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: 82.0
    Grand Challenges in Educational Psychology.
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  2. Kevin Wheldall (ed.) (2010). Developments in Educational Psychology. Routledge.score: 70.0
  3. Hyemin Han (forthcoming). Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education. Science and Engineering Ethics:1-20.score: 64.0
    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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  4. 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: 62.0
    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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  5. Elena Lyutykh (2009). Practicing Critical Thinking in an Educational Psychology Classroom: Reflections From a Cultural-Historical Perspective. Educational Studies 45 (4):377-391.score: 62.0
    (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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  6. Jaime Castiello (1936). A Humane Psychology of Education. New York, Sheed & Ward.score: 60.0
     
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  7. Kieran Egan (1983). Education and Psychology: Plato, Piaget, and Scientific Psychology. Teachers College Press, Columbia University.score: 60.0
  8. Michael Alan Kagan (1994). Educating Heroes: The Implications of Ernest Becker's Depth Psychology of Heroism for Philosophy of Education. Hollowbrook Pub..score: 60.0
     
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  9. 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: 60.0
     
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  10. India (ed.) (1988). Glossary of Technical Terms (English-Urdu): Philosophy, Psychology & Education = Farhang-I Iṣt̤ilāḥāt (Angrezī-Urdū): Falsafah, Nafsiyāt, Aur Taʻlīm. Bureau for Promotion of Urdu, Dept. Of Education, Govt. Of India.score: 56.0
  11. Karen François, Kathleen Coessens & Jean Paul Van Bendegem (2012). The Interplay of Psychology and Mathematics Education: From the Attraction of Psychology to the Discovery of the Social. Journal of Philosophy of Education 46 (3):370-385.score: 54.0
    It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. (...)
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  12. Morris L. Bigge (1954). A Relativistic Approach to the Learning Aspect of Educational Psychology. Educational Theory 4 (3):213-234.score: 52.0
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  13. Morris L. Bigge (1953). A Philosophical Orientation for Educational Psychology. Educational Theory 3 (4):347-360.score: 52.0
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  14. Steven Weiland (1994). Erikson After Dewey: Education, Psychology, and Rhetoric. Educational Theory 44 (3):341-360.score: 52.0
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  15. Paul Smeyers & Marc Depaepe (2012). The Lure of Psychology for Education and Educational Research. Journal of Philosophy of Education 46 (3):315-331.score: 52.0
    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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  16. Lynn Fendler (2012). The Magic of Psychology in Teacher Education. Journal of Philosophy of Education 46 (3):332-351.score: 52.0
    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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  17. William Asher (1989). Some Theoretical & Philosophical Aspects of Educational Psychology. Theoretical and Philosophical Psychology 9 (2):44-47.score: 52.0
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  18. B. Lance Hurt & Norman A. Sprinthall (1977). Psychological and Moral Development for Teacher Education. Journal of Moral Education 6 (2):112-120.score: 52.0
    Abstract After a brief discussion on the need for more effective teacher education programmes in the United States, the article presents a first attempt to link moral and psychological education with a teacher training curriculum. Employing a sample of pre?service teachers, the course in educational psychology was redesigned to deliberately teach counselling techniques as a means of stimulating ego and moral development. The results indicate positive shifts on both the Loevinger test of ego development and Kohlberg post?conventional moral (...)
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  19. 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: 52.0
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  20. 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: 52.0
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  21. F. D. Naylor (1971). Some Problems in the Relation Between Psychology and Educational Psychology. Educational Philosophy and Theory 3 (1):47–53.score: 52.0
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  22. Nigel Proctor (2006). Educational Psychology and Curriculum Design: A Child‐Centred Approach. Educational Studies 11 (2):151-158.score: 52.0
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  23. William Brown (1910). Educational Psychology in the Secondary School. Journal of Philosophy, Psychology and Scientific Methods 7 (1):14-18.score: 52.0
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  24. 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: 52.0
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  25. Lee S. Shulman (1981). A View From Educational Psychology. Educational Theory 31 (1):37-42.score: 52.0
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  26. Irving King (1910). The Problem and Content of Educational Psychology. Journal of Philosophy, Psychology and Scientific Methods 7 (16):428-436.score: 52.0
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  27. Paulus Smeyers & Marc Depaepe (2012). The Lure of Psychology for Education and Educational Research. Journal of Philosophy of Education 46 (3):315-331.score: 52.0
    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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  28. B. S. Woods & P. K. Murphy (2002). Thickening the Discussion: William James and Contemporary Educational Psychology. Educational Theory 52:43-59.score: 52.0
     
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  29. V. V. Davydov (1988). The Concept of Theoretical Generalization and Problems of Educational Psychology. Studies in East European Thought 36 (3):169-202.score: 50.0
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  30. Robert Romanyshyn (2012). Complex Education: Depth Psychology as a Mode of Ethical Pedagogy. Educational Philosophy and Theory 44 (1):96-116.score: 50.0
    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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  31. Barbara Morgan, Franklyn Morgan, Victoria Foster & Jered Kolbert (2000). Promoting the Moral and Conceptual Development of Law Enforcement Trainees: A Deliberate Psychological Educational Approach. Journal of Moral Education 29 (2):203-218.score: 50.0
    The history of ethical problems and corruption in American law enforcement is well documented. Current law enforcement training lacks a significant focus on ethics training and is in need of modifications which would include a greater emphasis on ethics education. This study drew on cognitive development theory, applied specifically to the domains of moral and conceptual development, to create and implement an educational programme for police officer trainees and college students studying criminal justice. The Deliberate Psychological Education model provided (...)
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  32. Richard Lange, Karl Schmidt & Louis F. Soldan (1876). Friedrich Eduard beneke's educational psychology. Journal of Speculative Philosophy 10 (4):361 - 382.score: 50.0
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  33. Michael J. Richardson & Brent D. Slife (2013). A 'Narrowing of Inquiry' in American Moral Psychology and Education. Journal of Moral Education 42 (2):193-208.score: 50.0
    We explore the possibility that a priori philosophical commitments continue to result in a narrowing of inquiry in moral psychology and education where theistic worldviews are concerned. Drawing from the theories of Edward L. Thorndike and John Dewey, we examine naturalistic philosophical commitments that influenced the study of moral psychology and moral education in the USA. We then address the question of whether these foundational naturalistic commitments can be rendered as compatible with theistic commitments, using both modernist and (...)
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  34. T. G. Foran (1935). Educational Psychology. New Scholasticism 9 (1):67-69.score: 50.0
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  35. Thomas Rowland (forthcoming). Jerome S. Bruner: A Philosopher of Educational Psychology. Journal of Thought.score: 50.0
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  36. Christopher Schmidt, Charles McAdams & Victoria Foster (2009). Promoting the Moral Reasoning of Undergraduate Business Students Through a Deliberate Psychological Education-Based Classroom Intervention. Journal of Moral Education 38 (3):315-334.score: 50.0
    Educating business students for ethical professional practice is a growing concern for both the corporate world and business education. Highly publicised scandals have pushed public trust in business to an all?time low, resulting in losses of customers and high employee turnover. Corporate and business education leaders have begun to press for more effective models for promoting ethical development in business education. This study examined the effectiveness of one such model, Deliberate Psychological Education (DPE), in promoting greater cognitive moral reasoning in (...)
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  37. F. A. Walsh (1938). Principles of Educational Psychology. New Scholasticism 12 (2):180-182.score: 50.0
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  38. Raymond J. Bishop (1935). Educational Psychology. Modern Schoolman 12 (2):44-44.score: 50.0
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  39. Henry Cronin (1931). Educational Psychology. Modern Schoolman 8 (2):38-39.score: 50.0
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  40. Andreas Krapp (2002). 18: An Educational-Psychological Theory of Interest and Its Relation to SDT. In Edward L. Deci & Richard M. Ryan (eds.), Handbook of Self-Determination Research. University of Rochester Press. 405.score: 50.0
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  41. Izhar Oplatka, Nick Foskett & Jane Hemsley-Brown (2002). Educational Marketisation and the Head's Psychological Well-Being: A Speculative Conceptualisation. British Journal of Educational Studies 50 (4):419 - 441.score: 50.0
    One of the most important changes in the environment of schooling during the last decade has been the establishment of educational markets and inter-institutional competition which, in turn, has led to the development of a new management culture in schools. In the light of these developments, this paper draws together the research on heads' responses to marketisation and suggests theoretical hypotheses on the impact of its underlying features on their psychological well-being. Our argument is that the major features of (...)
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  42. Larisa V. Shavinina & Michel Ferrari (eds.) (2004). Beyond Knowledge: Extracognitive Aspects of Developing High Ability. The Educational Psychology Series.score: 50.0
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  43. Kimberly E. Bodner (2011). Ethical Principles and Standards That Inform Educational Gatekeeping Practices in Psychology. Ethics and Behavior 22 (1):60 - 74.score: 48.0
    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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  44. Thomas F. Cloonan (2012). The Employment of the Phenomenological Psychological Method in the Service of Art Education. Journal of Phenomenological Psychology 43 (1):73-129.score: 46.0
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  45. J. Welton (1898). Book Review:The Application of Psychology to the Science of Education. J. F. Herbart; The Herbartian Psychology Applied to Education. John Adams. [REVIEW] Ethics 9 (1):117-.score: 44.0
  46. James Mark Baldwin (1940). Dictionary of Philosophy and Psychology, Including Many of the Principal Conceptions of Ethics, Logic, Aesthetics, Philosophy of Religion, Mental Pathology, Anthropology, Biology, Neurology, Physiology, Economics, Political and Social Philosophy, Philology, Physical Science, and Education, and Giving a Terminology in English, French, German, and Italian. New York, P. Smith.score: 44.0
  47. Kipling D. Forbes (1995). From Hegel to a Definitive Clinical Psychology: Therapy, Self-Understanding, Education. Hollowbrook Pub..score: 44.0
     
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  48. Thomas Munro (1956). Art Education, its Philosophy and Psychology. New York, Liberal Arts Press.score: 44.0
     
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  49. Calvin Walker Taylor (1964). Development of a Theory of Education From Psychological and Other Basic Research Findings. Salt Lake City, University of Utah.score: 44.0
     
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  50. Richard F. Kitchener (1993). Piaget's Epistemic Subject and Science Education: Epistemological Vs. Psychological Issues. Science and Education 2 (2):137-148.score: 42.0
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