Mostafa Ewees Email & Phone Number

Eugene, Or, Us

United States

Stanford Professor & Researcher Methodology at Stanford University in California & visiting Stanford Professor at American University in Cairo and organizational behavior ,Clinical Sociologist & psycho-analysis at Stanford University at California and founder & educational superintendent and business psychologist at Pathfinder Training Company

Educational psychologists work in a wide variety of settings. Some educational psychologists work at colleges and universities, often in psychology departments or in schools or departments of education. These psychologists may teach college courses, conduct research, prepare prospective teachers and other educators, and/or developstatistical and research methods. Also at the college level, educational psychologists may work in study skills programs, instructional improvement programs, and/or curriculumdevelopment projects.Other educational psychologists work in government, school, military, or corporate settings, where they participate in training staff, developing and implementing educational programs, evaluating the effectiveness of educational programs, and/or analyzing educational data.Still other educational psychologists work in research and development organizations inwhich they develop instructional materials that are grounded in psychological theory and/or develop educational tests for schools, businesses, and many professions.

Political Psychology , Political Sociology and Behaviorism

Austin, Texas Area

PSY 339 • Behavior Problems Of ChildrenApplied behavior analysts have focused on how adults can influence the problem behavior of children using a variety of behavior modification strategies. A related question, virtually unexplored, is how the behavior problems of children influence adults. This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not. Results demonstrated that problem children displayed tantrums, aggression, and self-injury contingent on adult instructional attempts but not at other times, whereas nonproblem children showed little or no problem behavior at any time. Importantly, from a child-effects perspective, adults engaged in teaching activities with nonproblem children more often than with problem children. Also, when an adult worked with a problem child, the breadth of instruction was more limited and typically involved those tasks associated with lower rates of behavior problems. The implications of these results are discussed with respect to theories of escape behavior, current assessment practices, and intervention issues related to maintenance. The existence of child effects suggests that problem behavior may be better understood when it is conceptualized as involving a process of reciprocal influence between adult and child.Adjustment difficulties during childhood and adolescence; causation and treatment. Three lecture hours a week for one semester.

1-Introducing and Teaching a New Concept As I introduce and develop a new concept I prefer to have students play an active role rather than look on passively as I unfurl and explain a fully ‘finished’ example. One instance of this, in the International Trade class, is in the development of the notion of an autarky equilibrium. Instead of me taking on the entire task of locating the equilibrium and providing the rationale for it, I let the students accomplish it. While locating the equilibrium usually poses no problems, offering a rationale for it proves to be quite daunting. Here’s where I intervene and prod their thought processes by asking them to draw an analogy with the determination of the optimal consumption bundle from consumer theory. Eventually, they do taste success. An advantage of this approach is that it enables students to see the connection between seemingly disparate areas in economics and in doing so sharpens their overall understanding of the subject. Importantly, a notion or a concept that is developed through such student involvement is less likely to appear as something arcane or ‘other-worldly’ and more likely to be something a student can readily embrace and relate to. Further, this kind of involvement by baring the process by which a concept comes into being in a ‘personal’ sort of way not only makes for easy .2-The Structure of a Lecture At the end of each lecture students are called upon to summarize the main points. Besides making for more student involvement, this helps in reinforcing students’ understanding of the material just presented and thus aids in its retention. At the beginning of each lecture we do a quick recap of the material presented in the previous lecture. As the lecture progresses this will help students build a link between the information being presented and the ‘old’ information. Creating such a connection, educational psychologists point out, leads to better encoding of the overall subject material.

The field of psychology has a long history of interaction with education, and educational psychology has had a profound impact on how issues of learning have been framed and studied in educational contexts. Still, it has never been simple to translate theoretical insights into educational practice. Educational psychology has been criticized for not creating “usable knowledge” (Lagemann, 2002). Currently, educational researchers generally have been pushed to justify how their claims are “scientific” and “evidence-based” (National Research Council, 2002). There is a tension between the desire for locally usable knowledge on the one hand and scientifically sound, generalizable knowledge on the other. Lagemann, for example, argued that the traditional paradigm of psychology has striven for experimental control at the expense of fidelity to learning as it actually occurs.The challenge, I was to develop a methodology of experimenting with intervention designs in situ to develop theories of learning (and teaching) that accounted for the multiple interactions of people acting in a complex social setting. At the same time, Collins (1992)was putting forth a notion of educational research as a “design science,” like aerospace engineering, that required a methodology to systematically test design variants for effectiveness.

Phd, Educational Psychology

Activities and Societies: - Developed and instituted a system of self and peer evaluations. - Conducted quarterly staff evaluations..

Bachelor Of Arts, Social Psychology

Activities and Societies: I was assisting the students with my professors at North Carolina State University. (NCSU) 1996-1999.

Doctor Of Philosophy - Phd, Educational Psychology, Excellent

Activities and Societies: Interests and Activities: Reading, literature, sports, computers, working with children and students in many.