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Learning >> Educational Psychology

Articles
by Ashgar Iran-Nejad & Madeleine Gregg — 2001
The article discusses a brain-mind-cycle theory of critical reflection, learning, and wholetheme education. Application of the theory is illustrated with data from an experimental wholetheme teacher education program.

by Mary McCaslin & Eleanor DiMarino-Linnen — 2000
In this chapter, we present a selective review of articles related to motivational themes published in American Psychologist (AP) from its inception in 1946 to the present decade. Our goal is to better understand educational conceptions of student motivation in classrooms by studying related conceptions in society in general and psychology in particular throughout the decades.

by Robert Carter — 2000
After developing a typology to classify approaches to multiculturalism in psychology, the author applies it to education and then turns to consideration of racial identity theory and its implications for educational theory and practice.

by Robert Sternberg & Elena Grigorenko — 1999
The authors dispel a host of myths regarding the role of genes in determining behavior and the modifiability of behavior and consider the implications for the work of educators and psychologists.

by Gavriel Salomon & Tamar Almog — 1998
Can technology really facilitate self-directed, mindful learning in students? The authors address this and related questions through an analysis of recent theory and methodological developments in educational technology and psychology.

by Clark Chinn & Richard Anderson — 1998
Two approaches for representing the structure of classroom arguments are compared and constrasted in this study--the argument network, and the causal network. This new form of basic research in classroom discourse opens a window for teachers and instructional designers who wish to improve students' reasoning ability.

by Lyn Corno — 1998
The questions, topics, and methods of interest to contemporary educational psychologists.

by Penny Oldfather & Sally Thomas — 1998
As high school students conducted a year-long participatory research project on motivation for literacy learning with their teachers, two university researchers studied the processes and outcomes of their project

by Mihaly Csikszentmihalyi & Jennifer Schmidt — 1998
Much of the storm and stress that characterize the teenage years is cat, sed by a mismatch between the genetically primed behavior of adolescents and the societal demands imposed upon them by the present stage of sociocultural evolution. The two most obvious solutions—to change the genetic programming or to return to a social system that would accommodate the full expression of adolescent drives— are not feasible at the moment, but a third possibility exists that might reduce some of the conflict. Discovering what adolescents enjoy doing that is consistent with their genetic programming and also with social requirements, and making opportunities available for such activities— while reducing or modifying those that satisfy only one or neither of these requirements--may be helpful. A great deal of the stress of the teenage years will be eliminated if we allowed the natural resilience of adolescents to assert itself in activities that make their lives enjoyable and meaningful.

by Dena Swanson, Margaret Spencer & Anne Petersen — 1998
The purpose of this chapter is twofold: (1) to present an overview of the complex experiences of adolescents that impact the achievement of developmental tasks; (2) to examine their impact on the processes of identity formation in adolescence.

by Charles Bidwell, Barbara Schneider & Kathryn Borman — 1998
In the following pages, we will argue that understanding the selective processes through which young people now enter the labor market requires two kinds of information. First, we must describe the opportunities to work that are available to these young people as they move through high school and postsecondary education. Second, we must discover how, given their opportunities, they act to form their own occupational trajectories or job histories.

by Hugh Sockett — 1997
There are three kinds of problems for character educators which provide the framework for this discussion. First, there is the problem of definition: What is the difference between what a psychiatrist and an educator might say? Second, there is the problem of understanding. What is needed to develop moral agency in children places huge demands on teachers' understanding. Third, there is a problem of social context. Living in a culture in which we reach for explanations that do not respect moral autonomy, we believe in the therapeutic or the clinical as solutions for our weaknesses. This provides teachers, principals, parents, and the children themselves with ways to circumvent moral responsibility for their actions. So we need a clear idea of what the social and institutional context of schools should look like for the development of character, especially for those children labeled ADHD.

by David Berliner — 1997
An examination of theories of child rearing espoused by the Christian Right from the perspective of modern psychology.

by Howard Gardner & Veronica Dyson — 1994
Education's main purpose should be to achieve understanding, but such understanding is hard to achieve because educators have little knowledge of how to teach for it and students harbor intellectual habits that inhibit performances of understanding. This article emphasizes that students' access to disciplinary tools is crucial in quality education.

by William Rohwer Jr. & Kathryn Sloane — 1994
Given this rationale for the existence of the present chapter, we shall examine the Taxonomy from several psychological perspectives on learning, including those extant at the time the Taxonomy was aborning and those that emerged in succeeding decades up to the present reign of cognitive science. In doing so, we will focus on features of the Taxonomy that appear to presuppose one or another theoretical proposition about human learning or thinking.

by David Krathwohl — 1994
In this chapter, let us briefly look at the past, present, and future of the Taxonomy. We will seek to learn from the past, using the Taxonomy as a case study of a heuristic framework. By reviewing the process of developing and disseminating it, we can reveal what might contribute to a heuristic's success and what generalizations we can draw from this experience. Sinclair also inquired about "the scientific process" of building taxonomies. So, looking at research right up to the present, we can ask "Regarding its 'scientific validity,' what is the best interpretation of these data"? Lastly, in terms of the future, we can ask "Where, if anyplace, do we go from here"?

by Rika Burnham — 1994
This article explains how to encourage students to respond to art rather than talk at them about what they should know.

by Howard Gardner — 1994
The article presents Howard Gardner's response to the three preceding commentaries on his book, "Multiple Intelligences: The Theory in Practice." After commenting on some of their specific remarks, the article concludes with a more general discussion of the relationship between psychological theory and educational practice.

by Henry Levin — 1994
This commentary indicates that Gardner's "Multiple Intelligences: The Theory in Practice" represents an attempt to incorporate many perspectives and previously published essays in the educational implications of multiple intelligences theory. This article suggests that the book focuses less on schools and more on further development of the theory and possible uses and applications.

by Elliot Eisner — 1994
This commentary on Gardner's "Multiple Intelligences: The Theory in Practice" suggests that Gardner has made major contributions to discussions of the mind and educational goals. This article identifies issues arising from Project Zero's efforts to conceptualize and assess varieties of human intelligence and to follow implications of its work in the schools.

by Elena Nightingale & Lisa Wolverton — 1993
Adolescents have no prepared, appreciated, approved place in society, so they tackle identity formation and development of self-worth and self-efficacy on their own. Society must change its view that youth are troubled or harmful and instead provide opportunities for meaningful roles for adolescents, particularly those without many years of formal education.

by Donald Roberts — 1993
A discussion of the effects of the mass media, particularly the influence of violence and sex, on adolescents.

by Linda Schoff — 1993
This annotated bibliography includes publications on adolescent issues such as school-community collaboration, pregnancy prevention, decision making, health promotion, injury prevention, music, violence prevention, health care, African-American adolescents, sexuality education, futures planning, policy, and health service delivery.

by David Hamburg — 1993
With America's eroding social support, transitioning from childhood to adulthood is difficult. Adolescents need help in forming healthy lifestyles to positively affect their futures. This article recommends a developmental approach to providing life skills training, explaining the necessary conjunction of life sciences curricula, life skills training, and social support.

by Jeanne Chall — 1992
An examination of recent debates on the teaching of reading from the standpoint of science, art, and ideology

by Michael Parsons — 1992
Other chapters in this volume chronicle the several versions and past history of this paradigm. In this chapter I am more interested in its future possibilities. I identify changes occurring in the environment of art education and discuss the changes they call for in our thinking. I suggest that we can no longer take for granted much about children's abilities and the goals of art education that the cognitive movement did take for granted. I suggest that the idea of cognition in the arts should be understood more radically as interpretation, and I discuss, with examples, what that would mean.

by Jessica Davis & Howard Gardner — 1992
In this chapter wc draw on the visual arts for examples, but the story we tell could be broadened to include various art forms. We begin with a description of some of the brute facts, that is, examples of the constant phenomena that constitute early artistic behavior and invite different interpretations. Next we consider the main tenets of the cognitive revolution that has transformed our conception and cnhanced our understanding of that behavior. We review the impact of this new way of thinking on aesthetics, and on the investigation of child art, as well as upon general and aesthetic education. In conclusion, revisiting the brute facts, we reconsider the precognitivist perspective in terms of the insights these recent changes in thought have yielded.

by David Hargreaves & Maurice Galton — 1992
In this chapter we attempt to maintain a balance among three sometimes conflicting, sometimes complementary points of view: those of the psychologist, the educator, and the teacher. It will become • apparent that the concerns of the first two are currently fairly disparate, but we shall argue that a bridge can be built between them by a careful and reflective consideration of the teacher's point of view.

by Daniel Walsh, Natalie Batuka, Mary Smith & Nan Colter — 1991
Describes an experienced first grade teacher's efforts to create her place in what was defined by others as the change process. Researchers observed in her classroom and conducted interviews over one school year. She viewed herself not as changing, but rather as part of a slow, continuous process.

by David Elkind — 1991
The first aim of this chapter is to highlight some of the differences between these two educational philosophies, A second aim is to contrast a few of the practical educational implications of the two philosophies. A final aim is to argue that true educational reform in this country will only come about when we have a paradigm shift away from the reigning psychometric educational psychology.

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Resources
  • Human evolution expanded brains to increase expertise capacity, not IQ
  • Self and Identity
    Self and Identity is the official journal of the International Society for Self and Identity (ISSI), a scholarly, multidisciplinary association dedicated to the promotion of the scientific study of the human self and identity.
  • Brains.org
    This site is a practical link between current psychological and neurological research and education.
  • Learning as social and neural
  • Journal of Language, Identity and Education
    Policy decisions in educational settings today often require an understanding of the relationships between home language/variety and school language/variety, ethnic and gender identity, societal attitudes toward languages/varieties, and differential performance across groups. This journal will seek out cutting edge interdisciplinary research from around the world, reflecting diverse theoretical and methodological frameworks and topical areas.
  • The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information
  • The International Journal for Academic Development
    This journal reports on advances in theory and practice and includes discussions on the development of models and theories for supporting and leading improvements in teaching and learning, and debates current issues at the forefront of educational change.
  • Educational Psychology in Practice
    The defining feature of Educational Psychology in Practice is that it aims to publish refereed articles representing theory, research and practice which is of relevance to practising educational psychologists in the UK and beyond.
  • Educational Psychology
    This quarterly journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education.
  • International Journal of Testing
    The International Journal of Testing (IJT) is dedicated to the advancement of theory, research, and practice in testing and assessment in psychology, education, counseling, human resource management, and related disciplines.
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