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.
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.
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?
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.
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.
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.
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.
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?
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.
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.
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.
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?