Education Chronicle Issue 2 Number 2

Spring/Summer 2005 Issuehttps://touroscholar.touro.edu/archives_books/1194/thumbnail.jp

Education Chronicle Issue 1 Number 2

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Education Chronicle Issue 1 No. 1

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Education Chronicle Issue 4 No. 1

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Education Chronicle Issue 1 Number 3

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Education Chronicle Issue 3 Number 1

Fall/Winter 2005/2006 Issuehttps://touroscholar.touro.edu/archives_books/1195/thumbnail.jp

The Psychology of Division

Recent attempts to clarify the subject of long division point to the fact that it is difficult. All data considered, we may say that it is the hardest block in the elementary school curriculum. Long division is especially difficult for the fourth-grader. It is apparent that the multiplicity of skills accounts for much of the learning difficulty. Because there are no infallible rules to follow, long division approaches the problem solving situation. In a sense, every example in long division tends to become a distinct problem in itself

Using Lower-Division Developmental Education Students as Teaching Assistants

There has been little research on the experiences of undergraduate teaching assistants, and this small body of information is usually tightly focused on traditional disciplinary concerns like sociology, psychology, and communications. Additionally, undergraduate teaching assistant research tends to focus on upper-division students. This article explores the benefits and drawbacks of using lower-division developmental education students as teaching assistants in developmental social science courses. Included are comments from students enrolled in a course staffed by a sophomore as the teaching assistant. Employing developmental education students as teaching assistants can be beneficial to instructors, students, and the teaching assistants themselves

Psychology, men and cancer

A disease of the anatomical or social body, cancer raises fears about the uncontrollable division and multiplication of some abnormality that will lead ultimately to the destruction of those very conditions that make possible our lives. Cancer incidence and mortality rates are higher in men than women, raising questions about the roles for psychologists in relation to gender and cancer. Psychologists are wont to question the division of population level statistics by sex rather than other, such as behavioural, categories. Conceptual distinctions between biological sex and psychosocial gender are taught early in the psychology curriculum, but cancer of the breast questions the easy separation of the biological bod