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WIKIBOOKS
DISPONIBILI
?????????

ART
- Great Painters
BUSINESS&LAW
- Accounting
- Fundamentals of Law
- Marketing
- Shorthand
CARS
- Concept Cars
GAMES&SPORT
- Videogames
- The World of Sports

COMPUTER TECHNOLOGY
- Blogs
- Free Software
- Google
- My Computer

- PHP Language and Applications
- Wikipedia
- Windows Vista

EDUCATION
- Education
LITERATURE
- Masterpieces of English Literature
LINGUISTICS
- American English

- English Dictionaries
- The English Language

MEDICINE
- Medical Emergencies
- The Theory of Memory
MUSIC&DANCE
- The Beatles
- Dances
- Microphones
- Musical Notation
- Music Instruments
SCIENCE
- Batteries
- Nanotechnology
LIFESTYLE
- Cosmetics
- Diets
- Vegetarianism and Veganism
TRADITIONS
- Christmas Traditions
NATURE
- Animals

- Fruits And Vegetables



ARTICLES IN THE BOOK

  1. Academic degree
  2. Academics
  3. Academy
  4. Accreditation mill
  5. Adult education
  6. Advanced Distributed Learning
  7. Alternative education
  8. Alternative school
  9. Apprenticeship
  10. Assessment
  11. Associate's degree
  12. Autodidacticism
  13. Bachelor's degree
  14. Boarding schools
  15. Bologna process
  16. British undergraduate degree classification
  17. Bullying
  18. Charter schools
  19. City academy
  20. Classical education
  21. Classroom
  22. Collaborative learning
  23. Community college
  24. Comparative education
  25. Compulsory education
  26. Computer-assisted language learning
  27. Computer based training
  28. Core curriculum
  29. Course evaluation
  30. Curriculum
  31. Degrees of the University of Oxford
  32. Department for Education and Skills
  33. Description of a Career
  34. Diploma mill
  35. Distance education
  36. Doctorate
  37. Dottorato di ricerca
  38. Double degree
  39. Dual education system
  40. Edublog
  41. Education
  42. Educational philosophies
  43. Educational psychology
  44. Educational technology
  45. Education in England
  46. Education in Finland
  47. Education in France
  48. Education in Germany
  49. Education in Italy
  50. Education in Scotland
  51. Education in the People%27s Republic of China
  52. Education in the Republic of Ireland
  53. Education in the United States
  54. Education in Wales
  55. Education reform
  56. E-learning
  57. E-learning glossary
  58. ELML
  59. Engineer's degree
  60. Essay
  61. Evaluation
  62. Examination
  63. External degree
  64. Extracurricular activity
  65. Feeder school
  66. First School
  67. Free school
  68. GCSE
  69. Gifted education
  70. Glossary of education-related terms
  71. Grade
  72. Graduate student
  73. Gymnasium
  74. Habilitation
  75. Hidden curriculum
  76. History of education
  77. History of virtual learning environments
  78. Homeschooling
  79. Homework
  80. Honorary degree
  81. Independent school
  82. Instructional design
  83. Instructional technology
  84. Instructional theory
  85. International Baccalaureate
  86. K-12
  87. Key Stage 3
  88. Laurea
  89. Learning
  90. Learning by teaching
  91. Learning content management system
  92. Learning management system
  93. Learning object metadata
  94. Learning Objects
  95. Learning theory
  96. Lesson
  97. Lesson plan
  98. Liberal arts
  99. Liberal arts college
  100. Liceo scientifico
  101. List of education topics
  102. List of recognized accreditation associations of higher learning
  103. List of unaccredited institutions of higher learning
  104. Magnet school
  105. Maria Montessori
  106. Masters degree
  107. Medical education
  108. Mickey Mouse degrees
  109. Microlearning
  110. M-learning
  111. Montessori method
  112. National Curriculum
  113. Networked learning
  114. One-room school
  115. Online deliberation
  116. Online MBA Programs
  117. Online tutoring
  118. Open classroom
  119. OpenCourseWare
  120. Over-education
  121. Preschool
  122. Primary education
  123. Private school
  124. Problem-based learning
  125. Professor
  126. Public education
  127. Public schools
  128. Questionnaire
  129. School
  130. School accreditation
  131. School bus
  132. School choice
  133. School district
  134. School governor
  135. School health services
  136. Schools Interoperability Framework
  137. SCORM
  138. Secondary school
  139. Senior high school
  140. Sixth Form
  141. Snow day
  142. Special education
  143. Specialist degree
  144. State schools
  145. Student voice
  146. Study guide
  147. Syllabus
  148. Teacher
  149. Teaching method
  150. Technology Integration
  151. Tertiary education
  152. The Hidden Curriculum
  153. Traditional education
  154. Undergraduate
  155. University
  156. Unschooling
  157. Videobooks
  158. Virtual Campus
  159. Virtual learning environment
  160. Virtual school
  161. Vocational education
  162. Vocational school
  163. Vocational university

 

 
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THE BOOK OF EDUCATION
This article is from:
http://en.wikipedia.org/wiki/Educational_psychology

All text is available under the terms of the GNU Free Documentation License: http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License 

Educational psychology

From Wikipedia, the free encyclopedia

 
 

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment among the general population and sub-populations such as gifted children and those subject to specific disabilities.

 

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.[1]

Social, moral and cognitive development

An abacus provides concrete experiences for learning abstract concepts.
An abacus provides concrete experiences for learning abstract concepts.

To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.

For example, educational psychologists have researched the instructional applicability of Jean Piaget's theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget's most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.[2]

Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget's views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying.

Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.[3]

Individual differences and disabilities

An example of an item from a cognitive abilities test.
An example of an item from a cognitive abilities test.

Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.

Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar factor (Spearman's general intelligence), multiple factors (as in Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness.

Learning and cognition

Two fundamental assumptions that underlie formal education systems are that students (a) retain knowledge and skills they acquire in school, and (b) can apply them in situations outside the classroom. But are these assumptions accurate? Research has found that, even when students report not using the knowledge acquired in school, a considerable portion is retained for many years and long term retention is strongly dependent on the initial level of mastery.[4] One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%.[5] There is much less consensus on the crucial question of how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs.[6] Some psychologists claim that research evidence for this type of far transfer is scarce,[7] [8] while others claim there is abundant evidence of far transfer in specific domains.[9] Several perspectives have been established within which the theories of learning used in educational psychology are formed and contested. These include Behaviorism, Cognitivism, Social Cognitivism, and Constructivism. This section summarizes how educational psychology has researched and applied theories within each of these perspectives.

Behavioral perspective

Applied behavior analysis, a set of techniques based on the behavioral principles of operant conditioning, is effective in a range of educational settings.[10] For example, teachers can improve student behavior by systematically rewarding students who follow classroom rules with praise, stars, or tokens exchangeable for sundry items.[11][12] Despite the demonstrated efficacy of awards in changing behavior, their use in education has been criticized by proponents of self-determination theory, who claim that praise and other rewards undermine intrinsic motivation. There is evidence that tangible rewards decrease intrinsic motivation in specific situations, such as when the student already has a high level of intrinsic motivation to perform the goal behavior.[13] But the results showing detrimental effects are counterbalanced by evidence that, in other situations, such as when rewards are given for attaining a gradually increasing standard of performance, rewards enhance intrinsic motivation.[14]

Cognitive perspective

Among current educational psychologists, the cognitive perspective is more widely held than the behavioral perspective perhaps because its flexibly admits causally related mental constructs such as traits, beliefs, memories, motivations and emotions. Cognitive theories posit memory structures that are thought to determine how information is perceived, processed, stored, retrieved and forgotten. Among the memory structures theorized by cognitive psychologists are separate but linked visual and verbal systems described by Allan Paivio's dual coding theory. Educational psychologists have used dual coding theory and cognitive load theory to explain how people learn from multimedia presentations.[15]

Three experiments reported by Krug, Davis and Glover demonstrated the advantage of delaying a 2nd reading of a text passage by one week (distributed) compared with no delay between readings (massed).
Three experiments reported by Krug, Davis and Glover[16] demonstrated the advantage of delaying a 2nd reading of a text passage by one week (distributed) compared with no delay between readings (massed).

The spaced learning effect, a cognitive phenomenon strongly supported by psychological research, has broad applicability within education. [17] For example, students have been found to perform better on a test of knowledge about a text passage when a second reading of the passage is delayed rather than immediate (see figure).[16] Educational psychology research has confirmed the applicability to education of other findings from cognitive psychology, such as the benefits of using mnemonics for immediate and delayed retention of information.[18]

Problem solving, regarded by many cognitive psychologists as fundamental to learning, is an important research topic in educational psychology. A student is thought to interpret a problem by assigning it to a schema retrieved from long term memory. When the problem is assigned to the wrong schema, the student's attention is subsequently directed away from features of the problem that are inconsistent with the assigned schema.[19] The critical step of finding a mapping between the problem and a pre-existing schema is often cited as supporting the centrality of analogical thinking to problem solving.

Social cognitive perspective

Social cognitive theory is a highly influential fusion of behavioral, cognitive and social elements that was initially developed by educational psychologist Albert Bandura. In its earlier, neo-behavioral incarnation called social learning theory, Bandura emphasized the process of observational learning in which a learner's behavior changes as a result of observing others' behavior and its consequences. The theory identified several factors that determine whether observing a model will affect behavioral or cognitive change. These factors include the learner's developmental status, the perceived prestige and competence of the model, the consequences received by the model, the relevance of the model's behaviors and consequences to the learner's goals, and the learner's self-efficacy. The concept of self-efficacy, which played an important role in later developments of the theory, refers to the learner's belief in his or her ability to perform the modeled behavior.

An experiment by Schunk and Hanson[20], that studied grade 2 students who had previously experienced difficulty in learning subtraction, illustrates the type of research stimulated by social learning theory. One group of students observed a subtraction demonstration by a teacher and then participated in an instructional program on subtraction. A second group observed other grade 2 students performing the same subtraction procedures and then participated in the same instructional program. The students who observed peer models scored higher on a subtraction post-test and also reported greater confidence in their subtraction ability. The results were interpreted as supporting the hypothesis that perceived similarity of the model to the learner increases self-efficacy, leading to more effective learning of modeled behavior. It is supposed that peer modeling is particularly effective for students who have low self-efficacy.

Over the last decade, much research activity in educational psychology has focused on developing theories of self-regulated learning (SRL) and metacognition. These theories work from the central premise that effective learners are active agents who construct knowledge by setting goals, analysing tasks, planning strategies and monitoring their understanding. Research has indicated that learners' who are better at goal setting and self-monitoring tend to have greater intrinsic task interest and self-efficacy;[21] and that teaching learning strategies can increase academic achievement.[22]

Constructivist perspective

Main article: Constructivism (learning theory)

Constructivism refers to a category of learning theories in which emphasis is placed on the agency and prior knowledge of the learner, and often on the social and cultural determinants of the learning process. Educational psychologists distinguish individual (or psychological) constructivism, identified with Piaget's learning theory, from social constructivism. A dominant influence on the latter type is Lev Vygotsky's work on sociocultural learning, describing how interactions with adults, more capable peers, and cognitive tools are internalized to form mental constructs. Elaborating on Vygotsky's theory, Jerome Bruner and other educational psychologists developed the important concept of instructional scaffolding, in which the social or information environment offers supports for learning that are gradually withdrawn as they become internalized.

Vygotsky's version of constructivist theory has led to the view that behavior, skills, attitudes and beliefs are inherently situated, that is, bound to a specific sociocultural setting. According to this view, the learner is enculturated through social interactions within a community of practice. The social constructivist view of learning has spawned approaches to teaching and learning such as cognitive apprenticeship, in which the tacit components of a complex skill are made explicit through conversational interactions occurring between expert and novice in the setting in which the skill is embedded.[23]

Motivation

Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure.

A form of attribution theory developed by Bernard Weiner[24] describes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance.

Motivational theories also explain how learners' goals affect the way that they engage with academic tasks.[25] Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.

Research methodology

The research methods used in educational psychology tend to be drawn from psychology and other social sciences. There is also a history of significant methodological innovation by educational psychologists, and psychologists investigating educational problems. Research methods address problems in both research design and data analysis. Research design informs the planning of experiments and observational studies to ensure that their results have internal, external and ecological validity. Data analysis encompasses methods for processing both quantitive (numerical) and qualitative (non-numerical) research data. Although, historically, the use of quantitative methods was often considered an essential mark of scholarship, modern educational psychology research uses both quantitative and qualitative methods.

Quantitative methods

Test scores and other educational variables often approximate a normal distribution.
Test scores and other educational variables often approximate a normal distribution.

Perhaps first among the important methodological innovations of educational psychology was the development and application of factor analysis by Charles Spearman. Factor analysis is mentioned here as one example of the many multivariate statistical methods used by educational psychologists. Factor analysis is used to summarize relationships among a large set of variables or test questions, develop theories about mental constructs such as self-efficacy or anxiety, and assess the reliability and validity of test scores.[26] Over one hundred years after its introduction by Spearman, factor analysis has become a research staple figuring prominently in educational psychology journals.

Because educational assessment is fundamental to most quantitative research in the field, educational psychologists have made significant contributions to the field of psychometrics. For example, alpha, the widely used measure of test reliability was developed by educational psychologist Lee Cronbach. The reliability of assessments are routinely reported in quantitative educational research. Although, originally, educational measurement methods were built on classical test theory, item response theory and Rasch models are now used extensively in educational measurement worldwide. These models afford advantages over classical test theory, including the capacity to produce standard errors of measurement for each score or pattern of scores on assessments and the capacity to handle missing responses.

Meta-analysis, the combination of individual research results to produce a quantitative literature review, is another methodological innovation with a close association to educational psychology. In a meta-analysis, effect sizes that represent, for example, the differences between treatment groups in a set of similar experiments, are averaged to obtain a single aggregate value representing the best estimate of the effect of treatment.[27] Several decades after Pearson's work with early versions of meta-analysis, Glass[28] published the first application of modern meta-analytic techniques and triggered their broad application across the social and biomedical sciences. Today, meta-analysis is among the most common types of literature review found in educational psychology research.

Qualitative methods

Qualitative methods are used in educational studies whose purpose is to describe events, processes and situations of theoretical significance. The qualitative methods used in educational psychology often derive from anthropology, sociology or sociolinguistics. For example, the anthropological method of ethnography has been used to describe teaching and learning in classrooms. In studies of this type, the researcher may gather detailed field notes as a participant observer or passive observer. Later, the notes and other data may be categorized and interpreted by methods such as grounded theory. Triangulation, the practice of cross-checking findings with multiple data sources, is highly valued in qualitative research.

Case studies are forms of qualitative research focusing on a single person, organization, event, or other entity. In one case study,[29] researchers conducted a 150-minute, semi-structured interview with a 20-year old woman who had a history of suicidal thinking between the ages of 14 to 18. They analyzed an audio-recording of the interview to understand the roles of cognitive development, identity formation and social attachment in ending her suicidal thinking.

Qualitative analysis is most often applied to verbal data from sources such as conversations, interviews, focus groups, and personal journals. Qualitative methods are thus, typically, approaches to gathering, processing and reporting verbal data. One of the most commonly used methods for qualitative research in educational psychology is protocol analysis.[30] In this method the research participant is asked to think aloud while performing a task, such as solving a math problem. In protocol analysis the verbal data is thought to indicate which information the subject is attending to, but is explicitly not interpreted as an explanation or justification for behavior. In contrast, the method of verbal analysis[31] does admit learners' explanations as a way to reveal their mental model or misconceptions (e.g., of the laws of motion). The most fundamental operations in both protocol and verbal analysis are segmenting (isolating) and categorizing sections of verbal data. Conversation analysis and discourse analysis, sociolinguistic methods that focus more specifically on the structure of conversational interchange (e.g., between a teacher and student), have been used to assess the process of conceptual change in science learning.[32] Qualitative methods are also used to analyse information in a variety of media, such as students' drawings and concept maps, video-recorded interactions, and computer log records.

Applications in instructional design and technology

Bloom's taxonomy of educational objectives: categories in the cognitive domain
Bloom's taxonomy of educational objectives: categories in the cognitive domain[33]

Instructional design, the systematic design of materials, activities and interactive environments for learning, is broadly informed by educational psychology theories and research. For example, in defining learning goals or objectives, instructional designers often use a taxonomy of educational objectives created by Benjamin Bloom and colleagues.[33] Bloom also researched mastery learning, an instructional strategy in which learners only advance to a new learning objective after they have mastered its prerequisite objectives. Bloom[34] discovered that a combination of mastery learning with one-to-one tutoring is highly effective, producing learning outcomes far exceeding those normally achieved in classroom instruction. Gagné, another psychologist, had earlier developed an influential method of task analysis in which a terminal learning goal is expanded into a hierarchy of learning objectives[35] connected by prerequisite relations.

  • Intelligent tutoring system
  • Educational technology
  • John R. Anderson
  • Cognitive tutor
  • Cooperative learning
  • Collaborative learning
  • problem-based learning
  • Computer supported collaborative learning
  • William Winn

Applications in teaching

A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation of students from low income families.
A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation of students from low income families.[36]

Research on classroom management and pedagogy is conducted to guide teaching practice and form a foundation for teacher education programs. The goals of classroom management are to create an environment conducive to learning and to develop students' self-management skills. More specifically, classroom management strives to create positive teacher-student and peer relationships, manage student groups to sustain on-task behavior, and use counselling and other psychological methods to aid students who present persistent psychosocial problems.[37]

  • Special education
  • Lesson plan

History

Educational psychology cannot claim priority in the systematic analysis of educational processes. Philosophers of education such as Democritus, Quintilian, Vives and Comenius, had examined, classified and judged the methods of education centuries before the beginnings of psychology in the late 1800s. Instead, aspirations of the new discipline rested on the application of the scientific methods of observation and experimentation to educational problems. Even in the earliest years of the discipline, educational psychologists recognized the limitations of this new approach. In his famous series of lectures Talks to Teachers on Psychology, published in 1899 and now regarded as the first educational psychology textbook, the pioneering American psychologist William James commented that:

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediate inventive mind must make that application, by using its originality.[38]

According to Berliner[39] educational psychology theorists' attitude to the world of educational practice has shifted from initial interest to disdain, and eventually to respect.

  • Charles Hubbard Judd

In 1912, Thorndike, who developed the theory of instrumental conditioning, presaged later work on programmed instruction, mastery learning and computer-based learning:

If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.[40]

Influential educational psychologists and theorists

The following persons were selected and featured in a recent biographical history of educational psychology[41] as having made significant contributions to the field:

  • Albert Bandura 1925-
  • Alfred Binet 1857-1911
  • Benjamin Bloom 1913-1999
  • Ann Brown 1943-1999
  • Jerome Bruner 1915-
  • Lee Cronbach 1916-2001
  • John Dewey 1859-1952
  • Nathaniel Gage 1917-
  • Robert Gagné 1916-2002
  • William James 1842-1910
  • Maria Montessori 1870-1952
  • Jean Piaget 1896-1980
  • Herbert Simon 1916–2001
  • Burrhus Frederic Skinner 1904-1990
  • Charles Spearman 1863-1945
  • Lewis Terman 1877-1956
  • Edward L. Thorndike 1874-1949
  • Lev Semenovich Vygotsky 1896-1934

Careers in educational psychology

Education and training

A person may be considered an educational psychologist if he or she has completed a graduate degree in educational psychology or a closely related field. Universities establish educational psychology graduate programs in either psychology departments or, more commonly, faculties of education.

Educational psychologists are usually trained at the doctoral level (PhD) and typically work in university settings, where they carry out research on topics related to the cognitive and social processes involved in learning and education. Educational psychologist may also work as consultants in designing and creating educational materials and classroom programs designed to promote learning. Within the last few years, with the growing popularity of online education, a new movement has been for educational psychologists to be involved with studying and designing online courses and learning strategies.

A similar field to educational psychology is school psychology. Psychologists who work in a k-12 school setting are usually trained at either the masters or doctoral (PhD or EdD) level. In addition to conducting assessments, school psychologists provide services such as academic and behavioral intervention, counseling, teacher consultation, and crisis intervention.

Employment outlook

Employment for psychologists in the United States is expected to grow faster than most occupations through the year 2014, with anticipated growth of 18-26%. One in four psychologist are employed in educational settings. In the United States, the median salary for psychologists in primary and secondary schools is $58,360 as of May 2004.[42]

In recent decades the participation of women as professional researchers in North American educational psychology has risen dramatically.[43] The percentage of female authors of peer-reviewed journal articles doubled from 1976 (24%) to 1995 (51%), and has since remained constant. Female membership on educational psychology journal editorial boards increased from 17% in 1976 to 47% in 2004. Over the same period, the proportion of chief editor positions held by women increased from 22% to 70%.

Research journals

Although not exhaustive, the table to the right lists peer-reviewed journals in educational psychology and related fields. The impact factor is the average number of citations per article in each journal.

See also

  • Educational psychologists
  • Articles related to educational psychology
  • Important publications in educational psychology
  • Educational research
  • Philosophy of education
  • Learning sciences
  • School psychologist
  • List of education topics
  • American Educational Research Association
  • American Psychological Association
  • British Psychological Society
  • Association for Psychological Science
  • International Society of the Learning Sciences
  • Evolutionary educational psychology

External links

  • Educational Psychology Resources by Athabasca University
  • Division 15 of the American Psychological Association
  • Psychology of Education Section of the British Psychological Society
  • School Psychology on the Web
  • Explorations in Learning & Instruction: The Theory Into Practice Database
  • Classics in the History of Psychology
  • The Standards for Educational and Psychological Testing
  • Educational psychology at The Psychology Wiki
  • A new Educational Psychology related forum for the UK & Ireland

Careers in the United Kingdom

  • United Kingdom description of educational psychologist
  • Educational Psychologist description from the British Psychological Society

Careers in the United States

  • Careers in Educational Psychology

Textbooks

  • Educational Psychology by Anita Woolfolk
  • Educational Psychology: Effective Teaching, Effective Learning by Elliot, Kratochwill, Cook & Travers

References

  1. ^ Lucas, J. L., Blazek, M. A., & Raley, A. B. (2005). The lack of representation of educational psychology and school psychology in introductory psychology textbooks. Educational Psychology, 25, 347-351.
  2. ^ Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2006). Educational Psychology (3rd Canadian ed.). Toronto, Canada: Pearson.
  3. ^ Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
  4. ^ Semb, G. B., & Ellis, J. A. (1994). Knowledge taught in schools: What is remembered? Review of Educational Research, 64, 253-286.
  5. ^ Ellis, J. A., Semb, G. B., & Cole, B. (1998). Very long-term memory for information taught in school. Contemporary Educational Psychology, 23, 419-433.
  6. ^ Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education (2nd ed.). Oxford, UK: Pergamon Press.
  7. ^ Perkins, D. N., & Grotzer, T. A. (1997). Teaching intelligence. American Psychologist, 52, 1125-1133.
  8. ^ Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1-24). Norwood, NJ: Ablex.
  9. ^ Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, 449-455.
  10. ^ Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Columbus, OH, USA: Prentice-Hall-Merrill.
  11. ^ McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 15, 330-343.
  12. ^ Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Randomization of group contingencies and reinforcers to reduce classroom disruptive behavior. Journal of School Psychology, 39, 267-277.
  13. ^ Lepper, M. R., Greene, D. & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129-137.
  14. ^ Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-based rewards and intrinsic motivation: A test of cognitive mediators. Journal of Educational Psychology, 97, 641-655.
  15. ^ Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
  16. ^ a b Krug, D., Davis, T. B., Glover, J. A. (1990). Massed versus distributed repeated reading: A case of forgetting helping recall? Journal of Educational Psychology, 82, 366-371.
  17. ^ Dempster, F. N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1, 309-330.
  18. ^ Carney, R. N., & Levin, J. R. (2000). Fading mnemonic memories: Here's looking anew, again! Contemporary Educational Psychology, 25, 499-508.
  19. ^ Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.
  20. ^ Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement behavior. Journal of Educational Psychology, 77, 313-322.
  21. ^ Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.) Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guilford.
  22. ^ Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
  23. ^ Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick, (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ, USA: Lawrence Erlbaum Associates, 453-494.
  24. ^ Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
  25. ^ Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
  26. ^ Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC, USA: American Psychological Association.
  27. ^ Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. London: Sage.
  28. ^ Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5, 3-8.
  29. ^ Everall, R. D., Bostik, K. E. & Paulson, B. L. (2005). I'm sick of being me: Developmental themes in a suicidal adolescent. Adolescence, 40, 693-708.
  30. ^ Ericsson, K. A., & Simon, H. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press.
  31. ^ Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315.
  32. ^ Pea, R. D. (1993). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28, 265-277.
  33. ^ a b Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, USA: Addison-Wesley Longman.
  34. ^ Bloom, B. S. (1984). The two sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6),4–16.
  35. ^ Gronlund, N. E. (2000). How to write and use instructional objectives (6th ed.). Columbus, OH, USA: Merrill.
  36. ^ Finn, J. D., Gerber, S. B., Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97, 214-233.
  37. ^ Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology with implications for teacher education. Educational Psychologist, 36, 103-112.
  38. ^ James, W. (1983). Talks to teachers on psychology and to students on some of life's ideals. Cambridge, MA: Harvard University Press. (Original work published 1899)
  39. ^ Berliner, D. C. (1993). The 100-year journey of educational psychology: From interest to distain to respect for practice. In T. K. Fagan & G. R. VandenBos (Eds). Exploring applied psychology: Origins and critical analysis. Washington DC: American Psychology Association.
  40. ^ Thorndike, E. L. (1912). Education: A first book. New York: MacMillan.
  41. ^ Zimmerman, B. J., & Schunk, D. H. (Eds.)(2003). Educational psychology: A century of contributions. Mahwah, NJ, US: Erlbaum.
  42. ^ Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook. 2006-07 Edition. Psychologists. retrieved from http://www.bls.gov/oco/ocos056.htm on June 30, 2006.
  43. ^ Evans, J., Hsieh, P. P., & Robinson, D. H. (2005). Women's Involvement in educational psychology journals from 1976 to 2004. Educational Psychology Review, 17, 263-271.


 

 
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