Is It Mind Reading? Interpreting Inference Interference

Reading is an amazingly simple, yet complex construct with a modest goal: understanding. MOCCA, a new diagnostic assessment, can help identify reading comprehension struggles.

Individualized Comprehension Instruction in K-2

Statistics that show a significant percentage of U.S. students performing below basic proficiency levels in reading. Focus on student ability to make inferences may help.

Making Psychology a Brand Education Stakeholders Can Trust

Brief educational videos can be valuable tools for bringing psychological research and findings into K–12 classrooms and schools.

How Education Research Can Track Intrapersonal Changes

Education research should focus on situations and processes, not just on differences between groups of people. Intrapersonal research advocates personalized approaches to learning.

Teaching Text Structure Improves Reading Comprehension

Many children who do not have trouble learning how to read do have trouble understanding what they read. Teaching text structure can help.

How Learning Theory Can Help STEM Educators

Is traditional lecture-style teaching the best technique for large science courses? Student-centered learning techniques provide alternatives to lecturing.

Schools Can’t Seem to Get Tech Right

Modern schools and teachers are highly dependent on new technologies. But, does increased technology use actually improve student motivation and learning?

Teachers as Self- and Co-Regulating Learners

What qualities of professional development (PD) support teachers’ learning and practice? In spite of over two decades of research, most PD does not adequately employ what we know.

Educating the Educators About 21st Century Youth and Policy

America’s mostly white and female teaching force does not reflect the broad diversity of students they serve. As a result, there is a widening student-teacher “culture gap."

Bridging the Research to Practice Gap

While the fields of education and psychology are active members of the evidence-based practice (EBP) movement, there still exists a research to practice gap that must be addressed.
Michele Gill, used with permission.

Nurturing the Gifts of EVERY Child

We know what works in education. And yet, most schools in the U.S. are still operating on outmoded and even damaging educational beliefs and practices.

Spreading the Word

It's safe to say that, generally, scientists are reluctant to share their research outside of the world of academia. We need to change this, if we want to have a real impact.

Education Research and the Media

Today, it's more urgent than ever that education researchers inform the voting populace about what it truly means to educate an increasingly diverse and complex student body.

Intermediary Inventive Minds

Educational psychologists must consider the role of teachers, as they are the "intermediary inventive minds" who will use their originality to translate science into practice.

Using What Works

In education, evidence has long played a minimal role in practice. A teenager’s acne cream has had to prove its safety and effectiveness. His algebra program? Not so much. One could argue that the rapid pace of progress in other fields has a lot to do with respect for evidence, while the slow pace of progress in education reflects the opposite.

Replication and Generalizability of Evidence-Based Practices

A clear way to impact education with all populations is to address the issues that have been identified in literature as the “replication crisis.” And, the beauty of the replication crisis is it provides extensive opportunities for meaningful growth in the field of educational psychology.

Advanced Placement Classes Under the Microscope

Last spring, over 4 million high school students took more than 2 million Advanced Placement (AP) tests. According to the College Board, students in AP courses learn more material, are more prepared for college, and finish a bachelor’s degree earlier than non-AP students. But, what is the real impact of AP programs?

The Importance of Evidence-based Practice

In virtually every professional field, a research-to-practice gap exists in which some practices shown to be effective by scientific research are seldom used in applied settings, but some commonly implemented practices are not empirically validated and may be ineffective or even harmful. Thus, great opportunity exists for those who employ research-based practices.

Let’s Advance Education as a Learning System

Most people would acknowledge that learning is not just about transmitting facts. We eschew the idea that teachers should simply deposit knowledge into the heads of students. Instead, we hope that education will expand students’ understanding of the world and encourage them to discover new ideas and observe how they play out in the world.

Swinging for the Fences

Education intervention researchers dream of swinging for the fences, which for them means making a difference in the lives of teachers and their students. Despite the complex challenges, intervention researchers engage in these worthy endeavors with the goals, hopes, and aspirations of improving the very nature of classroom instruction and learning.

A+ Students/C- Learners: Education’s Report Card

Today’s educational system is contributing to an undesirable and unanticipated problem—the production of many achievement-oriented, high-performing students who are, at best, mediocre learners. This is a bold and controversial claim that demands substantiation. beginning with what distinguishes good students from good learners.

Feminist Pedagogy in the Classroom

One way to integrate critical thinking into classrooms is through feminist teaching. But, what is feminist teaching? How can educators use feminist teaching as a means to bring critical thinking to classrooms?

Individual Students, Literacy Research, and Policy

When our theories, research, and teaching promote effective literacy learning in the classroom for each individual student, we succeed as a discipline dedicated to improving education.

Social-Emotional Teaching via Email

Increasingly, teachers are communicating with their student electronically—and this is an often overlooked medium for sharing social-emotional information and modelling how successful professionals communicate. Emotionally supportive e-mails may improve teacher-student relationships, which ultimately promote academic achievement.

Inspiring Critical Thinking in Classrooms

Educators can elicit critical thinking by incorporating certain design characteristics in their classes.

What Should We Be Teaching Students?

Imagine a student learning to solve mathematical problems or learning to write an essay in a history class. With time and practice, they are likely to improve—but what are they actually learning? What should we be teaching them? These questions are fundamental to those areas of educational psychology concerned with cognitive processes and instructional design.

War: What Is It Good For?

Researchers in the educational sciences seem to spend more time fighting paradigm wars than developing better education. It’s time we beat our pens (or word processors) into ploughshares, and see education—and the sciences that try to describe and even predict it—as a true ecological system where different paradigms ‘work’ at different levels for different things.

Can TV Promote Kids’ Social-Emotional Skills?

As a parent or educator, you’ve heard it before: violent TV creates violent children. But what about TV shows that depict social and emotional skills, such as getting along with others, solving problems, or managing big feelings?

Fine Motor Skills and Academic Achievement

Many people are surprised to learn that fine motor skills are a robust predictor of achievement. There are several explanations for this: common neuronal wiring, experience-dependent learning, and the direct classroom benefit. Intervention work suggests that the association is causal and may be a way to promote school readiness, particularly for disadvantaged children.

Emergence: It’s Not Just for The Birds!

How can a little randomness and improvisation in the classroom lead to meaningful student learning? In this article we discuss the principle of emergence and how teachers can use it to facilitate student engagement.