ERIC Number: ED121743
Record Type: RIE
Publication Date: 1976-Apr-23
Reference Count: 0
The Rationale of "Psychology Applied to Teaching".
Biehler, Robert F.
Texts in educational psychology have been criticized because they allegedly fail to define the subject matter domain of the field, because they are written for instructors rather than students, and because no consistent theoretical position is taken. The fact that different texts stress different sets of data does not mean they fail to define the domain of a field, but rather that each author selects information which he or she feels will be of greatest value to students. In the case of "Psychology Applied to Teaching," information selected for the text was chosen after consulting with students, former students engaged in their first year of teaching, and instructors. Most sections of the text were written specifically for students, but in the Instructor's Manual chapters were organized and the test item files were written primarily for instructors. Instead of attempting to stress a single theoretical position, several theories are described because it is felt that each clarifies different aspects of teaching. It is unlikely that students will remember and consistently apply any particular theoretical position when they become teachers. It is preferable, then, to urge them to make occasional applications of techniques derived from many different views. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 23, 1976)