Dr. Jac Andrews, Professor

Introduction

I am a Professor in the School and Applied Child Psychology Program within the Division of Applied Psychology in the Faculty of Education at the University of Calgary. Over the past few years, my major focus of teaching has been at the graduate level with respect to child psychopathology, advanced clinical supervision in psychology, and psycho-educational assessment. Recently, I have been very involved in the distributed learning approach to teaching which utilizes a combination of Internet based programs and procedures (for example, Blackboard, Eluminate Live) and traditional classroom teaching approaches and procedures. My research and scholarly focus as well as my professional involvements have been primarily related to the areas of special education and educational psychology .

Teaching

My teaching philosophy has evolved over the years from my experience as a teacher and from my study and research with respect to teaching.  I believe teaching involves personal factors, situational factors, process factors, and (product) outcome factors.

In terms of personal factors, I posit that teachers have particular types and amounts of prior knowledge, abilities, and experience as well as particular values and beliefs derived from their backgrounds that affect their approach to teaching. In this regard, I believe that it is important for teachers to have a conceptual basis for teaching and that they value their teaching, subject matter, and students. In addition, it is critical that teachers are personable; that they are approachable and knowledgeable, and that they evince enthusiasm, inspiration, excitement, and passion in their teaching.

Situational factors pertain to the context in which the teacher teaches. Hence, planning and instruction will be influenced by such things as the social-cultural context (e.g. high proportion of second language learners); the location in which the teacher teaches (e.g. rural or urban); provincial and regional policies and guidelines regarding education; and the physical conditions of the teaching environment (e.g. large lecture rooms, small classrooms). Moreover, planning and instruction will vary in accordance with the type of school (e.g. high school, college, university), school level (e.g. graduate, undergraduate), subject material the teacher is using; and student related factors (e.g. class size, academic ability, skill differences , cultural differences, behavior patterns, background knowledge, motivation).

From my perspective, personal and situational factors have an effect on the process and outcomes of teaching. Personal factors will interact with situational factors and have effects on the motives and strategies of the teacher as well as on the performance of the teacher and the product of their teaching.

I believe that teachers have varied teaching approaches that are defined by mixed motives and strategies. However, I think it is important that teachers’ approaches to teaching are commensurate with students’ learning needs. For example, at times students require structured learning experiences and it is important for teachers to be able to (among other things) help students organize their learning. In addition, students need to maximize their understanding and develop their critical thinking and problem solving skills. Hence, teachers need to be able to (among other things) discuss topics that are meaningful to their students, engage in on- going self-learning, encourage independent learning, relate material to real life situations, and monitor their students’ progress and understanding.  In any event, teachers need to utilize effective teaching practices and processes. For example, teachers need to be able to clarify the content of their lessons, assign appropriate workload, design and administer appropriate assessments, manage students’ behavior, and model and facilitate independent decision making.

Excellent teaching involves processes and practices beyond the descriptors typically associated with effective teaching (e.g. knowledge of subject area, stimulation of students’ interest in the topic areas, enthusiasm and expressiveness, availability, organization, clarity, encouragement of student discussion, provision of feedback, appropriate assessment and workload). Excellence in teaching is about content expertise and methodological technique, as well as about participants in the educational enterprise valuing and achieving quality outcomes (for example, self-responsibility for learning, meaningful learning, reflective learning). Excellent teaching takes a holistic perspective of the educational enterprise and ensures an integration of process and outcome. It must also ensure that teaching is congruent with and fully supports meaningful approaches to learning and the achievement of understanding. Excellent teaching constantly monitors not only content misunderstanding, but in congruencies between teacher and student perceptions of the educational transaction and outcomes.  In the end, excellent teaching must be perceived by the students as authentic and consistent with the aim of achieving quality learning outcomes; that is facilitating students’ understanding.

Teaching Nominations and Awards

3M Teaching Fellowship
Society for Teaching and Learning in Higher Education and 3M Canada (Nominated, 2005)

Award of Teaching Excellence (Nominated, 2003) University of Calgary, Students’ Union

3M Teaching Fellowship
Society for Teaching and Learning in Higher Education and 3M Canada (Nominated, 2003)

Annual Distinguished Lecture for the Faculty of Education
University of Calgary (Nominated, 1999)

Award of Outstanding Researcher (Nominated, 1999) Alberta Teachers’ Association

Award of Teaching Excellence (Honorable Mention,1998 )University of Calgary, Students’ Union

Annual Distinguished Lecture for the Faculty of Education University of Calgary (Nominated, 1998)

Award of Teaching Excellence (Conferred, 1997) University of Calgary, Students’ Union

Award of Teaching Excellence (Conferred, 1997) Faculty of Education, University of Calgary

Award of Teaching Excellence (Conferred, 1996) University of Calgary, Students’ Union

Award of Teaching Excellence (Conferred, 1996) The Undergraduate Society, Faculty of Education, University of Calgary

Award of Teaching Excellence (Nominated, 1995) Faculty of Education, University of Calgary

Instructor of the Year Award (Nominated 1995)  University of Calgary, Student’s Union

Research

My research and scholarly focus over the past number of years has been primarily in the areas of special education and educational psychology.

Selection of Recent Peer-Reviewed Journal Articles 

Mastoras, S. & Andrews, J. (2011). The supervisee experience of group supervision: Implications for research and practice. Training and Education in Professional Psychology,Vol. 5,No.2, 102-111.

Andrews, J. & Violato, C. (2010). The assessment of school psychologists in practice through multisource feedback. Canadian Journal of School Psychology, Vol. 25, No. 4, 328-346.

Harpell,J., & Andrews,J. (2010). Administrative leadership in the age of inclusion: Facilitating the merger of regular and special education by promoting best practices and teacher empowerment. Journal of Educational Thought, Vol. 44, No.2, 189-210.

Feurer, D. & Andrews, J. (2009). School related stress and depression in adolescents with and without learning disabilities. Alberta Journal of Educational Research, Vol. 55, No. 1, 92-108.

Schroeder,M. Andrews,J., & Hindes,Y. (2009). Cross-racial supervision: Critical issues in the supervisory relationship. Canadian Journal of Counselling, Vol. 43:4, 295-310.

Andrews, J. (2007). RIAS: Reynolds Intellectual Assessment Scales: A test review. Journal of Psychoeducational Assessment,Vol. 25, Issue 4, 402-408.

Saklofske, D.H., Austin, E.J. , Rohr, B.A. , & Andrews,J. (2007). Personality, emotional intelligence and exercise. Journal of Health Psychology, Vol. 12 (6),937-948.

Harpell, J., & Andrews, J. (2006). A current review of multi-systemic therapy: A socio-ecological approach to the treatment of conduct problems among adolescence.Developmental Disabilities Bulletin, Vol. 34,No 1&2, 80-106.

Andrews, J.  & Conte, R. (2006).  The development and use of the healthy school indicator tool (HSIT).  Canadian Journal of School Psychology, Vol. 21,no 1/2, 1-13.

Andrews, J. (2006). Conceptualizing and developing social competence: A guide for school counselors of adolescents. The Alberta Counsellor,Vol.28,No.2, 15-20.

MacPhee, A. R. & Andrews, J. (2006). Risk factors for depression in early adolescence. Adolescence, Vol. 41,No 163, 435-466

H.R. Stock, & Andrews, J. (2006). A ten year review of the efficacy of cognitive-behavioral treatment for obsessive-compulsive disorder in children and youth. Developmental Disabilities Bulletin, Vol. 32, No. 2, 173-190

Kohut,C., & Andrews, J. (2006). The efficacy of parent training programs for ADHD children: A fifteen year review. Developmental Disabilities Bulletin, Vol. 32, No. 2, 155-172

Selection of Recent Textbooks

Ormrod, J.E., Saklofske,D., Schwean,V., Andrews,J., & Shore,B. (2010). Principles of educational psychology: Canadian Edition, Second Edition. Toronto: Pearson Education Canada.

Andrews, J. & Lupart,J. ( in progress). Understanding and addressing student diversity in Canadian schools. Toronto: Nelson Canada

Andrews, J. & Istvanffy, P. (in press). Exceptional life journeys: Stories of childhood disorder. Burlington, MA. USA. Elsevier Insights.

Ormrod, J.E., Saklofske, D., Schwean, V., Harrison, G., & Andrews, J. (2006). Principles of educational psychology: Canadian Edition. Toronto: Pearson Education Canada.           

Andrews, J., Saklofske, D., & Janzen, H. (Eds.) (2001). Handbook of psychoeducational assessment. San Diego : Academic Press

Andrews, J. & Lupart, J. (2000).  The inclusive classroom:  Educating exceptional children.  Second Edition.  Toronto:  Nelson Canada.

Illustrations of Recent Textbook Publications

Selection of Peer-Reviewed Conference Presentations

Pugliese, G. & Andrews, J. (2010). Social and emotional processing in physical and relational bullies: A proposed study. Presented at the 71st Annual Canadian Psychological Association Convention. Winnipeg,MB.

Andrews, J., Violato, C., & Donnon, T. (2008). Alberta regional health technology: Assessment demonstration and evaluation project. Presented at the Advances in Medical Informatics and their Impact on Health Care Systems Conference. Buenos Aires.

Violato, C., Watt, D., Donnon, T., Andrews, J., & Fiordo, R.. (2008). Multisource feedback systems for quality improvement in the health professions: Assessing occupational therapists in practice. Presented at the Advances in Medical Informatics and their Impact on Health Care Systems Conference. Buenos Aires.

Donnon, T., Violato, C., Oddone Paolucci, E., & Andrews, J. (2008). Interactive HTA education program for medical practitioners in a residency program. Presented at the Advances in Medical Informatics and their Impact on Health Care Systems Conference. Buenos Aires.

Andrews, J. & Robinson, K. (2007). Psychological disorder and obesity in adolescence. Presented at the World Federation Conference on Adolescence. Milan, Italy           

Andrews, J. (2006). School psychology training in Canada: Issues and directions. Presented at the 67th Canadian Psychological Association Annual Conference . Calgary,Alberta.

Saklofske, D., Austin, E., Rohr, B., & Andrews, J. (2006). Associations of emotional intelligence with health and health-related behaviors. Presented at the 67th Canadian Psychological Conference Calgary,Alberta.

Andrews, J. (2006). Important diagnostic and intervention factors to consider in the identification and development of children and youth with attention deficit hyperactivity disorder (ADHD. A “keynote” address for the “International World Federation Conference on Adolecence. Berlin, Germany.

Andrews, J. (2004). Effects of adult’s engagement with youth on adult’s attitudes towards youth. Presented at the Decennial of the World Federation and Society of Adolescentology Conference. Milan, Italy.

Mott, A.L. & Andrews, J. (2002). Variations in self-perceptions and socioemotional adjustment between socially aggressive and socially withdrawn children. Presented at the  Canadian Psychological Association Annual Conference in  Vancouver, British Columbia.

Andrews, J. (2000). Approaches to teaching for inclusive education. Presented at the 3rd International Congress on Adolescentology in Assisi, Italy.

Andrews, J. (2000). The development and implementation of a school health survey. Presented at the 3rd International Congress on Adolescentology in Assisi, Italy.

Service

In addition to the above scholarly and research projects, I have been involved with a number of evaluation projects within Alberta in partnership with a number agencies (for example, Calgary School Boards, Alberta Health Regions , Alberta Social Service and Justice, Calgary Family Services ). In the area of health, I have done a number of evaluations for the Calgary Regional Health Authority, which include the evaluation of community health services, the evaluation of health technology, and the evaluation of chronic pain treatment and services. In the area of education, I have done a number of evaluations for Calgary School Boards which include the evaluation of comprehensive school health services for special needs children and the effects of teacher training and development on teacher effectiveness. In the social services area, I have evaluated the effect of AADAC within the Province of Alberta with respect to mobile service treatment for children and youth at risk for alcohol and drug addiction, and the evaluation of adults’ engagement with youth on adults’ attitudes towards youth. In the Justice area, I have evaluated the effects of custody to community transition programming and services for Calgary and Edmonton young offenders.

In addition to my involvement in a variety professional associations (for example, Council of Exceptional Children) and  a number of Department, Faculty, and University Committees , I have supervised many students with respect to their teacher and school psychologist training. Moreover, I have been involved in the supervision of many students with respect to their research work which has resulted in the publication of numerous empirically based theses and articles. Lastly, I am a Registered Psychologist in the Province of Alberta and was Chair of the Special Education Program from 1988 to 1994 in the Department of Educational Psychology at the University of Calgary and  Director or Coordinator from 1995 to 2007 of the School  Psychology Program within the Department of Educational Psychology and Division of Applied Psychology at the University of Calgary.

I am presently (2011-2012), Chair of Educational Studies in School Psychology and Director of Training for the School and Applied Child Psychology Program, at the University of Calgary.