Journal ArticleDOI
Educational Psychology in the 21st Century
TLDR
In the 21st century, it is unlikely that the goals that were set forth in 1990 by the National Governors' Association will be met to any satisfactory degree, but educational psychology can help define these goals and assess how well they are met as mentioned in this paper.Abstract:
Educational psychology has much to offer education in the 21st century, but it must take account of the great changes in the conditions of education that will undoubtedly occur-greater diversity of school populations and the enormous problems faced by the Third World. Educational psychologists must open up new contacts with colleagues in other countries. In the United States, it is unlikely that the goals that were set forth in 1990 by the National Governors' Association will be met to any satisfactory degree, but educational psychology can help define these goals and assess how well they are met. A major problem for educational psychology to solve in the 21st century is how the schools can deal successfully with individual differences in learning rates.read more
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Journal ArticleDOI
An Interview with Anita Woolfolk: The Educational Psychology of Teacher Efficacy
TL;DR: Anita Woolfolk-Hoy as discussed by the authors has published research in the areas of student perceptions of teachers, teachers beliefs, student motivation, and the application of educa-tional psychology to teaching.
Journal ArticleDOI
Continuities and discontinuities: Future directions for research in educational psychology
TL;DR: In this article, the authors suggest future directions for research in educational psychology as we enter our second hundred years of psychology in America and suggest that there are both continuities and discontinuities in our development from the early days of Hall, Thorndike, James, and Dewey to the current multiplicity of perspectives represented by educational psychology.
Journal ArticleDOI
Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence
TL;DR: The authors explored whether critical thinking ability or intelligence was the better predictor of real life events and found that critical thinking more strongly predicted life events than intelligence and significantly added to the variance explained by IQ.
Journal ArticleDOI
Educational Psychology in Teacher Education
TL;DR: The authors explored several themes that recur in the writing on reforms and teacher standards: the need to place learning at the center of teaching, the call for integrated studies, and the value of collaboration with the public schools.
Book ChapterDOI
Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History
TL;DR: In this paper, the authors focus on the interplay between learning theories and technologies, and they do not follow a strict timeline but cluster the critical appraisal in the following observations: (1) evolutions in society and education have influenced the selection and use of learning theory and technologies; (2) learning theories are situated in a somewhat vague conceptual field; (3) learning technologies are connected and intertwined by information processing and knowledge acquisition; (4) educational technologies shifted learner support from program or instructor control toward more shared and learner control; and (5) Learning theories and
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Journal Article
A Model of School Learning
TL;DR: In this paper, a conceptual model of factors affecting success in school learning and the way they interact is presented. But the model is based on a very small number of simplifying concepts, conceptually independent of one another and referring to phenomena at the same level of discourse.
Journal ArticleDOI
Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform
Mary McCaslin,Thomas L. Good +1 more
TL;DR: The authors argue that the intended modern school curriculum, which is designed to produce self-motivated, active learners, is seriously undermined by classroom management policies that encourage, if not demand, simple obedience, and advocate that a curriculum that seeks to promote problem solving and meaningful learning must be aligned with an authoritative management system that increasingly allows students to operate as self-regulated and risk-taking learners.