ERIC Number: ED392010
Record Type: RIE
Publication Date: 1994
The Future of America's Schools. Psychology's Role in Education.
American Psychological Association, Washington, DC.
An environment in which children feel secure and achieve a sense of emotional well-being is an environment in which children can learn. Today, psychology's greatest contributions to education are those that promote student welfare and enhance educational effectiveness and student achievement. Schools mirror society; both are struggling with issues that threaten not only teaching and learning but the very process of human growth. The challenges to childhood are complex and often frightening. To fulfill their mission, modern educators need the body of knowledge and the understanding of human behavior that is psychology. Psychologists bring to the schoolhouse of the 1990s a perspective that is both biological and behavioral in its approach. Psychology has always been fundamental to education. As a research discipline, it provides the current basis for understanding the learning process. However, one-time, single solution approaches will not succeed. Comprehensive, interdisciplinary services for children and families are required. Comprehensive programs which support the following topics are briefly described: expanding health and social services; preventing violence; and dealing with diversity in the classroom. National educational goals signal widespread recognition of the challenges facing our education system and are, in turn, a virtual blueprint for the contributions psychology can make toward improving the education environment and student achievement. (JBJ)
Descriptors: Academic Achievement, Childhood Needs, Children, Cooperative Programs, Elementary Secondary Education, High Risk Students, Integrated Services, Psychological Services, Psychological Studies, Psychologists, Psychology, School Counseling, School Effectiveness, School Psychologists, Shared Resources and Services, Well Being
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: American Psychological Association, Washington, DC.
Grant or Contract Numbers: N/A