Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Learning >> Educational Psychology

by Marjorie Hall Haley - 2004
In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), the purpose of this second teacher action research study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners

by Wu-tien Wu - 2004
This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of educational reform.

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.

Found 267
Displaying 31 to 60
<Back | Next>
Recent Posts
Book Reviews
by Fernando M. Reimers & Connie K. Chung
reviwed by Sofia-Eleftheria Gonida & Stuart Karabenick - 2019

by Grant J. Rich, Uwe Gielen, & Harold Takooshian (Eds.)
reviwed by Iva Katzarska-Miller - 2019

by M Cecil Smith & Nancy Defrates-Densch (Eds.)
reviwed by Erin Peters-Burton & Jordan Goffena - 2018

by Meike Watzlawik, Alina Kriebel, Jaan Valsiner (Eds.)
reviwed by Gretchen Reevy - 2017

by Christine Fonseca
reviwed by Lindsay Lee & Todd Kettler - 2016

by W. Holmes Finch, Brian F. French, and Jason C. Immekus
reviwed by Grant Morgan & Courtney Moore - 2016

by Eric Toshalis
reviwed by Stacie DeFreitas - 2016

by Amrei C. Joerchel and Gerhard Benetka
reviwed by Colleen Thoma, Lauren Puglia, Holly Whittenburg, Gabrielle Pickover & Whitney Ham - 2016

by Paris S. Strom, Robert D. Strom
reviwed by Bob Fecho - 2016

by Frédéric Guay, Herbert Marsh, Dennis M. McInerney, Rhonda G. Craven (Eds.)
reviwed by Karrie Shogren - 2016

Found 103
Displaying 1 to 10
<Back | Next>

  • 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.
Found 21Displaying 1 to 10 Next>
Member Center
In Print
This Month's Issue