Corrigendum to “An alternate look at educational psychologists’ productivity from 1991–2002” [Contemporary Educational Psychology 29 (2004) 333–343]

2006 ◽  
Vol 31 (1) ◽  
pp. 123-124 ◽  
Author(s):  
Pei-Hsuan Hsieh ◽  
Taylor Acee ◽  
Wen-Hung Chung ◽  
Ya-Ping Hsieh ◽  
Hyunjin Kim ◽  
...  
Keyword(s):  
Educational Psychology ◽  
Educational Psychologists ◽  
Contemporary Educational Psychology

The Deception Study: A Potential Paradigm for the Evaluation of Generalizability of Social Skills Training

1985 ◽  
Vol 13 (4) ◽  
pp. 342-348
Author(s):  
Kevin Wheldall ◽  
Richard Alexander
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Educational Psychology ◽  
Social Skills Training ◽  
Skills Training ◽  
Academic Skills ◽  
Evaluation Methodology ◽  
Observed Behaviour ◽  
Per Se ◽  
Contemporary Educational Psychology

Research into social skills training has, in common with much other contemporary educational psychology practice, been beset by the problem of how best to evaluate effectiveness. Alongside the movement towards more behaviourally inclined approaches has grown a dissatisfaction with the traditional methods of evaluting effectiveness. If we recognize behaviour per se as being the appropriate level for intervention, whether in relation to academic skills teaching, classroom management, social skills training or whatever, then it follows that effectiveness can only logically be assessed in terms of measurable changes in observed behaviour. Evaluation methodology has tended to lag behind interventional methodology, however, so that it has not been uncommon to see behavioural work assessed in terms of changes in attitude and/or knowledge. On occasion evaluation is not even attempted and behaviour change is assumed to generalize outside the specific confines of the intervention situation.

Educational psychology: Establishing a role

1998 ◽  
Vol 15 (2) ◽  
pp. 62-73
Author(s):  
Monica Cuskelly ◽  
Lisa Gordon
Keyword(s):  
Educational Psychology ◽  
Training Programs ◽  
Graduate Training ◽  
Applied Psychology ◽  
Clear View ◽  
Educational Psychologists ◽  
Graduate Training Programs ◽  
And Training

AbstractAccording to Farrell and Lunt (1995), educational psychology is in danger of becoming a second class profession in applied psychology. Controversies about the role and training of educational psychologists need urgent attention for the profession to prosper. A clear view of roles that educational psychologists are expected to fill and of roles that are best filled by educational psychologists will improve the content and nature of training programs. Graduate training programs are likely to be where change is either resisted or nurtured. Six issues facing educational psychologists in Australia and ways that training programs may contribute to their resolution are canvassed.

scholarly journals From Old School to Open Science: The Implications of New Research Norms for Educational Psychology and Beyond

2021 ◽  
Author(s):  
Hunter Gehlbach ◽  
Carly D Robinson
Keyword(s):  
Educational Psychology ◽  
Historical Context ◽  
Open Science ◽  
Special Issue ◽  
School Practices ◽  
Science Practices ◽  
Educational Psychologists ◽  
Introductory Article ◽  
New Research

Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by: overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old school as well as open science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

2019 ◽  
Vol 41 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Jace Pillay
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Educational Psychology ◽  
Learning And Development ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Educational Psychologists ◽  
Educational Challenges ◽  
The Social

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa. The author begins with a global conceptualisation of social justice and then discusses the nature of social justice in South Africa. This is followed by an exploration of social justice within the discipline of educational psychology and how it would apply to the contexts of OVC, especially taking their psychosocial and educational challenges into consideration. These challenges allude to the point that educational psychologists have to be active agents of social justice who advocate for better learning and development opportunities for OVC to succeed in life. Thus, the social justice implications for educational psychologists working with OVC are discussed. In concluding, the author points out the global value of this article noting that OVC and educational psychologists are prevalent across the globe.

What Do Educational Psychology Graduates Do? One Case Study

1994 ◽  
Vol 74 (2) ◽  
pp. 547-552
Author(s):  
John C. Houtz ◽  
Albert Alford ◽  
Hiromi Komura
Keyword(s):  
Educational Psychology ◽  
Private Practice ◽  
School Psychologist ◽  
Doctoral Program ◽  
College Faculty ◽  
Educational Psychologists ◽  
Single Category ◽  
Career Options ◽  
Academic Year

In a study after Wineburg and McGraw, graduates of the doctoral program in Educational Psychology at Fordham University were surveyed as to their current job placements and opinions about their Fordham program. Of 94 questionnaires sent during the 1990–91 academic year, 63 responses were completed and returned by program graduates of the period 1979 through May, 1990. Results were different from those reported in 1987 by Wineburg and McGraw and showed a wider range of career options for graduates. More than 40% of Fordham graduates were employed in schools. The largest single category was psychologist in private practice (21%). School psychologist (17.5%) and college faculty/administration (16%) were the second two most frequent positions. Results are discussed in terms of the diversity of educational psychologists.

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