What do high school teachers of psychology think

about the discipline, its value, and their relationship

to traditional “academic” psychology and its practitioners: some

preliminary dataSteve Provost (SCU)Leigh Mellish (UNSW)Jacquelyn Cranney (UNSW)

Part of the agenda for the Carrick Discipline Based Initiative held by Jacky Cranney Other aspects of this work (honours students and staff surveys) reported by Frances Martin and Jacky Cranney elsewhere at this conferenceStrong links with stakeholders, including HODSPA and the APSMovement towards a national curriculum Provides a “voice” for high school teachers of psychology

Very hard to find any empirical work relating to the teaching of psychology in high schools

What there is relates to its development in the United States

My interpretation of key issues follows...

Search for evidence of impact on subsequent university studyDambrot and Poppleston (1975) found no difference in college-level achievement due to high school participation. Explained this in terms of inadequate knowledge base of teachers and different goals of two types of courses (mental hygiene vs science)Federici and Schuerger (1976) obtained same outcome, and found no difference on a pre-test completed on the first day of class! Focussed on differences in course orientation and teaching methods.Rossi et al (2005) found pre-test differences at one university (Auburn, 44.4% vs 39.9%) but not at another (Tuskegee, 32.5% vs 31.7%). Difference disappeared by end of semester. Considered variety of explanations, including possibility that studying at high school decreases motivation to study at uni

Tension between the teaching of mental health and self development vs psychology as a scienceInitial emphasis on mental hygiene, still strongIntermittent advocacy for critical thinkingMore recent concern for college preparation in science

Concerns about curriculumRolison and Medway (1982) commented on teacher qualifications, instructional material and teaching methodsDifferences in course content described by Griggs et al (1989) High School and College Psychology: Two Different Worlds

Concerns about the qualifications of teachersRagland (1992) proposed a five-year program, with a bachelors degree incorporating key elements of psychology (experimental, personality, developmental, learning and mental health) followed by a masters of education.

Key events in the teaching of high school psychology and the APA (Benjamin 2001; Hakala, 1999)Newsletter Periodically first published in 1970 along with the establishment of a clearinghouse for high school teachingAdvanced Placement psychology exam approved in 1988, administered in 1992Teachers of Psychology in Secondary Schools (TOPSS) formed as an extension of the High School Teacher Affiliate Program of the APA also in 1992

National Standards for High School Psychology Curricula (2005)

The placement of Methods at the center of the modelunderscores the importance of teaching the contentand skills consistent with the science of psychologyas the core activity of the course.

Content standards and performance indicators

CONTENT STANDARD IIB-3: Nature of attentionStudents are able to (performance standards):IIB-3.1 Explain what is meant by attention.Students may indicate this by (performance indicators):a. Finding examples of selective attention and divided attentionb. Identifying variables that draw attention to a particular eventc. Identifying variables that influence the ability to divide attentiond. Designing a demonstration that illustrates the difference between selective attention and divided attention, such as listening to a lecture while taking notese. Relating signal detection theory to an everyday example

Eight open-ended questions and 10 Likert-scale items (strongly disagree (1) to strongly agree (5))

Sent to 452 schools in Victoria, 23 in Tasmania, and four in South Australia via email.

A total of 53 responses were received from 47 schools (45 Victorian, four Tasmanian, no S. Australian, and three unidentified.

What is the context for your involvement in psychology teaching?

High /secondary school: 30VCE only (both year 11 and 12): 14Year 10 and VCE: 4Year 12 only: 1Year 11 only: 1Counselling program at tertiary level: 1

How long have you now been involved in the teaching of psychology?

Mean = 8.31SD= 5.0

What are your formal qualifications?

Grad Dip Ed: 30B Arts : 15B Science: 12M Education: 8B Arts (honours): 4B Behavioural Sciences: 4G Dip Psych: 3 B Applied Science: 3B Teaching: 3M Psych: 3G Dip Child Psych: 2G Dip Student Welfare: 2B Psych: 1

B Social Science: 1B Aquatic Science: 1B Science Ed: 1B Education: 1Higher Dip Ed: 1G Dip Psych for the teaching profession: 1G Dip Edu Psych: 1G Dip Career Ed: 1G Dip Maths Sciences: 1G Dip Creative Writing: 1

Are you a member of the Australian Psychological Society? No: 49Yes: 1Associate member: 1Was previously: 1Was previously student member: 1

Are you registered as a psychologist in any State of Australia? No: 52Provisional registration: 1

Are there any other qualifications or skills you possess relevant to the teaching of psychology? Counselling/welfare: 7Life experience: 4Research methods/statistics: 3

Where do (or could) you go for advice or information about the teaching of psychology? Other Teachers: 28Victorian Curriculum and Assessment Authority (VCAA): 11 Internet: 10Science Teachers Association of Victoria Conference: 7 Psy Ed conference: 3Unspecified Conferences: 8 Networking: 7University: 5Friends who teach psych: 5Text books/ books: 4 Other schools: 4APS: 3Individual research: 2

In general, how do you think your students perceive psychology, relative to their main focus of study? Interesting: 18Enjoyable: 13 Useful/Relevant: 12Positively: 6Self insight: 5 Easy science: 5Future study/career: 5Not main subject: 3Misperceived: 2Not important/Non-real science: 2Filler subject: 2

What do you think are the important learning outcomes for students in the psychology component you are teaching? Understanding self: 22Understanding others: 10Applicable/skills: 9Scientific knowledge: 22Scientific application/procedure: 5Biological reference to behaviour: 5Critical thinking: 3Psych as a science: 3Research methods: 2

High school teachers of psychology do so in a science context, but tend to regard outcomes from a personal development perspective

High school teachers of psychology are not well connected to or influenced by formal systems of the discipline

High school teachers of psychology would be likely to welcome constructive interaction and PD activities tailored to their needs

Promote TLaPIG as a mechanism to engage high school teachers of psychology in disciplinary activities

Involve high school teachers of psychology in discipline-relevant scholarship of teaching and learning

Get involved, at places like STAVCON, in the dissemination of current, accurate, and relevant psychological knowledge within our own content expertise

Come to the forum tomorrow

That doesn’t mean they agree with anything we say, of courseBut it does mean we are extremely grateful, especially Leigh, since he could buy food and pay rent as a

result

I’d like to thank all the wonderful people this project brought together, especially Frances, Lucy, Fiona, Lynne, Mary and Candice, and Jacky for always forgiving me when I spelled her name wrong.