The main purpose of the Journal of Educational Psychology is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important meta-analysis articles that are pertinent to educational psychology. Please note, the Journal does not typically publish reliability and validity studies of specific tests or assessment instruments.
Advanced Educational Psychology By Dandapani Pdf Download
Adequate description of participants and measures are critical to the science and practice of educational psychology; this allows readers to assess the results, determine generalizability of findings, and make comparisons in replications, extensions, literature reviews, or secondary data analyses. Authors should see guidelines for participants and measures (including reliability and validity evidence) in the Publication Manual.
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.[1]
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. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation. 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.[2]
The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.[1]
As a field of study, educational psychology is fairly new and was not considered a specific practice until the 20th century. Reflections on everyday teaching and learning allowed some individuals throughout history to elaborate on developmental differences in cognition, the nature of instruction, and the transfer of knowledge and learning. These topics are important to education and, as a result, they are important in understanding human cognition, learning, and social perception.[4]
Some of the ideas and issues pertaining to educational psychology date back to the time of Plato and Aristotle. Philosophers as well as sophists discussed the purpose of education, training of the body and the cultivation of psycho-motor skills, the formation of good character, the possibilities and limits of moral education. Some other educational topics they spoke about were the effects of music, poetry, and the other arts on the development of individual, role of teacher, and the relations between teacher and student.[4] Plato saw knowledge acquisition as an innate ability, which evolves through experience and understanding of the world. This conception of human cognition has evolved into a continuing argument of nature vs. nurture in understanding conditioning and learning today. Aristotle, on the other hand, ascribed to the idea of knowledge by association or schema. His four laws of association included succession, contiguity, similarity, and contrast. His studies examined recall and facilitated learning processes.[5]
There were three major figures in educational psychology in this period: William James, G. Stanley Hall, and John Dewey. These three men distinguished themselves in general psychology and educational psychology, which overlapped significantly at the end of the 19th century.[4]
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, James defines education as "the organization of acquired habits of conduct and tendencies to behavior".[15] He states that teachers should "train the pupil to behavior"[15] 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.[15] 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.[9] 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.[9] This is when he began to look for a way to distinguish children with developmental disabilities.[9] Binet strongly supported special education programs because he believed that "abnormality" could be cured.[9] The Binet-Simon test was the first intelligence test and was the first to distinguish between "normal children" and those with developmental disabilities.[9] Binet believed that it was important to study individual differences between age groups and children of the same age.[9] 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.[9] 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.[9] 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.[14] 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.[9] In his longitudinal study of gifted children, who became known as the Termites, Terman found that gifted children become gifted adults.[14]
The number of people receiving a high school and college education increased dramatically from 1920 to 1960.[9] Because very few jobs were available to teens coming out of eighth grade, there was an increase in high school attendance in the 1930s.[9] The progressive movement in the United States 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.[9] 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.[14] From the 1960s 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.[9]
Jerome Bruner is notable for integrating Piaget's cognitive approaches into educational psychology.[9] He advocated for discovery learning where teachers create a problem solving environment that allows the student to question, explore and experiment.[9] 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.[9] He emphasized the importance of the subject matter. He also believed that how the subject was structured was important for the student's understanding of the subject and that it was the goal of the teacher to structure the subject in a way that was easy for the student to understand.[9] In the early 1960s, Bruner went to Africa to teach math and science to school children, 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.[9] 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.[9]
Nathaniel Gage (1917-2008) is an important figure in educational psychology as his research focused on improving teaching and understanding the processes involved in teaching.[9] He edited the book Handbook of Research on Teaching (1963), which helped develop early research in teaching and educational psychology.[9] Gage founded the Stanford Center for Research and Development in Teaching, which contributed research on teaching as well as influencing the education of important educational psychologists.[9]
Problem solving, according to prominent cognitive psychologists, is fundamental to learning. It resides as 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 student's 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 reader's 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.[30] 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. 2ff7e9595c
Kommentare