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Learning >> Educational Psychology

Articles
by Toni Noble — 2004
Gardner’s theory of multiple intelligences was integrated with the revised Bloom’s taxonomy to provide a planning tool for curriculum differentiation. Teacher’s progress in using the tool to plan and implement units of work through learning centers was documented over 18 months in two small elementary schools.

by Howard Gardner — 2004
This essay describes the interests of various audiences, ranging from classroom teachers to entrepreneurs to policy makers, and locates each of the collected essays in this special issue (106-1)within these several audiences.

by Brian Rowan, Richard Correnti & Robert Miller — 2002
This papers considers concerptual and methodological issues that arise in large-scale survey research on teaching and uses data from Prospects to draw some substantive conclusions about the overall magnitude and sources of teachers' effects on student achievement in elementary schools.

by Ginette Delandshere — 2002
This article explores the possibility of using inquiry as a way to understand, and hence to assess, learning.

by Kevin Pugh — 2002
The article reports on a quasi experimental study, which examined the relative effectiveness of two instructional approaches (an innovative approach developed by the author and a case-study approach) at fostering idea-based, transformative experiences in a high school science class. The construct of an idea-based, transformative experience was derived from Dewey's work on aesthetics, experience, and education. Such experience involves the active use of a concept and an expansion of perspection and value.

by Andy Hargreaves — 2001
This paper draws on extended interviews with 53 elementary and secondary teachers in Ontario, Canada concerning the emotional aspects of their work, to develop a new conceptual framework of emotional geographies of teaching.

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.

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Resources
  • Cross Cultural Psychology
    The Journal of Cross Cultural Psychology publishes exclusively cross-cultural research reports. Its main emphasis is on empirical research wherein independent variables as influenced by culture may attain different values and the subjects are from at least two different cultural groups. The concern is with individual differences and variation across cultures rather than with societal variation (e.g., sociology).
  • Educational Psychologist
    Published by the American Psychological Association, the Educational Psychologist publishes scholarly essays, reviews, critiques, and articles of a theoretical/conceptual nature that contribute to our understanding of the issues, problems, and research associated with the field of educational psychology.
  • Educational Psychology Review
    The Educational Psychology Review publishes integrative, state-of-the-art review papers on the application of psychology to education.
  • Volta Review
    Volta Review is a highly respected research journal, bringing you the latest theories, research, current perspectives, and practical guidance from noted specialists in education, audiology, speech and language science, and psychology.
  • Teaching of Psychology
    Teaching of Psychology, the official journal of the Society for Teaching of Psychology, is devoted to improvement of the teaching/learning process of all educational levels from the secondary school through college and graduate school to continuing education.
  • Journal of Personality and Social Psychology
    The Journal of Personality and Social Psychology publishes original papers in all areas of personality and social psychology. It emphasizes empirical reports but may include specialized theoretical, methodological, and review papers.
  • Educational Review
    Educational Review publishes general articles and accounts of research of interest to teachers, to lecturers, to research workers in education and educational psychology, and to students of education.
  • Reading Psychology
    Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines.
  • Developmental Science
    Developmental Science is a top quality journal presenting theory and up-to-the -minute research on scientific developmental psychology. The journal acts as a forum for discussing important developmental science issues from leading thinkers in the field. Developmental Science publishes new scientific findings and in depth empirical studies. It covers aspects of developmental psychology including cognitive and social development and biological, computational and comparative perspectives.
  • Social Development
    Social Development covers a wide range of topics such as social cognition, peer relationships, attachment formation, emotional development and children's theories of mind. It is essential reading for psychologists, sociologists and all those concerned with teaching or research in the field of social development.
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