Research article introductions in Chinese and English: A comparative genre-based study

A framework for an educational psychology of assessment for teaching and learning is proposed, consisting of three dimensions: epistemology and theories, the interpreter and user, and assessment characteristics. The dimension of interpreter and user is equal in importance to theory and assessments, responsive to cognitive constructivism and the construction of meanings and beliefs, as held by teachers and students in practice contexts. Illustrations of the lines of inquiry and evidence that follow from this framework are given, drawing on research with teachers and using a particular assessment. Validation arguments for assessments in a practice-based context will be stronger when they are proactive and include evidence on the constructions of teachers and students and the meanings and use an assessment has for them in their educational situations.

Toward an educational psychology of assessment for teaching and learning: Theories, contexts, and validation arguments.

The present study examines the use of metadiscourse in English and Chinese research article introductions in the field of educational psychology. The corpus for this study comprises 40 introductions of research articles â€“ 20 Chinese and 20 English â€“ in the field of educational psychology. Hylandâ€™s (2004) model of metadiscourse has been employed as the analytical framework for the present study. The similarities and differences in the use of metadiscourse (i.e. the interactive and interactional resources) between the two sets of texts are looked at from a socio-cultural point of view. The findings of the present study provide some insights into the teaching and learning of academic English writing for Chinese ESL (English as a Second Language) students.

Metadiscourse in English and Chinese research article introductions

This paper discusses the potential for the field of educational psychology to move beyond “psychology-applied-to-education” to develop a unique professional practice component. We argue that many of the things educational psychologists are trained to do and have been doing for years fall within the “service provider” domain. Educational psychology is the only subfield of psychology to focus on the design of instructional systems, and many valuable psychological services derived from the knowledge base of instruction are worthy of professional recognition. We also discuss components of professional training for educational psychologists.

The professional practice of educational psychology

This article outlines the historical development of educational psychology as a discipline, its current issues and tensions, and new directions that might flow from both its history and current state. In providing this synopsis for students of educational psychology, the article examines how the discipline was originally conceptualized, how current debates are elaborations of previous debates, and how these pressures sustain the field. In an effort to understand what has changed in educational psychology since its formal inception, the article reviews the contents of the first volume of the Journal of Educational Psychology for each decade from 1910 to 1990, as well as the 1999 volume. An interesting pattern that emerges from this inspection of topics is the focus on developing adequate measurement tools before the study of new topics can be fully embraced and pursued. The article concludes that the current debates about methods, purposes, and intended contributions of the field of educational psychology ...

Educational Psychology's Healthy Growing Pains

An academic discipline can be defined on the basis of multiple sources of evidence. In spite of various efforts over the past 20 years to assess the identity of educational psychology, professionals within the field still lack a consensual view about its role and purpose as a discipline distinct from general psychology. One measure of a discipline's identity, which none of the attempts to define educational psychology have addressed, is the training of prospective educational psychologists. Although students at any institution must respond both to an implicit, hidden curriculum and to an explicit, formal curriculum, we argue that the latter best approximates the local consensus of professionals within the field. In this study, information was collected from a broad range of schools who offer graduate degrees in educational psychology and analyzed according to curricular content, administrative organization, student autonomy, course distributions, and other requirements. In general, the data suggested thre...

Geoffrey Scheurman

Papers

Educational Psychology: A View From Within the Discipline