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Educational Psychologist309
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Slavin, Robert E. – Educational Psychologist, 2020
Evidence-based reform in education refers to policies that enable or encourage the use of programs and practices proven to be effective in rigorous research. This article discusses the increasing role of evidence in educational policy, rapid growth in availability of proven approaches, and development of reviews of research to summarize the…
Descriptors: Evidence Based Practice, Educational Change, Educational Research, Educational Practices
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Farmer, Thomas W. – Educational Psychologist, 2020
Although advances have been made in educational research, broad discrepancies continue in the educational experiences and outcomes of subgroups of youth. Research that focus on "what works" and tiered-models of evidence-based practices may not be well suited for tailoring interventions to support diverse learners. Building from dynamic…
Descriptors: Educational Change, Educational Research, Culturally Relevant Education, Ecology
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Serpell, Zewelanji N. – Educational Psychologist, 2020
There is an ongoing debate about how best to infuse "evidence" into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been proven effective using rigorous research methods;…
Descriptors: Public Policy, Educational Policy, Educational Change, Evidence Based Practice
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Galuschka, Katharina; Görgen, Ruth; Kalmar, Julia; Haberstroh, Stefan; Schmalz, Xenia; Schulte-Körne, Gerd – Educational Psychologist, 2020
This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling…
Descriptors: Spelling, Intervention, Dyslexia, Children
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Gros, Hippolyte; Thibaut, Jean-Pierre; Sander, Emmanuel – Educational Psychologist, 2020
Arithmetic problem solving is a crucial part of mathematics education. However, existing problem solving theories do not fully account for the semantic constraints partaking in the encoding and recoding of arithmetic word problems. In this respect, the limitations of the main existing models in the literature are discussed. We then introduce the…
Descriptors: Semantics, Arithmetic, Models, Word Problems (Mathematics)
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Dumas, Denis; McNeish, Daniel; Greene, Jeffrey A. – Educational Psychologist, 2020
Scholars have lamented that current methods of assessing student performance do not align with contemporary views of learning as situated within students, contexts, and time. Here, we introduce and describe one theoretical--psychometric paradigm--termed "dynamic measurement"--designed to provide a valid representation of the way students…
Descriptors: Alternative Assessment, Psychometrics, Educational Psychology, Student Evaluation
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Lobczowski, Nikki G. – Educational Psychologist, 2020
Collaboration is an important lifelong and career skill, and collaborative learning is a growing pedagogical practice. Students often struggle, however, to negotiate, manage conflict, and construct knowledge with other group members. These struggles can lead to negative interactions, resulting in negative emotions. Students in collaborative…
Descriptors: Cooperation, Cooperative Learning, Emotional Response, Self Control
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Anmarkrud, Øistein; Andresen, Anette; Bråten, Ivar – Educational Psychologist, 2019
This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are…
Descriptors: Cognitive Processes, Difficulty Level, Multimedia Instruction, Short Term Memory
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Ben-Eliyahu, Adar – Educational Psychologist, 2019
The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e.,…
Descriptors: Emotional Development, Emotional Intelligence, Psychological Patterns, Learning Processes
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Harley, Jason M.; Pekrun, Reinhard; Taxer, Jamie L.; Gross, James J. – Educational Psychologist, 2019
Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with…
Descriptors: Emotional Response, Self Control, Emotional Adjustment, Academic Achievement
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Fabes, Richard A.; Martin, Carol Lynn; Hanish, Laura D. – Educational Psychologist, 2019
The purpose of this article is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students' peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender…
Descriptors: Educational Quality, Educational Environment, Gender Differences, Peer Relationship
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Nishina, Adrienne; Lewis, Jakeem Amir; Bellmore, Amy; Witkow, Melissa R. – Educational Psychologist, 2019
Inclusive school contexts can promote psychological and social adjustment and enhance learning among students. Changing demographics and 21st-century workplace needs suggest that ethnic diversity is one important dimension of inclusion to consider. This article presents 4 suggestions for how schools can facilitate inclusivity for ethnic diversity…
Descriptors: Ethnic Groups, Inclusion, Social Adjustment, Emotional Adjustment
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Farmer, Thomas W.; Hamm, Jill V.; Dawes, Molly; Barko-Alva, Katherine; Cross, Jennifer Riedl – Educational Psychologist, 2019
Classroom social integration with peers is vital to students' school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help…
Descriptors: Inclusion, Student Diversity, Teacher Role, Social Integration
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Hymel, Shelley; Katz, Jennifer – Educational Psychologist, 2019
Responding to the growing diversity of students within North American schools today, educators have recognized the value of social inclusion as an important goal, supporting both social-emotional and academic success for all students. This special issue explores how teachers play a significant role in promoting inclusive classes by understanding…
Descriptors: Student Diversity, Inclusion, Access to Education, Socialization
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Juvonen, Jaana; Lessard, Leah M.; Rastogi, Ritika; Schacter, Hannah L.; Smith, Danielle Sayre – Educational Psychologist, 2019
The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical…
Descriptors: Educational Environment, Barriers, Social Environment, Inclusion
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