- Educational psychology
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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. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities. Researchers and theorists are likely to be identified in the US and Canada as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. This distinction is however not made in the UK, where the generic term for practitioners is "educational psychologist."
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.
Social, moral and cognitive development
To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often represented 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.
Piaget proposed a developmental theory of moral reasoning in which children progress from a naïve 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.
Senses of seriousness and of fantasy
A child must learn to develop a sense of seriousness, an ability to distinguish degrees of seriousness as it relates to transgressions and expenditure of time; for example, a child must learn to distinguish between levels of seriousness in admonitions such as between "don't fidget" and "don't forget to look both ways when crossing the street," which have the same linguistic and normative structure, but different levels of seriousness.
Individual differences and disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from predisposition, 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 factor known as general intelligence, multiple factors (e.g., 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. In addition to basic abilities, the individual's personality traits are also important, with people higher in conscientiousness and hope attaining superior academic achievements, even after controlling for intelligence and past performance.
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. One study found that university students who took a child development course and attained high grades showed, when tested ten years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%. 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. Some psychologists claim that research evidence for this type of far transfer is scarce, while others claim there is abundant evidence of far transfer in specific domains. Several perspectives have been established within which the theories of learning used in educational psychology are formed and contested. These include behaviorism, cognitivism, social cognitive theory, and constructivism. This section summarizes how educational psychology has researched and applied theories within each of these perspectives.
Applied behavior analysis, a set of techniques based on the behavioral principles of operant conditioning, is effective in a range of educational settings. For example, teachers can alter student behavior by systematically rewarding students who follow classroom rules with praise, stars, or tokens exchangeable for sundry items. 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. 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. Many effective therapies have been based on the principles of applied behavior analysis, including pivotal response therapy which is used to treat autism spectrum disorders.
Among current educational psychologists, the cognitive perspective is more widely held than the behavioral perspective, perhaps because it admits causally related mental constructs such as traits, beliefs, memories, motivations and emotions. Cognitive theories claim that memory structures 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.
The spaced learning effect, a cognitive phenomenon strongly supported by psychological research, has broad applicability within education. 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). 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.
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. A problem students run into while reading is called "activation." This is when the students representations of the text are present during working memory. This causes the student to read through the material without absorbing the information and being able to retain it. When working memory is absent from the readers representations of the working memory they experience something called "deactivation." When deactivation occurs, the student has an understanding of the material and is able to retain information. If deactivation occurs during the first reading, the reader does not need to undergo deactivation in the second reading. The reader will only need to reread to get a "gist" of the text to spark their 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. 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.
Developmental psychology, and especially the psychology of cognitive development, opens a special perspective for educational psychology. This is so because education and the psychology of cognitive development converge on a number of crucial assumptions. First, the psychology of cognitive development defines human cognitive competence at successive phases of development. Education aims to help students acquire knowledge and develop skills which are compatible with their understanding and problem-solving capabilities at different ages. Thus, knowing the students' level on a developmental sequence provides information on the kind and level of knowledge they can assimilate, which, in turn, can be used as a frame for organizing the subject matter to be taught at different school grades. This is the reason why Piaget's theory of cognitive development was so influential for education, especially mathematics and science education. In the same direction, the neo-Piagetian theories of cognitive development suggest that in addition to the concerns above, sequencing of concepts and skills in teaching must take account of the processing and working memory capacities that characterize successive age levels.
Second, the psychology of cognitive development involves understanding how cognitive change takes place and recognizing the factors and processes which enable cognitive competence to develop. Education also capitalizes on cognitive change, because the construction of knowledge presupposes effective teaching methods that would move the student from a lower to a higher level of understanding. Mechanisms such as reflection on actual or mental actions vis-à-vis alternative solutions to problems, tagging new concepts or solutions to symbols that help one recall and mentally manipulate them are just a few examples of how mechanisms of cognitive development may be used to facilitate learning.
Finally, the psychology of cognitive development is concerned with individual differences in the organization of cognitive processes and abilities, in their rate of change, and in their mechanisms of change. The principles underlying intra- and inter-individual differences could be educationally useful, because knowing how students differ in regard to the various dimensions of cognitive development, such as processing and representational capacity, self-understanding and self-regulation, and the various domains of understanding, such as mathematical, scientific, or verbal abilities, would enable the teacher to cater for the needs of the different students so that no one is left behind.
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, 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 behaviors. 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, analyzing 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; and that teaching learning strategies can increase academic achievement.
Constructivism is a category of learning theory in which emphasis is placed on the agency and prior "knowing" and experience 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 theory of cognitive development, 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.
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. As intrinsic motivation deals with activities that act as their own rewards, extrinsic motivation deals with motivations that are brought on by consequences or punishments.
A form of attribution theory developed by Bernard Weiner 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 they engage with academic tasks. 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.
Locus of control is a salient factor in the successful academic performance of students. During the 1970s and '80s, Cassandra B. Whyte did significant educational research studying locus of control as related to the academic achievement of students pursuing higher education coursework. Much of her educational research and publications focused upon the theories of Julian B. Rotter in regard to the importance of internal control and successful academic performance. Whyte reported that individuals who perceive and believe that their hard work may lead to more successful academic outcomes, instead of depending on luck or fate, persist and achieve academically at a higher level. Therefore, it is important to provide education and counseling in this regard.
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.
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. Over 100 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. Several decades after Pearson's work with early versions of meta-analysis, Glass 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.
Other quantitative research issues associated with educational psychology include the use of nested research designs (e.g., a student nested within a classroom, which is nested within a school, which is nested within a district, etc.) and the use of longitudinal statistical models to measure change.
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, 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. 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 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. Qualitative methods are also used to analyze 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
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. 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 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 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
- Constructive alignment
Applications in teaching
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 counseling and other psychological methods to aid students who present persistent psychosocial problems.
Introductory educational psychology is a commonly required area of study in most North American teacher education programs. When taught in that context, its content varies, but it typically emphasizes learning theories (especially cognitively oriented ones), issues about motivation, assessment of students' learning, and classroom management. A developing Wikibook about educational psychology gives more detail about the educational psychology topics that are typically presented in preservice teacher education.
Modern educational psychologists are not the first to analyze educational processes. Philosophers of education such as Juan Vives, Johann Pestalozzi, Friedrich Froebel, and Johann Herbart had examined, classified and judged the methods of education centuries before the beginnings of psychology in the late 1800s. Juan Vives (1492-1540) proposed induction as the method of study and believed in the direct observation and investigation of the study of nature. He was one of the first to emphasize that the location of the school is important to learning. He suggested that the school should be located away from disturbing noises; the air quality should be good and there should be plenty of food for the students and teachers. Vives emphasized the importance of understanding individual differences of the students and suggested practice as an important tool for learning. He also supported the education of women.
Johann Pestalozzi (1746-1827) emphasized the child rather than the content of the school. He spoke out against the method of rote memorization as the method for learning and suggested direct observation as a better way of learning. He used object teaching, which means when teaching the teacher should proceed gradually from the concrete objects to the abstract and complex material. He believed that the relationship between the teacher and the child was important in providing a basis for the education of the child. He also was interested in the education of poor children. He was the first to establish an elementary school. Friedrich Froebel (1782-1853) is the founder of the kindergarten movement, which combined work and play to teach children responsibility and cooperation.
Johann Herbart (1776-1841) is considered the father of educational psychology. He believed that learning was influenced by interest in the subject and the teacher. He thought that teachers should consider the students existing mental sets, what they already know, when presenting new information or material. Herbart came up with what is now known as the formal steps. They are 5 steps that teachers should use are:
- Review material that has already been learned by the teacher 
- Prepare the student for new material by giving them an overview of what they are learning next 
- Present the new material.
- Relate the new material to the old material that has already been learned.
- Show how the student can apply the new material and show the material they will learn next.
The period of 1890-1920 is considered the golden era of educational psychology where aspirations of the new discipline rested on the application of the scientific methods of observation and experimentation to educational problems. From 1840 to 1920 37 million people immigrated to the United States. This created an expansion of elementary schools and secondary schools. The increase in immigration also provided educational psychologists the opportunity to use intelligence testing to screen immigrants at Ellis Island. Darwinism influenced the beliefs of the prominent educational psychologists. Even in the earliest years of the discipline, educational psychologists recognized the limitations of this new approach. 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”.
James is the father of psychology in America but he also made contributions to educational psychology. In his famous series of lectures Talks to Teachers on Psychology, published in 1899 and now regarded as the first educational psychology textbook, James defines education as "the organization of acquired habits of conduct and tendencies to behavior”. He states that teachers should “train the pupil to behavior” so that he fits into the social and physical world. Teachers should also realize the importance of habit and instinct. They should present information that is clear and interesting and relate this new information and material to things the student already knows about. He also addresses important issues such as attention, memory, and association of ideas.
Alfred Binet published Mental Fatigue in 1898, in which he attempted to apply the experimental method to educational psychology. In this experimental method he advocated for two types of experiments, experiments done in the lab and experiments done in the classroom. In 1904 he was appointed the Minister of Public Education. This is when he began to look for a way to distinguish children with developmental disabilities. Binet strongly supported special education programs because he believed that “abnormality” could be cured. The Binet-Simon test was the first intelligence test and was the first to distinguish between “normal children” and those with developmental disabilities. Binet believed that it was important to study individual differences between age groups and children of the same age. He also believed that it was important for teachers to take into account individual students strengths and also the needs of the classroom as a whole when teaching and creating a good learning environment. He also believed that it was important to train teachers in observation so that they would be able to see individual differences among children and adjust the curriculum to the students. Binet also emphasized that practice of material was important. In 1916 Lewis Terman revised the Binet-Simon so that the average score was always 100. The test became known as the Stanford-Binet and was one of the most widely used tests of intelligence. Terman, unlike Binet, was interested in using intelligence test to identify gifted children who had high intelligence. In his longitudinal study of gifted children, who became known as the Termites, Terman found that gifted children become gifted adults.
Edward Thorndike (1874-1949) supported the scientific movement in education. He based teaching practices on empirical evidence and measurement. Thorndike developed the theory of instrumental conditioning or the law of effect. The law of effect states that associations are strengthened when it is followed by something pleasing and associations are weakened when followed by something not pleasing. He also found that learning is done a little at a time or in increments, learning is an automatic process and all the principles of learning apply to all mammals. Thorndike’s research with Robert Woodworth on the theory of transfer found that learning one subject will only influence your ability to learn another subject if the subjects are similar. This discovery led to less emphasis on learning the classics because they found that studying the classics does not contribute to overall general intelligence. Thorndike was one of the first to say that individual differences in cognitive tasks were due to how many stimulus response patterns a person had rather than a general intellectual ability. He contributed word dictionaries that were scientifically based to determine the words and definitions used. The dictionaries were the first to take into consideration the users maturity level. He also integrated pictures and easier pronunciation guide into each of the definitions. Thorndike contributed arithmetic books based on learning theory. He made all the problems more realistic and relevant to what was being studied, not just to improve the general intelligence. He developed test that were standardized to measure performance in school related subjects. His biggest contribution to testing was the CAVD intelligence test which used a mulitdimensional approach to intelligence and the first to use a ratio scale. His later work was 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.
John Dewey (1859-1952) had a major influence on the development of progressive education in the United States. He believed that the classroom should prepare children to be good citizens and facilitate creative intelligence. He pushed for the creation of practical class that could be applied outside of a school setting. He also thought that education should be student-oriented not subject-oriented. For Dewey education was social that helped bring together generations of people. He states that students learn by doing. He believed in an active mind that was able to be educated through observation and problem solving and inquiry. In his 1910 book How We Think he emphasizes that material should be provided in way that is stimulating and interesting to the student and it encourages original thoughts and problem solving. He also stated that material should be relative to the student’s own experience."The material furnished by way of information should be relevant to a question that is vital in the students own experience"
Jean Piaget (1896-1980) developed the theory of cognitive development. The theory stated that intelligence developed in four different stages. The stages are the sensorimotor stage from birth to 2 years old, the preoperational state from 2 years old to 7 years old, the concrete operational stage from 7 years old to 10 years old, and formal operational stage from 11 years old and up. He also believed that learning was constrained to the child’s cognitive development. Piaget influenced educational psychology because he was the first to believe that cognitive development was important and something that should be paid attention to in education. Most of the research on Piagetian theory was mainly tested and done by American educational psychologists
The amount of people receiving a high school and college education increased dramatically from 1920 to 1960. Because of very little jobs available to the teens coming out of eighth grade there was an increase in high school attendance in the 1930’s . The progressive movement in the United State took off at this time and led to the idea of progressive education. John Flanagan, an educational psychologist, developed tests for combat trainees and instructions in combat training. In 1954 the work of Kenneth Clark and his wife on the effects of segregation on black and white children was influential in the Supreme Court case Brown v. Board of Education. From the 1960’s to present day educational psychology has switched from a behaviorist perspective to a more cognitive based perspective because of the influence and development of cognitive psychology at this time.
Jerome Bruner was the first to apply the cognitive approaches in educational psychology. He was the one who introduced the ideas of Jean Piaget into educational psychology. He advocated for discovery learning where teachers create a problem solving environment that allows the student to question, explore and experiment. In his book The Process of Education Bruner stated that the structure of the material and the cognitive abilities of the person are important in learning. He emphasized the importance of the subject matter. He also believed that how the subject was structured was important for the students understanding of the subject and it is the goal of the teacher to structure the subject in a way that was easy for the student to understand. In the early 1960’s Bruner went to Africa to teach math and science to schoolchildren, which influenced his view as schooling as a cultural institution. Bruner was also influential in the development of MACOS, Man a Course of Study, which was an educational program that combined anthropology and science. The program explored human evolution and social behavior. He also helped with the development of the head start program. He was interested in the influence of culture on education and looked at the impact of poverty on educational development.
Benjamin Bloom (1913-1999) spent over 50 years at the University of Chicago where he worked in the department of education. He believed that all students can learn. He developed taxonomy of educational objectives. The objectives were divided into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with how we think. It is divided into categories that are on a continuum from easiest to more complex. The categories are knowledge or recall, comprehension application, analysis, synthesis and evaluation. The affective domain deals with emotions and has 5 categories. The categories are receiving phenomenon, responding to that phenomenon, valuing, organization, and internalizing values. The psychomotor domain deals with the development of motor skills, movement and coordination and has 7 categories, that also goes from simplest to complex. The 7 categories of the psychomotor domain are perception, set, guided response, mechanism, complex overt response, adaptation, and origination. The taxonomy provided broad educational objectives that could be used to help expand the curriculum to match the ideas in the taxonomy. The taxonomy is considered to have a greater influence internationally then in the United States. Internationally, the taxonomy is used in every aspect of education from training of the teachers to the development of testing material. Bloom believed in communicating clear learning goals and promoting an active student. He thought that teachers should provide feedback to the students on their strengths and weaknesses. Bloom also did research on college students and their problem solving processes. He found that they differ in understanding the basis of the problem and the ideas in the problem. He also found that students differ in process of problem solving in their approach and attitude toward the problem.
Nathaniel Gage is important in educational psychology because he did research to improve teaching and understand the processes involved in teaching. In 1963 he was the editor of the Handbook of Research on Teaching, which became an influential book in educational psychology. The handbook helped set up research on teaching and made research on teaching important to educational psychology. He also was influential in the founding of the Stanford Center for Research and Development in teaching, which not only contributed important research on teaching but also influenced the teaching of important educational psychologists.
Careers in educational psychology
Education and training
A person may be considered an educational psychologist after completing 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 work in a variety of settings. Some work in university settings where they carry out research on the cognitive and social processes of human development, learning and education. Educational psychologists may also work as consultants in designing and creating educational materials, classroom programs and online courses.
Educational psychologists who work in k–12 school settings (closely related are school psychologists in the US and Canada) are trained at the master's and doctoral levels. In addition to conducting assessments, school psychologists provide services such as academic and behavioral intervention, counseling, teacher consultation, and crisis intervention. However, school psychologists are generally more individual-oriented towards students.
In the UK, status as a Chartered Educational Psychologist is gained by completing:
- an undergraduate degree in psychology permitting registration with the British Psychological Society
- two or three years experience working with children, young people and their families.
- a three-year professional doctorate in educational psychology.
The previous requirement to train and work for two years as a teacher has now been abandoned.
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 psychologists are employed in educational settings. In the United States, the median salary for psychologists in primary and secondary schools is US$58,360 as of May 2004.
In recent decades the participation of women as professional researchers in North American educational psychology has risen dramatically. 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%.
There are several peer-reviewed research journals in educational psychology tracked by Journal Citation Reports. The most highly cited journals related to educational psychology are currently Child Development and Educational Psychologist.
- Applied psychology
- American Educational Research Association
- American Psychological Association
- Association for Psychological Science
- British Psychological Society
- Evolutionary educational psychology
- International Society of the Learning Sciences
- Journal of Applied Behavior Analysis
- Learning sciences
- List of educational psychologists
- List of publications in psychology#Educational psychology
- School psychologist
- ^ Lucas, J.L.; Blazek, M.A. & Riley, A.B. (2005). The lack of representation of educational psychology and school psychology in introductory psychology textbooks. Educational Psychology, 25, 347–51.
- ^ a b Woolfolk, A.E.; Winne, P.H. & Perry, N.E. (2006). Educational Psychology (3rd Canadian ed.). Toronto, Canada: Pearson.
- ^ Woods, Ashley and Woods, Steiner Schools in England, University of West of England, Bristol: Research Report RR645, section 1.5, "Findings from the survey and case studies"
- ^ Carrie Y. Nordlund, "Art Experiences in Waldorf Education," Ph.D. Dissertation, University of Missouri-Columbia, May 2006
- ^ 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, 203–21.
- ^ Tisak, M.; Turiel E. Variation in Seriousness of Transgressions and Children's Moral and Conventional Concepts, Developmental Psychology, Volume 24, Issue 3, May 1988, pp. 352–57
- ^ Peters, K.M.; Blumberg, F.C. (2004) "regarding the seriousness... their ability to understand the reality–fantasy distinction," Preschoolers' Moral Judgments: Distinctions Between Realistic and Cartoon-Fantasy Transgressions, Proceedings of the 2004 conference on Interaction design and children: building a community
- ^ Spearman, C. (1904) "General intelligence" objectively determined and measured. American Journal of Psychology, 15, 201–93.
- ^ Gardner, Howard. (1983) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
- ^ Wechsler, D. (1949). The Wechsler Intelligence Scale for Children. New York: Psychological Corp.
- ^ Day, L.; Hanson, K.; Maltby, J.; Proctor, C.L. & Wood, A.M. (in press). Hope uniquely predicts objective academic achievement above intelligence, personality, and previous academic achievement. Journal of Research in Personality.
- ^ Semb, G.B. & Ellis, J.A. (1994). Knowledge taught in schools: What is remembered? Review of Educational Research, 64, 253–86.
- ^ Ellis, J.A.; Semb, G.B. & Cole, B. (1998). Very long-term memory for information taught in school. Contemporary Educational Psychology, 23, 419–33.
- ^ Perkins, D.N. & Salomon, G. (1992) Transfer of learning. International Encyclopedia of Education (2nd ed.). Oxford, UK: Pergamon Press.
- ^ Perkins, D.N. & Grotzer, T.A. (1997) Teaching intelligence. American Psychologist, 52, 1125–33.
- ^ 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.
- ^ Halpern, D.F. (1998) Teaching critical thinking for transfer across domains. American Psychologist, 53, 449–55.
- ^ Alberto, P. & Troutman, A. (2003) Applied behavior analysis for teachers (6th ed.). Columbus, OH, USA: Prentice-Hall-Merrill.
- ^ 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, 330–43.
- ^ 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, 267–77.
- ^ 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, 129–37.
- ^ 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, 641–55.
- ^ Pierce, W.D. & Cameron, J. (2002). A summary of the effects of reward contingencies on interest and performance. The Behavior Analyst Today, 3, 222–26. ABO
- ^ Mayer, R.E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
- ^ 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, 366–71.
- ^ Dempster, F.N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1, 309–30.
- ^ Carney, R.N. & Levin, J.R. (2000). Fading mnemonic memories: Here's looking anew, again! Contemporary Educational Psychology, 25, 499–508.
- ^ Kalyuga, S.; Chandler, P.; Tuovinen, J. & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579–88.
- ^ Furth, H.G. & Wachs, H. (1975). Thinking goes to school: Piaget's theory in practice. Oxford: Oxford University Press
- ^ Demetriou, A. & Valanides, N. (1998). A three level of theory of the developing mind: Basic principles and implications for instruction and assessment. In R.J. Sternberg & W.M. Williams (Eds.), Intelligence, instruction, and assessment (pp. 149–99). Hillsdale, NJ: Lawrence Erlbaum.
- ^ a b Demetriou, A.; Spanoudis, G. & Mouyi, A. (2010). A Three-level Model of the Developing Mind: Functional and Neuronal Substantiation. In M. Ferrari and L. Vuletic (Eds.), The Developmental Relations between Mind, Brain, and Education: Essays in honor of Robbie Case. New York: Springer.
- ^ Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press.
- ^ Case, R. (1992). The role of central conceptual structures in the development of children's mathematical and scientific thought. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications to education (pp. 52–65). London: Routledge.
- ^ Demetriou, A.; Spanoudis, G. & Mouyi, A. (2010). A Three-level Model of the Developing Mind: Functional and Neuronal Substantiation. In M. Ferrari and L. Vuletic (Eds.), The Developmental Relations between Mind, Brain, and Education: Essays in honor of Robbie Case. New York: Springer
- ^ Schunk, D.H. & Hanson, A.R. (1985). Peer models: Influence on children's self-efficacy and achievement behavior. Journal of Educational Psychology, 77, 313–22.
- ^ 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.
- ^ 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.
- ^ Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1–14.
- ^ Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–89.
- ^ a b Whyte, C. (1980). An Integrated Counseling and Learning Assistance Center. New Directions Sourcebook. Jossey-Bass, Inc. San Francisco.
- ^ Whyte, C. (1978). Effective Counseling Methods for High-Risk College Freshmen. Measurement and Evaluation in Guidance, 6 (4), 198–200.
- ^ Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC, USA: American Psychological Association.
- ^ Lipsey, M.W. & Wilson, D.B. (2001). Practical meta-analysis. London: Sage.
- ^ Glass, G.V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5, 3–8.
- ^ 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.
- ^ Ericsson, K.A. & Simon, H. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press.
- ^ Chi, M.T.H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271–315.
- ^ Pea, R.D. (1993). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28, 265–77.
- ^ 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.
- ^ 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.
- ^ Gronlund, N.E. (2000). How to write and use instructional objectives (6th ed.). Columbus, OH, USA: Merrill.
- ^ 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, 214–33.
- ^ Emmer, E.T. & Stough, L.M. (2001). Classroom management: A critical part of educational psychology with implications for teacher education. Educational Psychologist, 36, 103–12.
- ^ a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad ae af ag ah ai aj ak al am an ao ap aq ar as at au av aw Zimmerman, B.J. & Schunk, D.H. (Eds.) (2003). Educational psychology: A century of contributions. Mahwah, NJ, US: Erlbaum.
- ^ a b c Vives, J, & Watson, F. (1913). On education : a translation of the de tradendis disciplinis of juan luis vives . Cambridge : The University Press.
- ^ a b c d Glover, J, & Ronning, R. (Ed.). (1987). Historical foundations of educational psychology. New York, NY: Plenum Press.
- ^ a b c d e f g h i j k Hergenhahn, B.R. (2009). An introduction to the history of psychology. Belmont, CA: Wadsworth.
- ^ a b c d 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)
- ^ Thorndike, E.L. (1912). Education: A first book. New York: MacMillan.
- ^ a b c Dewey J. (1910). How we think. New York D.C. Heath & Co.
- ^ a b c d e f g Clark, D. (n.d.). Bloom's taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
- ^ 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.
- ^ Evans, J.; Hsieh, P.P. & Robinson, D.H. (2005). Women's Involvement in educational psychology journals from 1976 to 2004. Educational Psychology Review, 17, 263–71.
- Educational Psychology Resources by Athabasca University
- Division 15 of the American Psychological Association
- Educational Psychology Interactive
- Psychology of Education Section of the British Psychological Society
- School Psychology on the Web
- Explorations in Learning & Instructional Design: Theory Into Practice Database
- Classics in the History of Psychology
- The Standards for Educational and Psychological Testing
- EPNET – Educational Psychology forum
- Educational Psychology Undergraduate Degree at Lancaster University
- United Kingdom description of educational psychologist
- Educational Psychologist description from the British Psychological Society
There are literally dozens of textbooks in print that either provide a broad general introduction to educational psychology, or else deal with particular major aspects of it (Amazon.com, for example, lists over 1500 titles). The following are among the major texts currently in use, but are not the only possibilities:
- Psychology Applied To Teaching by Jack Snowman and Robert Biehler
- Educational Psychology by John Santrock
- Educational Psychology by Robert Slavin
- Educational Psychology: Developing Learners by Jeanne Ormrod
- Educational Psychology by Anita Woolfolk
- Educational Psychology: Effective Teaching, Effective Learning by Elliot, Kratochwill, Cook & Travers
- Educational Psychology by Kelvin Seifert and Rosemary Sutton (online)
Developmental disorders: Dyslexia and related specific developmental disorders (F80–F83, 315) General conditionsScholastic skills/
learning disorderMotor functionOther
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educational psychology — educational psychologist. a branch of psychology concerned with developing effective educational techniques and dealing with psychological problems in schools. [1910 15] * * * Branch of psychology concerned with the learning processes and… … Universalium
educational psychology — N UNCOUNT Educational psychology is the area of psychology that is concerned with the study and assessment of teaching methods, and with helping individual pupils who have educational problems. Derived words: educational psychologist plural N… … English dictionary
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educational psychology — pedagoginė psichologija statusas T sritis Kūno kultūra ir sportas apibrėžtis Taikomosios psichologijos šaka, tirianti psichinius reiškinius ir dėsnius, kurie susidaro žmogaus mokymo (taip pat mokymosi) ir auklėjimo vyksme, padedanti nustatyti… … Sporto terminų žodynas
educational psychology — noun Date: 1911 psychology concerned with human maturation, school learning, teaching methods, guidance, and evaluation of aptitude and progress by standardized tests • educational psychologist noun … New Collegiate Dictionary
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