Curricula Core Contents and Topics Adaptive Composition of Content Content Knowledge Concepts Scope of the Personality Concept and Domains of Individual Differences Theories and Models Research Methods Debates and Important Findings Comprehension Location of Personality and Individual Differences in Psychology Hierarchical Personality Structure and the Bandwidth-Fidelity Dilemma Traits and States as Endpoints of Continua Absolute and Relative Consistency and Stability Data Box Meaning of Heritability Estimates Relevance of Personality and Individual Differences for Applied Psychology Competencies and Skills Teaching, Learning, and Assessment: Approaches and Strategies Teaching Learning Assessment Challenges and Lessons Learned Confusion About the Multiplicity of Personality Theories and Controversies Trouble Understanding Research Methods and the Denial of their Necessity Confusion About the Multiplicity of Research Designs Teaching, Learning, and Assessment Resources Types of Resources Cross-References to Resources Handbooks and Encyclopedias Readers Journals Associations of Personality and Individual Differences Conclusions and Outlook References 22 Teaching of Work and Organizational Psychology in Higher Education Introduction Objectives and Structure of Curricula in W/O-Psychology Core Contents and Topics of W/O-Psychology Teaching, Learning, and Assessment W/O-Psychology Implementation of the Scientist-Practioner Model in W/O-Psychology Teaching Design of Application and Case-Oriented Learning in W/O-Psychology Orientation Toward Principles of Research-Based Learning in W/O-Psychology Approach of the Pedagogical Double Decker in W/O-Psychology Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Further Reading Cross-References References 23 Teaching Engineering Psychology Introduction: The Realm of Engineering Psychology Macro-Level: Chernobyl Meso-Level: Automation in Everyday Life Micro-Level: Fitts´ Law Background and Interdisciplinary Character of Engineering Psychology Purposes and Rationale of the Curriculum in Engineering Psychology Core Contents and Topics of Engineering Psychology Teaching, Learning, and Assessment in Engineering Psychology: Approaches and Strategies The Importance of Case Studies Target Audience Involvement of Practitioners Examples for Teaching Case 1: Small Group Teaching Case 2: Seminar on Automation Case 3: Small Group Practicals Based on Real-World Examples of Engineered Systems Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Cross-References References 24 Cultural Psychology Introduction Historical Context Current Trends Purposes and Rationale of the Curriculum in Cultural Psychology Core Contents and Topics of Cultural Psychology Wholeness as the Object of Study Defining Psychological Facts Ontogenesis and Time Teaching, Learning, and Assessment in Cultural Psychology: Approaches and Strategies Training Observation Skills Training Cultural Defamiliarization Training Dialogical Skills Challenges and Lessons Learned Science Is One, and It Is Universal Teaching and Learning Resources Cross-References References 25 Teaching Media Psychology Introduction Media Effects in the Classroom The Cautionary Tale of Media Violence Bandura´s Origin Myth of Aggression The Pitfalls of Media Violence Research What Is a Teacher to Do? Embrace the Debate Highlight the Politics of Science Arguments to Authority The Limits of Meta-Analyses Other Media Effects Fields Tips for Teachers Check the Textbook Highlight the Replication Crisis Focus on Research Methods Promote Civil Debate Legitimize Uncertainty Emphasize the Value of Free Speech Concluding Thoughts Cross-References References 26 Unfurling the Potential of the Counselor From the Beginning: The Emergence of Counseling and Psychotherapy Counseling and Psychotherapy in Asia Therapist Characteristics and Their Influence on Therapy Counselor and Therapist Competence Technology and Its Influence on Mental Health Services Education and Training for Counseling and Therapy Conclusion: Meeting the Challenges of Counselor Training and Education References 27 Gender Studies Introduction Feminist Movement Facts and beyond Gendered Reflection of Race Section A: Analysis of Gender-Sensitive Approaches in Academic Psychology and Mental Health Practice Gender in Psychological Theories Gender in Psychological Measurement Outlines of Gender in Psychological Research Gender-Sensitive Trends in Diagnosis and Therapy Facts and Beyond Female Counsellors to Male Clients: Gender Matters! Section B: Empowerment of Marginalized Gender Section C: Models of Empowerment Domain A: Health and Relationships Bridging Gender-Responsive Principles and Practice: The PACE Model Women, Mothers, and Stories Voices of Members The Man Therapy Campaign: Taming the ``Tough Guy´´ Script Domain B: Agents of Socialization: Educational Resources Facts and Beyond Gender Bias in Fairytales, Media, and Schools: A Personal Perspective The Bologna Process: A Challenge for Gender and Academic Policy Facts and Beyond The GEAR Tool of the European Institute of Gender Equality Domain C: Agents of Socialization: Media Facts and Beyond The Super Prepared Asian Mother Domain D: Agents of Socialization: Occupation An Integrative Model for Gender Equality in the Workplace Domain E: Agents of Socialization: Government/Policy-Making Models The Kudumbashree Model of Gender and Social Change Facts and Beyond Gender Impact Assessment: A Reflective Practice Conclusion References 28 Teaching School Psychology to Psychologists Introduction Historical Notes on School Psychology School Psychologists´ Professional Profile Training Programs for School Psychologists Guidelines for Teaching A Proposal Conclusions References 29 Community Psychology and Psychological Distress The Dominance of Individualism Introducing Community Psychology Origins Key Principles Practice Exemplars A Pedagogy for Community Psychology A Critical Pedagogy A Pedagogy of the Privileged Developing Activist Scholars Conclusion References 30 Indigenous Psychology Introduction Purposes and Rationale of the Curriculum in Indigenous Psychology Core Contents and Topics of Indigenous Psychology Teaching, Learning, and Assessment in Indigenous Psychology Approaches and Strategies Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Cross-References Acknowledgements References 31 Teaching Psychopharmacology for Undergraduates Introduction Purposes and Rationale of the Curriculum in Psychopharmacology Learning Objectives in an Undergraduate Psychopharmacology Course Core Contents and Topics of Psychopharmacology Considerations in Developing a Three-Unit Psychopharmacology Curriculum Teaching, Learning, and Assessment in Psychopharmacology: Approaches and Strategies Course Assessments and Activities A Summary of Activity and Assessment Options Teaching, Learning, and Assessment Resources Tips for Teaching Psychopharmacology Annotated List of Recommended Websites Cross-References References Part II: Psychology Learning and Teaching for All Audiences 32 Psychology in Social Science and Education Introduction Mind and Context: What Is the Relationship? From Lewin to Bronfenbrenner: Environment and Person Context in Cultural-Historical Perspective and the Theory of Activity From Bruner to Music: The Mind as a Generator of Sense and Meaning Within a Cultural Dynamic An Example of Using the Dependent Context of the Mind in Psychology Teacher Training Some Concluding Remarks References 33 Psychology in Teacher Education Introduction Purposes and Rationale of Psychology in Teacher Education Curricula Frameworks for Professional Standards and Competences for Teacher Education Worldwide Australian Standards European Conceptions of Teacher Standards and Competences Southeast Asia Standards US Standards and Competences for Teachers African Framework of Standards and Competences for the Teaching Profession The Role of Psychology in Teacher Education: Core Teaching and Learning Objectives Core Contents and Topics of Psychology Programs in Teacher Education Psychological Topics, Concepts, and Research Areas Relevant for Teacher Education Selecting and Organizing Topics, Content-Material, and Activities for a Psychology Course Teaching, Learning, and Assessment of Psychology in Teacher Education: Approaches and Strategies Approaches for Promoting the Acquisition of Basic Psychological Knowledge Approaches for Promoting a Deeper Understanding of Applying Psychology into Teaching Approaches for Promoting an Epistemic Understanding of How Psychological Findings Are Generated Assessment Approaches Assessment of Students´ Learning, Knowledge, and Competences Assessment of Courses Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Tips for Teaching Recommended (Text)Books for Teaching Psychology in Teacher Education Programs Online Resources Cross-References References 34 Teaching Psychology in Secondary Education Introduction History: How Did We Get Here? US High School Psychology Course Curriculum and Instruction Challenges Hope for the Future Implications for Non-US Psychology Teachers Conclusion Cross-References References 35 Psychology in Work and Organizational Education Introduction A Cross-Sectional Definition of Work Work in Context A Portfolio of Topics for WOP Teaching The Ethical Dimension of WOP Teaching Decision-Making: Designing a Teaching Plan Challenges and Perspectives References 36 Psychological Literacy and Learning for Life Introduction Purposes and Rationale Context Employability as an Outcome of Psychology Education Thinking Like a Psychologist Psychological Literacy and Psychologically Literate Citizenship Implications for Psychology Education Approaches and Strategies Psychologically Literate Educators Thinking Like a Psychologist Application of Psychological Principles to Personal Goals Application of Psychological Principles to Professional Goals Application of Psychological Principles to Community, Societal, and Global Goals Curriculum Renewal Challenges and Lessons Learned Concluding Thoughts Teaching, Learning and Assessment Resources Tips Further Readings Cross-References References 37 Psychology in Professional Education and Training Introduction Purpose of the Curricula in Vocational Education and Further Education in a Changing World Social Change Change in the Professional World Change in the Comprehension of Learning Change in Learning Environments Requirements for Education Rationale, Basic Concepts, and Objectives of Vocational Education and Further Education Theory-Based Versus Practice-Integrated Formal Versus Informal General Versus Vocationally Specific Efficiency Versus Personal Growth Literacy Versus Citizenship Teaching, Learning, and Assessment in Vocational Education and Further Education Professional Socialization Personality Development Optimal Development Learning Competence Development Challenges and Lesson Learned: Course Design and Didactics Experiential Learning and Inquiry-Based Learning Hybrid Forms of Teaching Vocational Guidance and Counseling Subjects and Contents Evaluation Psychologists as of Teachers Outlook: Innovation of Continuing Education and Psychology for Non-psychologists Teaching, Learning, and Assessment Resources Tips and Questions Further Readings Cross-References References 38 Teaching Sport and Exercise Psychology Introduction Definition and Brief History of Sport and Exercise Psychology Current Issues and Future Directions Purposes and Rationale of the Curriculum Core Contents and Topics of Sport and Exercise Psychology Historical Perspectives Knowledge Development Individual Differences Group Dynamics Leadership Psychological Skills Exercise Motivation and Well-Being Psychology of Injury Character/Moral Development and Aggression Teaching, Learning, and Assessment in Sport Psychology: Approaches and Strategies Flipping the Classroom Turning a Class Into a Team UNIFORM Program Assessment Considerations in Sport Psychology Challenges and Lessons Learned Teaching, Learning, and Assessment Resources References 39 Family Therapy Triadic Perspective Triadic Perspective of Semiotic Mediation Clinical Supervision Modalities Generalization and Contextualization Levels of Semiotic Construction Guidance Process in a Temporality Frame Dialogicity Diversity of Dialogues and Aims The Person of the Therapist: From An Individual and Structural to a Dialogical and Temporal Understanding The Clinical Supervision as Collaborative Learning Conclusion Cross-References References 40 Medical Education History of Psychology in Medical Schools Barriers to Integrating Psychology in Medical Schools Overcoming Barriers to Teaching Psychology in Medical Schools Teaching Psychology in Medical Schools Conclusions References 41 Psychology of Art Introduction Purposes and Rationale of the Curriculum in Psychology of Art Classic Approaches to the Intersection ``Art´´ and ``Psychology´´ Psychoanalysis and Its Outspreads The Contribution of Carl Gustav Jung Lev. S. Vygotsky and His Legacy on Psychology of Art Gestalt Psychology: Art and Perception Beyond the Classics: Recent Approaches Interfacing Psychology and Art A Shift in Focus: From Objects to People Psychology of Art´s Focus on People: A Performative Turn Some Teaching, Learning, and Assessment Resources Articulate Theoretical Interests Within Psychology to Contents in Classroom Consider the Profile of the Classroom Work with Seminal Texts Using Visual/Audio/Literary ``Resources´´ Stimulate Fruition Reading References From within From Outside Psychology Cross-References References 42 Psychology and Social Work Through Critical Lens Introduction Teaching and Learning Objectives of the Chapter Social Work in a Liquid Era Social Work: A Kaleidoscopic Concept Psychology and Social Work in Contemporary Societies: Overcoming a Traditional Stance Toward a Critical Stance on Social Sciences and Social Work: The Importance of the Sociocultural Turn Applied Psychology and Contexts of Practice in Social Work Healthcare and Social Work Family-Centered Social Care and the Active Participating Beneficiaries Social Work in Educational Settings Concluding Remarks References 43 Learning and Teaching Geropsychology Introduction Geropsychology Research Professional Geropsychology and Geropsychology Teaching Purposes and Rationale of the Curriculum in Geropsychology Qualification for Understanding and Solving Age-Related Problems Diversity of Study Programs: Challenge for Curriculum Development in Geropsychology Core Learning and Teaching Objectives in Geropsychology: Content Dimensions Dimension A: General Foundations of Geropsychological Acting Dimension B: Basic Components of Geropsychological Acting Dimension C: Reference Levels of Geropsychological Acting Dimension D: Domains of Acting, Functioning, and Development Dimension E: Target Groups of Geropsychological Acting Dimension F: Settings for Geropsychological Work Dimension G: Level of Competencies Core Contents and Topics of Geropsychology Theoretical Foundations Basic Concepts of Age, Aging, and the Aged Action Competence of Older People Acting in Everyday Life Personal self-Regulation of Development Challenges in Later Life: Demands for Adaptation Age-related Diseases and Geriatric Syndromes (Including Causes and Risk Factors) Normative Life Transitions Historical Events and Changes Non-normative Life Transitions Resources for Adaptation of Older People Personal Resources Social Resources Physical and Technological Resources Problems of Other Target Groups: Relatives of Older People and Professionals Family Caregivers of Older People: For Example, Caregiver Burden and Gain Professional Caregivers of Older People: For Example, Concerns of Long-Term Care (LTC) Staff Normative Foundations Ethical Foundations Legal Foundations Methodical Foundations Research Methods and Resources Overview of Research Process Related to Ageing and Older People Choosing a Research Method and a Design Analyzing Data and Reporting Findings Applied Geropsychological Assessment and Evaluation Methods General Issues Data Sources and Access Options Selected Problem Areas Intervention Methods General Issues Preventive interventions Corrective interventions Settings of Geropsychological Work Private Households (old person, relatives) Educational Institutions Work Locations for Older People Healthcare Institutions Linking of Courses to Modules Within Study Programs Modules of Geropsychological Study Programs Arranging Course Sequences over Several Semesters Teaching, Learning, and Assessment in Geropsychology: Approaches and Strategies Learning Outcomes, Teaching, and Assessment: Issues of Alignment Intended Learning Outcomes Teaching and Learning Activities Assessment Tasks Different Target Students: Geropsychology in Non-psychological Study Programs Challenges and Lessons Learned Research and Practical Application Teaching and Practical Application Research and Teaching Teaching, Learning, and Assessment Resources Tips for Geropsychology Teaching Organizing and Updating Curricula Organization of the Semester-by-Semester Schedule of Classes Kinds of Teaching and Learning Activities Annotated References for Further Reading Handbooks/Encyclopedias Textbooks Journal Articles Journals with Regular Contributions on Geropsychological Topics Journals with Contributions Relevant for Teaching Geropsychology URL-links to Teaching, Learning, and Assessment Resources Cross-References References 44 Psychology of Special Needs and Inclusion Introduction Special Needs and Disability from a Cultural Perspective Inclusion and Inclusive Education Around the World The Psychological Issues Connected to Inclusion Attitudes Toward Inclusion in Peers and Adults Inclusion and Participation Inclusion and Well-Being The Satisfaction of Families Toward School Inclusion Implications for Learning and Teaching How to Promote Inclusive Attitudes How to Build an Inclusive Environment Inclusive Teaching Practices References 45 Teaching the Psychology of Religion and Spirituality Introduction What Is the Psychology of Religion and Spirituality? Defining the Psychology of Religion and Spirituality A Brief History of the Psychology of Religion and Spirituality Major Content Areas of the Psychology of Religion and Spirituality Teaching the Psychology of Religion and Spirituality as an Undergraduate Course Contexts for the Course Possible Course Texts Suggested Attitudes for Teaching PRS Instructional Strategies Introducing PRS in the General Psychology and Related Undergraduate Curriculum PRS in the Graduate Curriculum Summary References 46 Epistemology of Psychology Introduction Positivist Epistemology Critiques of Positivism Another History of Knowing Subject and Known Objects Epistemic Situation in Psychology A Lesson to Be Learnt References Further reading 47 Psychology in Health Science Introduction Purposes and Rationale of the Curriculum in Health Psychology From the Clinical Model to ``Functional´´ Well-Being Core Contents and Topics of Psychology in Health Science Functional Competency Foundational Competency Health Psychologist Job Requirements Teaching, Learning, and Assessment in Health Psychology Approaches and Strategies Online Teaching and Learning Assessment Best Solutions for Teaching and Learning in the Psychology Area Challenges and Lessons Learned Teaching, Learning, and Assessment Resources Advice for Supporting Teaching Recommendations for Psychology Teachers Recommendations for Students Assessment Resources for Supporting Psychology Teachers and Constructing a Learning Environment Cross-References References URLS References Part III: General Educational and Instructional Approaches to Psychology Learning and Teaching 48 Basic Principles and Procedures for Effective Teaching in Psychology Characteristics of Effective Teachers Preparing Your Courses Setting Goals Choosing Course Materials Creating a Syllabus Setting Up Your Grading System Evaluating Student Learning Tests and Quizzes Writing Assignments Applying the Psychology of Learning to Student Evaluation The First Day of Class Exploring Your Classroom Establishing Yourself as a Teacher Developing Your Teaching Style Effective Lecturing Answering and Asking Questions Promoting Class Discussion Conducting Classroom Demonstrations Faculty-Student Relationships The Ethical Use of Teacher Power Dealing with Student Requests, Complaints, and Problems Dealing with Student Behavior Problems Assessing and Improving Your Teaching Evaluations by Students Evaluations by Colleagues Self-Evaluation Integrating Teaching into Your Academic Life References Recommended Readings 49 First Principles of Instruction Revisited Introduction Historical Context and Rationale Design Issues and Approaches Instructional Design Theory Instructional Goals Elements of Content Instructional Interaction Instructional Strategies Problem-Solving Model Problem-Progression Model First Principles of Instruction Problem-Centered (Let Me Do the Whole Task!) Activation (Where Do I Start?) Demonstration (Don´t Just Tell Me; Show Me!) Application (Let Me Do It!) Integration (Watch Me!) Implementation Evaluation Issues and Approaches Levels of Instructional Strategy Measurement of Complex Task or Problem-Solving Performance Pebble-in-the-Pond Model for Instructional Design Core Findings and Current Trends Are First Principles of Instruction Widely Implemented? Do First Principles of Instruction Promote More e3 Instruction? Are First Principles of Instruction Useful to Evaluate Existing Instruction? Challenges, Lessons Learned, and Implications Challenges and Lessons Learned in Developing a Prescriptive Instructional Design Theory Implications for Learning and Teaching Psychology Teaching, Learning, and Assessment Resources Learning Events Review Rubric Syllabus Review Checklist Bibliography Complete Description of First Principles of Instruction Pebble-in-the-Pond Model of Instructional Design Research Support for First Principles of Instruction Demo Courses That Were Specifically Developed by Applying First Principles of Instruction Cross-References References 50 Problem-Based Learning and Case-Based Learning Introduction Purposes and Rationale Design Issues and Approaches Problems and Cases in PBL Structure of the PBL Process Tutoring PBL Small-Group and Self-Directed Learning Scheduling PBL and Other Organizational Issues Grading in PBL Evaluation/Research Issues and Approaches in PBL and Their Results Comparison of Efficiency and Effectiveness Between PBL and Traditional Curricula Moderators in PBL Evaluation Comparison Between Different Settings of PBL Meta-review on PBL Current Trends Challenges, Lessons Learned, and Implications for Learning and Teaching Psychology Teaching, Learning, and Assessment Resources Associated with PBL Cross-References References 51 Inquiry-Based Learning in Psychology Introduction Professional and Scientific Issues and Objectives Historical Context Purposes and Rationale Design Issues and Approaches Phases of Inquiry-Based Learning: The Inquiry Cycle A Synthesis of Existing Inquiry Phases and Cycles Evaluation/Research Issues and Approaches Associated with the Topic Core Findings and Future Trends The Cognitive Dimension of Inquiry The Guidance Dimension of Inquiry Effects of Cognitive Demands and Guidance Within IBL Implications for Learning and Teaching Two Questions Remain: What Type of Guidance Is Adequate, and for Whom? Further Implications for Learning and Teaching IBL in Higher Education: Facilitating Factors and Constraints IBL and Computers: Tools for Successful Inquiry and Learner Collaboration Tools Supporting the Orientation Phase Tools Supporting Questioning in the Conceptualization Phase Tools Supporting Hypotheses Building in the Conceptualization Phase Tools Supporting Exploration in the Investigation Phase Tools Supporting Data Interpretation Tools Supporting the Conclusion Phase Challenges, Lessons Learned, and Implications Teaching, Learning, and Assessment Resources Associated with the Topic Reading Resources Web Resources: Tools Supporting IBL Processes Cross-References References 52 Small Group Learning Introduction Purposes and Rationale Design Issues and Approaches (The Combination of) Individual Learning Prerequisites for Successful Group Learning Group Processes for Successful Small Group Learning Instructional Conditions for Successful Small Group Learning The Jigsaw Approach The Peer Feedback Approach The Collaboration Script Approach The Group Awareness Approach Research Issues and Related Approaches Core Findings and Current Trends Challenges, Lessons Learned, and Implications for Learning and Teaching Psychology Teaching, Learning, and Assessment Resources Associated with Research on Small Group Learning Cross-References References 53 Service Learning Introduction Purposes and Rationale Philosophical and Pedagogical Roots of Service Learning Service Learning as Pedagogy in the Psychology Curriculum Design Issues and Approaches Effective Service Learning Establishes Clear Educational Goals Students Are Engaged In Tasks that Challenge Them Service Tasks Have Clear and Significant Goals Students Are Well Prepared for Their Service Activities Student Reflection Before, During, and After Service Maximize Student Voice in the Service Project Valuing Diversity Promote Collaboration with the Community Systematic Formative and Summative Evaluation Assessment Enhances Student Learning Acknowledge and Celebrate Students´ Service Work Assessment and Research Issues Assessment and Research on Student Outcomes of SL Theory Assessment Research Design Assessment and Research on Community Outcomes Participatory Community Action Research as SL Core Findings and Current Trends Core Findings Meta-Analyses Longitudinal Studies Authentic Evidence Course Characteristics Reflection Types of Service Trends Scaffolding Service Learning Assessing the Quality and Attributes of SL Course Internationalizing the Psychology Curriculum Other Hybrid Pedagogies Enhancing Democratic Engagement in Service Learning eService Learning (eSL) Utility of SL in Preparing Students for the Existential Crisis of Climate Change Challenges, Lessons Learned, and Implications for Learning and Teaching Psychology Conclusion Cross-References Teaching, Learning, and Assessment Resources References 54 Assessment of Learning in Psychology Introduction Design Issues and Approaches of Summative Assessment Traditional Exams Integrative Papers Authentic Assessments Facilitating Successful Student Performance Evaluation/Research Issues Associated with Summative Assessment Establishing Validity of Summative Assessments Establishing Reliability of Summative Assessments Findings and Current Trends Challenges, Lessons Learned, and Implications for Learning and Teaching Psychology Conclusions Teaching, Learning, and Assessment Resources Associated with Summative Assessment Appendices Appendix A: A Summative Protocol for Introductory Psychology Proposal for Problem-Solving Measure for Introductory Psychology Appendix B: Example of a Speaking Rubric for Summative Assessment References 55 Formative Assessment and Feedback Strategies Introduction Purposes and Rationale Formative Assessment Formative Feedback Design Issues and Approaches Core Design Issues Approaches Informing the Design of Formative Assessment and Feedback Strategies Research Issues, Core Findings, and Current Trends Overview on Research Issues Core Findings Current Trends Challenges and Implications for Learning and Teaching Psychology Teaching, Learning, and Assessment Resources Tips for Teaching and Learning Recommended Readings Online-Resources and Tools Cross-References References 56 Technology-Enhanced Psychology Learning and Teaching Introduction Purposes and Rationale Design Issues and Approaches Decision-Oriented Instructional Design (DO ID) Model Analyses Analysis of the Addressees: Needs Analysis of the Subject Matter Analysis of the Resources Formats Content Structuring Learning Tasks and Narration Technical Aspects Multimedia Design Motivational and Emotional Design Interaction Design Time: Time Allocation Graphics Design: Layout Implementation Suitable E-Learning Formats for Psychological Contents Online-Lectures: Mini-lectures E-seminars (Webinars) Simulations Videos: Interactive Videos Augmented Reality (AR)/Virtual Reality (VR)/Mixed Reality (MR) MASL Multimedia-Assisted Self-Regulated Learning Conclusion, Challenges, and Current Trends Recommended Further Readings References 57 A Blended Model for Higher Education Introduction Purposes and Rationale Design Issues and Approaches: The Blended Collaborative and Constructive Participation (BCCP) Model The Trialogical Learning Approach (TLA) Role-Taking (RT) The Jigsaw Method Evaluation: E-Portfolio and ``Friend of Zone of Proximal Development´´ (ZPD) Core Findings and Current Trends Teaching and Learning Resources Challenges and Lessons Learned Cross-References References 58 Learning and Instruction in Higher Education Classrooms Introduction Section 1: Organizing and Structuring Your Course The Value of Organization The Value of Structure Section 2: Activities that Foster Learning The Value of Activity as Engagement Activities in Class Activity Inside of Class Activity Inside or Outside of Class Section 3: The Way to Lecture Directing and Sustaining Attention Using Personal Examples Activating Positive Student Emotions Section 4: Concluding Remarks Cross-References References Index