Search results for 'Educational psychology' (try it on Scholar)

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  1. J. W. Osborne & M. J. Mollette (2009). Grand Challenges in Educational Psychology. Frontiers in Psychology 1:157-157.score: 186.0
    Grand Challenges in Educational Psychology.
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  2. Kevin Wheldall (ed.) (2010). Developments in Educational Psychology. Routledge.score: 150.0
  3. Steven J. Armstrong, Elizabeth R. Peterson & Stephen G. Rayner (2012). Understanding and Defining Cognitive Style and Learning Style: A Delphi Study in the Context of Educational Psychology. Educational Studies 38 (4):449-455.score: 126.0
    This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested (...)
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  4. Elena Lyutykh (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections From a Cultural-Historical Perspective. Educational Studies 45 (4):377-391.score: 126.0
    (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective. Educational Studies: Vol. 45, No. 4, pp. 377-391.
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  5. Paul Smeyers & Marc Depaepe (2012). The Lure of Psychology for Education and Educational Research. Journal of Philosophy of Education 46 (3):315-331.score: 104.0
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for (...)
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  6. Paulus Smeyers & Marc Depaepe (2012). The Lure of Psychology for Education and Educational Research. Journal of Philosophy of Education 46 (3):315-331.score: 104.0
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for (...)
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  7. Morris L. Bigge (1954). A Relativistic Approach to the Learning Aspect of Educational Psychology. Educational Theory 4 (3):213-234.score: 96.0
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  8. Morris L. Bigge (1953). A Philosophical Orientation for Educational Psychology. Educational Theory 3 (4):347-360.score: 96.0
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  9. Kimberly E. Bodner (2011). Ethical Principles and Standards That Inform Educational Gatekeeping Practices in Psychology. Ethics and Behavior 22 (1):60 - 74.score: 96.0
    Educational gatekeeping functions in psychology serve to assess, remediate, and/or dismiss students and trainees with problematic professional competencies (STPPC). Recently, professional psychology graduate programs have increasingly focused on problems with professional competency, and they have begun to implement formal procedures to intervene with STPPC (Rubin et al., 2007). However, there has been considerably less literature addressing the ethics and ethical considerations of instituting these gatekeeping functions, especially in different stages of education and training in psychology. The (...)
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  10. William Asher (1989). Some Theoretical & Philosophical Aspects of Educational Psychology. Theoretical and Philosophical Psychology 9 (2):44-47.score: 96.0
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  11. F. D. Naylor (1971). Some Problems in the Relation Between Psychology and Educational Psychology. Educational Philosophy and Theory 3 (1):47–53.score: 96.0
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  12. Nigel Proctor (2006). Educational Psychology and Curriculum Design: A Child‐Centred Approach. Educational Studies 11 (2):151-158.score: 96.0
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  13. William Brown (1910). Educational Psychology in the Secondary School. Journal of Philosophy, Psychology and Scientific Methods 7 (1):14-18.score: 96.0
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  14. Erwin V. Johanningmeier (1978). Ruminations on the Beginnings of Educational Psychology: William James and the Foundations of a Profession. Educational Theory 28 (2):111-119.score: 96.0
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  15. Lee S. Shulman (1981). A View From Educational Psychology. Educational Theory 31 (1):37-42.score: 96.0
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  16. Jaime Castiello (1936). A Humane Psychology of Education. New York, Sheed & Ward.score: 96.0
     
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  17. Kieran Egan (1983). Education and Psychology: Plato, Piaget, and Scientific Psychology. Teachers College Press, Columbia University.score: 96.0
  18. Michael Alan Kagan (1994). Educating Heroes: The Implications of Ernest Becker's Depth Psychology of Heroism for Philosophy of Education. Hollowbrook Pub..score: 96.0
     
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  19. Daniel L. Schacter Karl K. Szpunar, Samuel T. Moulton (2013). Mind Wandering and Education: From the Classroom to Online Learning. Frontiers in Psychology 4.score: 96.0
    In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies (...)
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  20. Irving King (1910). The Problem and Content of Educational Psychology. Journal of Philosophy, Psychology and Scientific Methods 7 (16):428-436.score: 96.0
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  21. B. S. Woods & P. K. Murphy (2002). Thickening the Discussion: William James and Contemporary Educational Psychology. Educational Theory 52:43-59.score: 96.0
     
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  22. Jack Martin & Ann-Marie McLellan (2008). The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis. Studies in Philosophy and Education 27 (6):433-448.score: 92.0
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  23. Liberato Cardellini (2003). Mark Aulls is a Professor at McGill University in the Counseling and Educational Psychology Department. He Teaches Doctoral and Masters Degree Students an Introductory Research Methods Course, an Advanced Qualitative Research Course and an Intermediate Qualitative Research Methods Course. He Specializes in the Study of Classroom Processes. He is the Co-Author of The Quest Developmental. [REVIEW] Science and Education 12:799-802.score: 92.0
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  24. V. V. Davydov (1988). The Concept of Theoretical Generalization and Problems of Educational Psychology. Studies in East European Thought 36 (3):169-202.score: 90.0
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  25. Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.score: 90.0
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss (...)
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  26. William James (1983/1962). Talks to Teachers on Psychology and to Students on Some of Life's Ideals. Harvard University Press.score: 90.0
    Still-vital lectures on teaching deal with psychology and the teaching art, the stream of consciousness, the child as a behaving organism, education and behavior, native and acquired reactions, habit, association of ideas, attention, memory, acquisition of ideas, perception, will, and more. The three addresses to students are "The Gospel of Relaxation," "On a Certain Blindness in Human Beings," and "What Makes a Life Significant?" Preface. 2 black-and-white illustrations.
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  27. Richard Lange, Karl Schmidt & Louis F. Soldan (1876). Friedrich Eduard beneke's educational psychology. Journal of Speculative Philosophy 10 (4):361 - 382.score: 90.0
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  28. T. G. Foran (1935). Educational Psychology. New Scholasticism 9 (1):67-69.score: 90.0
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  29. Thomas Rowland (forthcoming). Jerome S. Bruner: A Philosopher of Educational Psychology. Journal of Thought.score: 90.0
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  30. F. A. Walsh (1938). Principles of Educational Psychology. New Scholasticism 12 (2):180-182.score: 90.0
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  31. Raymond J. Bishop (1935). Educational Psychology. Modern Schoolman 12 (2):44-44.score: 90.0
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  32. Henry Cronin (1931). Educational Psychology. Modern Schoolman 8 (2):38-39.score: 90.0
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  33. Kathryn E. Patten & Stephen R. Campbell (eds.) (2011). Educational Neuroscience. Wiley-Blackwell.score: 90.0
    Machine generated contents note: Notes on Contributors.1. Introduction: Educational Neuroscience (Kathryn E. Patten and Stephen R. Campbell).2. Educational Neuroscience: Motivations, methodology, and implications (Stephen R. Campbell).3. Can Cognitive Neuroscience Ground a Science of Learning? (Anthony E. Kelly).4. A Multiperspective Approach to Neuroeducational Research (Paul A. Howard-Jones).5. What Can Neuroscience Bring to Education? (Michel Ferrari).6. Connecting Education and Cognitive Neuroscience: Where will the journey take us? (Daniel Ansar1, Donna Coch and Bert De Smedt).7. Position Statement on Motivations, Methodologies, and (...)
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  34. Larisa V. Shavinina & Michel Ferrari (eds.) (2004). Beyond Knowledge: Extracognitive Aspects of Developing High Ability. The Educational Psychology Series.score: 90.0
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  35. Hyemin Han (forthcoming). Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education. Science and Engineering Ethics:1-20.score: 84.0
    This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation (...)
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  36. Chandrakant P. Patel (1986). Study of the Psychological Foundation of the "Free Progress System" as Evolved in Sri Aurobindo International Centre of Education. Distributor, Sri Aurobindo Books Distribution Agency.score: 84.0
     
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  37. Milton P. Meux (1987). Educational Problems in Theoretical and Philosophical Psychology: Some Proposed Courses of Action. Theoretical and Philosophical Psychology 7 (1):25-27.score: 78.0
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  38. H. Gordon Hullfish (1963). Excerpt From "Aspects of Thorndike's Psychology in Their Relation to Educational Theory and Practice". Educational Theory 13 (3):225-234.score: 78.0
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  39. Bernard Mageean & Joanne K. Earl (1986). A Note on Child Psychology's Programme and Educational Practice. Educational Philosophy and Theory 18 (2):1–10.score: 78.0
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  40. Srinibas Bhattacharya (1968). Foundations of Education and Educational Research. Baroda, Acharya Book Depot.score: 78.0
     
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  41. Inna Semetsky (ed.) (2012). Jung and Educational Theory. John Wiley & Sons Inc..score: 78.0
     
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  42. Edmund V. Sullivan (1990). Critical Psychology and Pedagogy: Interpretation of the Personal World. Bergin & Garvey Publishers.score: 78.0
     
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  43. S. Alfonso Vargas (1944). Psychology and Philosophy of Teaching, According to Traditional Philosophy and Modern Trends. Washington, D.C.,The Catholic University of America Press.score: 78.0
     
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  44. David Carr (1984). Moral Philosophy and Psychology in Progressive and Traditional Educational Thought. Journal of Philosophy of Education 18 (1):41–53.score: 74.0
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  45. Michael Andrew Ranney (2008). Studies in Historical Replication in Psychology VII: The Relative Utility of “Ancestor Analysis” From Scientific and Educational Vantages. Science and Education 17 (5):547-558.score: 74.0
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  46. Rupert Wegerif (2013). Dialogic: Education for the Internet Age. Routledge.score: 72.0
    Areas covered in the book include: - dialogical learning and cognition - dialogical learning and emotional intelligence - educational technology, dialogic 'spaces' and consciousness - global dialogue and global citizenship - dialogic ...
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  47. Christopher P. Adkins (2011). Once More with Feeling : Integrating Emotion in Teaching Business Ethics' Educational Implications From Cognitive Neuroscience and Social Psychology. In Ronald R. Sims & William I. Sauser (eds.), Experiences in Teaching Business Ethics. Information Age Pub..score: 72.0
  48. Lynn Fendler (2012). The Magic of Psychology in Teacher Education. Journal of Philosophy of Education 46 (3):332-351.score: 68.0
    Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based teacher-certification pathways have recently come under attack from various socio-political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology (...)
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  49. Samson O. Gunga & Ian W. Ricketts (2008). The Prospects for E-Learning Revolution in Education: A Philosophical Analysis. Educational Philosophy and Theory 40 (2):294–314.score: 66.0
    If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it? This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream (...)
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  50. Robert Romanyshyn (2012). Complex Education: Depth Psychology as a Mode of Ethical Pedagogy. Educational Philosophy and Theory 44 (1):96-116.score: 66.0
    This essay applies the material developed in The Wounded Researcher to education. The core issue in that book is the necessity to make a place for the complex unconscious in research in order to lay a foundation for an ethics that is based in deep subjectivity. The therapy room has characteristically been the place where this kind of work has occurred, and in this regard therapy has been a form of education. The boundaries of the therapy room have, however, exploded (...)
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