ERIC Number: ED123198
Record Type: RIE
Publication Date: 1976-Apr-22
Reference Count: 0
Past, Present, and Future in the Psychology of Teaching Methods.
Hilgard, Ernest R.
Research in education that is judged by its influence upon schooling practices is enormously difficult. Although the scholarship displayed in the yearbook is competent and inventive, successful outcomes are few and tenuous at best. There are four reasons why difficulties have plagued studies in education generally and in educational psychology particularly. First, educational psychologists in the study of classroom learning have identified themselves too much with the general experimental psychologists who study learning with different goals in mind. Second, educational psychologists interested in classroom learning have had too little responsible relationship to the schools, especially to the planning function. Third, the institutional characteristics of the school make it difficult for it to change on the basis of research findings. It is more likely to change as a result of pressure group influences, popular fads, or funding influences. Fourth, the caution that experimenters feel about their findings means that they seldom are willing to make effective prescriptions based on conclusive thinking. (SK)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Speech given at the American Educational Research Association symposium on 75th yearbook of National Society for the STudy of Education THE PSYCHOLOGY OF TEACHING METHODS (April 22, 1976)