Hostname: page-component-848d4c4894-wg55d Total loading time: 0 Render date: 2024-05-26T15:32:59.064Z Has data issue: false hasContentIssue false
  • English
  • Français

Practicing what we preach and serving whom we teach

Published online by Cambridge University Press:  08 February 2021

Anna K. Nastasi ,
Elora Voyles  and
Kyle J. Page
Anna K. Nastasi*
Affiliation:
IMPAQ International, LLC/University of Baltimore
Elora Voyles
Affiliation:
Southern Illinois University Edwardsville
Kyle J. Page
Affiliation:
American Family Insurance
*
*Corresponding Author. Email: anastasi@impaqint.com
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 4 , December 2020 , pp. 581 - 584
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baldwin, T. T., Kevin Ford, J., & Blume, B. D. (2017). The state of transfer of training research: Moving toward more consumer-centric inquiry. Human Resource Development Quarterly, 28(1), 17–28. https://doi.org/10.1002/hrdq.21278 CrossRefGoogle Scholar
Baytiyeh, H. (2017). The flipped classroom model: When technology enhances professional skills. International Journal of Information and Learning Technology, 34(1), 51–62. https://doi.org/10.1108/IJILT-07-2016-0025 CrossRefGoogle Scholar
Boopathiraj, C., & Chellamani, K. (2013). Analysis of test items on difficulty level and discrimination index in the test for research in education. International Journal of Social Science & Interdisciplinary Research, 2(2), 189–193.Google Scholar
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. https://doi.org/10.3102/00346543076001001 CrossRefGoogle Scholar
Covington, M. V., & Roberts, B. W. (1994). Self-worth and college achievement: Motivational and personality correlates. In Pintrich, P. R., Brown, D. R., & Weinstein, C. E. (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 157–187). Lawrence Erlbaum Associates.Google Scholar
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151. https://doi.org/10.1007/s10648-015-9356-9 CrossRefGoogle Scholar
Duffy, R. D., Allan, B. A., & Bott, E. M. (2012). Calling and life satisfaction among undergraduate students: Investigating mediators and moderators. Journal of Happiness Studies, 13(3), 469–479. https://doi.org/10.1007/s10902-011-9274-6 CrossRefGoogle Scholar
Garner, B., & Shank, N. (2018). Student perceptions of a revise and resubmit policy for writing assignments. Business and Professional Communication Quarterly, 81(3), 351–367. https://doi.org/10.1177/2329490618784962 CrossRefGoogle Scholar
Kath, L., Salter, N., Bachiochi, P., Brown, L., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach? Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(4), 443–460.Google Scholar
Nusrat, M., & Naz, K. (2018). Soft skills for sustainable employment: Does it really matter? International Journal of Management and Economics Invention, 4(7), 1835–1837. https://doi.org/10.31142/ijmei/v4i7.03 CrossRefGoogle Scholar
Sprung, J. M. & Rogers, A. (2020) Work-life balance as a predictor of college student anxiety and depression. Journal of American College Health. https://doi.org/10.1080/07448481.2019.1706540 CrossRefGoogle Scholar
Williamson, J. C., & Geldenhuys, M. (2014). Positive work experiences and life satisfaction: The moderating role of gender. Journal of Psychology in Africa, 24(4), 315–320.CrossRefGoogle Scholar
Yamauchi, L. A., Taira, K., & Trevorrow, T. (2016). Effective instruction for engaging culturally diverse students in higher education. International Journal of Teaching and Learning in Higher Education, 28(3), 460–470.Google Scholar
Zorek, J. A., Katz, N. L., & Popovich, N. G. (2011). Guest speakers in a professional development seminar series. American Journal of Pharmaceutical Education, 75(2), 28. https://doi.org/10.5688/ajpe75228 CrossRefGoogle Scholar