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Teachers of Psychology in Secondary Schools (TOPSS)

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Teachers of Psychology in Secondary Schools (TOPSS)

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This is a committee dedicated to providing resources to psychology teachers and students. Through this committee, there are chances for recognition of academic excellence.

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Psychology Educators, Take Your Career to the Next Level | Join APA

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In today’s rapidly changing education landscape, the American Psychological Association gives you extraordinary benefits that can help you thrive and succeed in your teaching career.

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This network has a newsletter you can subscribe to, as well as a directory of events, book reviews, and discussions on hot topics like DEI

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The Psychology Teacher Network is a publication of the APA Education Directorate, with PT@CC and TOPSS news, book reviews, and articles on teaching psychology.

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Once a student, always a student! This group is focused on leading psychology students into professional fields and providing information to guide students through their studies.

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The Psychology Student Network is a publication of the APA Education Directorate designed for precollege and undergraduate psychology students, which features articles and announcements about careers and interesting topics in psychology with a focus on opportunities for students.

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Of these three groups, PTN and PSN are curated wells of information. TOPPS, on the other hand, is a resource built for teachers, chock-full of tools you didn't even know you wanted. TOPSS has a $50 annual fee, which comes with many benefits. TOPSS delivers information on ways to tackle hot issues like racial inequality. Lesson plans, activities, and resources on technology to use in the classroom are provided by the community. Joining this community is not only feasible, but something that will provide endless benefits as the years go on.

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Indiana High School Psychology Teachers Association

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Indiana High School Psychology Teachers Association

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Indiana High School Psychology Teachers Association hosts an annual conference which seeks to "sharpen teachers’ pedagogical skills, provide a forum for the exchange of teaching techniques among peers, and foster professional development." The only webpages I could find on the event point to the IUPUI campus, but IUPUI is now defunct, so I have been looking into other sources. They seem to have a Facebook page; I don't have a Facebook account and would prefer to never have one, but it seems like it is something I will need to sign up for in order to properly participate in the culture.

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Indiana High School Psychology Teachers Association – Indiana Council for the Social Studies

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There seem to be only two conferences held in Indiana, though there are many held in Chicago. I lived in Chicago for a few years and have many friends there, so it would be no issue for me to travel to those conferences, though I would prefer to stay close.

There are no hyper-specific conferences near the midwest or heartlands. All of the conferences have the same goal of bringing educators together to discuss pedagogy.

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The entire APA.org website is a goldmine of digital resources. The website has a very robust education section that has housed most of the information I found for this assignment.

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The OPL allows for students to experience the scientific process without having to deal with all of the discouraging tedium of coding in PsychoPy or the frustration of watching your computer crash when you try to open SPSS or JASP. The program is designed with students in mind. The APA website has outlines for lessons which integrate OPL into their instruction.

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Welcome to the APA Online Psychology Laboratory! OPL provides highly interactive resources for the teaching of psychological science. The peer-reviewed materials include online studies and correlational studies, large data sets, demonstrations, and teaching aids. You are invited to use the site to furth…

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(I hope this link works! It doesn't look like it does, so here is the DOI: https://doi.org/10.1037/edu0000660)

The document examines the PISA 2015 assessment, focusing on adolescents' aspirations in STEM fields and the role of epistemic beliefs in shaping motivation and science achievement. It highlights the necessity of measurement invariance for valid cross-national comparisons and investigates how factors such as gender and socioeconomic status influence these relationships. The findings show positive correlations between epistemic beliefs, motivation, and achievement in STEM, which suggests that fostering strong epistemic beliefs may enhance students' engagement in STEM.

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While the study provides valuable insights into the interplay between epistemic beliefs and STEM aspirations, it would be nice to have more information on cultural context. The emphasis on measurement invariance is good, but the article doesn't have much discussion on how cultural differences might affect students' epistemic beliefs and motivations. Additionally, the reliance on pure data may overlook less ubiquitous aspects of students' experiences and aspirations. Future research should incorporate diverse methodologies, including qualitative approaches in order to capture the many complexities of students' motivations and beliefs across different cultures.

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(Same as last article. Not sure if the link is working well. Here is the DOI: https://doi.org/10.1037/edu0000646)

The study explores the effects of multimedia, like text and images, and response formats, like multiple choice or short answer, on students' performance, metacognitive judgments, and satisfaction during assessments. This is conducted in a classroom setting and uses mixed-effects models to analyze data from multiple experimental conditions. Key findings show that students exhibited higher expected success on multiple choice items and reported greater satisfaction with text-picture items compared to text only items, suggesting that multimedia elements can enhance engagement and motivation during testing.

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Though the study provides valuable insights into the role of multimedia in educational assessments, several limitations exist. First, the reliance on self-reported measures for metacognitive ratings and satisfaction leave room for bias, as students might overestimate their performance or enjoyment. Additionally, the sample size and diversity of participants are not specified, which raises questions about the generalizability of the findings across different educational contexts. The study also lacks a thorough exploration of the interaction effects between multimedia and response formats, which could provide deeper insights into how these factors influence learning outcomes. Overall, while the findings are promising, further research with a more robust methodology is needed to validate and expand upon these results.