• Applied Cyberpsychology: Practical Applications of Cyberpsychological Theory and Research

      Hinton, Danny; Stevens-Gill, Debbie; Attrill, Alison; Fullwood, Chris (Palgrave Macmillan, 2016)
      At its core, the field of psychometrics is concerned with the measurement of psychological constructs. The term psychometric is derived from the ancient Greek words ψυχικός (“of the soul”; “of life”) and μέτρησις (“measurement”), and describes a group of methods by which a psychologist can measure a test taker’s cognitive ability, personality, attitudes, interests, or other psychological characteristics relevant to a wide variety of therapeutic, occupational, educational, and forensic settings. These measurements are based on the test taker’s responses to a series of questions and statements, known as items, traditionally administered using a pencil-and-paper system of question booklets and answer sheets. Within practitioner circles (as is the case in this chapter), “psychometrics,” “psychological assessment,” and “psychological measurement” are terms that are used interchangeably (Coaley, 2014).
    • Standing on Honeyball’s Shoulders: A History of Independent Women’s Football Clubs in England

      Williams, Jean; Elsey, Brenda; Pugliese, Stanislao (Palgrave Macmillan, 2017)
      The essays in this volume use football to create a dialogue between history and other disciplines, including art criticism, philosophy, and political science. The study of football provides fertile ground for interdisciplinary initiatives and this volume explores the disciplinary boundaries that are shifting “beneath our feet.” Traditional disciplines in the humanities and social sciences have come to embrace diverse research methodologies and the increased scholarly attention to football over the past decade reflects both the startling popularity of the sport and the trends in historical scholarship that have been termed the “cultural,” “interpretive,” or “linguistic” turns. This volume includes work on gender, sexuality, and ethnicity, which have challenged disciplinary fault-lines.
    • Supporting students’ learning: The power of the student–teacher relationship

      Cureton, Debra; Gravestock, Phil; Shah, Mahsood; McKay, Jade (Palgrave Macmillan, 2018-07-06)
      The learning relationship between students and those who teach them is intrinsic to student success (Thomas, Building student engagement and belonging at a time of change in higher education. London: Paul Hamlyn Foundation, 2012). Moreover, one of the factors that can lead to differential outcomes in student success is believed to stem from differences in the perceived and experienced learning relationships between students and their lecturers (Cousin and Cureton, Disparities in student attainment (DiSA). York: Higher Education Academy, 2012). This chapter considers the components of the student and teacher learning relationship that encourage students to be successful, and the multi-layered and multifaceted factors that can affect such relationships. The chapter will draw on the wider literature around learning relationships, whilst providing illustrative case studies from two research programmes: Disparities in Student Attainment (DiSA) and phase two of the What Works? project.
    • Technology-assisted memory

      Mercer, Tom; Attrill, Alison; Fullwood, Chris (Palgrave Macmillan, 2016-09-20)
      Memory plays a crucial role in all aspects of life, yet forgetfulness and memory distortion is common. People are therefore willing to ‘offload’ memories onto external aids, including technology. This chapter explores the ways in which technology can change memory processes, and examines the wider implications of technology-assisted memory. The scientific evidence shows that whilst technology can sometimes damage remembering, there are positive applications too. This chapter reviews the benefits of technological memory aids and shows how they can support remembering within a variety of applied settings. The value of assistive technology for those with memory impairment is also discussed. The chapter concludes by outlining the wider implications of technological memory aids, and summarises the advantages of possessing a technology-assisted memory.
    • The Affective Domain and Attainment

      Cureton, Debra; Cousin, Glynis (Palgrave Macmillan, 2012-10-30)
    • The benefits of giving: learning in the fourth age and the role of volunteer learning mentors

      Hafford-Letchfield, Trish; Lavender, Peter; Melling, Alethea; Pilkington, Ruth (Palgrave Macmillan, 2018-04-12)
    • The International Council for Adult Education and Adult Learning Policy: Addressing the Gap between Rhetoric and Practice

      Tuckett, Alan; Milana, Marcella; Nesbit, Tom (Palgrave Macmillan, 2015)
      The first decade of the twenty-first century began with high hopes for improved opportunities for adult learners. In 1996 a UNESCO committee produced Learning: The Treasure Within (Delors, 1996), and in the same year the finance ministers of OECD countries agreed to give new impetus to lifelong learning policies since human capital was of central importance to the prosperity of industrialized economies (OECD, 1996; Rubenson, 2009; Schuller, 2009). These initiatives were followed by two key global events at which governments signed agreements to improve opportunities for the education of adults. CONFINTEA V, which was held in Hamburg in 1997, had established a broad developmental agenda for adult education (Nesbit and Welton, 2013) which recognized its distinctive role, both as a key part of the structured educational system and as a catalyst in achieving improvements to health and wellbeing, in industrial development, and in securing vibrant democracies through their active and engaged citizens (UNESCO, 1997). In 2000 the education agenda that had been agreed a decade earlier at Jomtien, Thailand, was reviewed and strengthened at the World Education Forum (UNESCO, 2000), which was held in Dakar, Senegal. Six global goals were agreed upon, including halving the rate of illiteracy by 2015; securing gender equality in access to education for girls and women; and, more vaguely, meeting the learning needs of all young people and adults through equitable access to appropriate learning and life-skills programmes (UNESCO, 2000).