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Educational Psychologist384
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Hong, Ji; Cross Francis, Dionne – Educational Psychologist, 2020
Despite the key contributions of qualitative inquiry in developing deeper understandings of people's lived experiences within varied contexts, the field of educational psychology has not been fully engaged in understanding, advancing, and advocating qualitative inquiry. In this article, we unpacked the processes, affordances, and challenges in…
Descriptors: Qualitative Research, Professional Identity, Psychological Studies, Epistemology
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Emery, Alyssa; Anderman, Lynley H. – Educational Psychologist, 2020
Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students…
Descriptors: Educational Psychology, Phenomenology, Psychological Studies, Achievement Need
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McCrudden, Matthew T.; Marchand, Gwen – Educational Psychologist, 2020
We discuss possible uses of multilevel mixed methods (M[superscript 3]) research in educational psychology. To begin, we describe M[superscript 3] research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M[superscript 3] research designs are…
Descriptors: Hierarchical Linear Modeling, Mixed Methods Research, Educational Psychology, Psychological Studies
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Nolen, Susan Bobbitt – Educational Psychologist, 2020
In this commentary, I identify some common themes in the six articles in this special issue, including the importance of aligning research methods with research questions and embracing the complexity of educational phenomena. Then, I reflect on some differences in how authors responded to the request to discuss the role of their inquiry world view…
Descriptors: Educational Psychology, Educational Research, Research Methodology, World Views
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Ryu, Suna – Educational Psychologist, 2020
In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural…
Descriptors: Mixed Methods Research, Design, Discourse Analysis, Social Networks
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DeCuir-Gunby, Jessica T. – Educational Psychologist, 2020
The goal of this article is to explore the relationship between a researcher's inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In…
Descriptors: Critical Theory, Race, African Americans, Educational Experience
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Turner, Julianne C.; Christensen, Andrea L. – Educational Psychologist, 2020
In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher-student interaction, and its influence on a valued educational outcome, student…
Descriptors: Teacher Student Relationship, Interaction, Learner Engagement, Systems Approach
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Sinatra, Gale M.; Lombardi, Doug – Educational Psychologist, 2020
When individuals have questions about scientific issues, they often search the Internet. Evaluating sources of information and claims they find has become more difficult in the post-truth era. Students are often taught source evaluation techniques, but the proliferation of "fake news" has resulted in a misinformation arms race. As…
Descriptors: Evaluative Thinking, Information Sources, Evidence, Internet
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Lapsley, Daniel; Chaloner, Dominic – Educational Psychologist, 2020
Post-truth trades on the corruption of argument and evidence to protect ideological commitment and social identity. We distinguish two kinds of post-truth environments, epistemic bubbles and echo chambers, and argue that facets of post-truth are countered the more science (and general) education encourages the development of intellectual virtues…
Descriptors: Science Education, Metacognition, Identification (Psychology), Moral Values
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Feinstein, Noah Weeth; Waddington, David Isaac – Educational Psychologist, 2020
Science education is likely to respond to the post-truth era by focusing on how science education can help individuals use scientists' epistemological tools to tell what is true. This strategy, by itself, is inadequate for three reasons. First, science does not actually offer foundational truth, and incautious assertions about scientific truth can…
Descriptors: Science Education, Social Influences, Cultural Influences, Science and Society
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Kienhues, Dorothe; Jucks, Regina; Bromme, Rainer – Educational Psychologist, 2020
Science's role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to…
Descriptors: Ethics, Epistemology, Science Education, Science and Society
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Chinn, Clark A.; Barzilai, Sarit; Duncan, Ravit Golan – Educational Psychologist, 2020
Events worldwide have heightened concerns that education is failing to prepare students for a "post-truth" world. A core "post-truth" challenge is the prevalence of deep epistemic disagreements: people fundamentally disagree about appropriate ways of knowing. We provide a new analysis of deep epistemic disagreements and propose…
Descriptors: Epistemology, Current Events, Value Judgment, Evaluative Thinking
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Barzilai, Sarit; Chinn, Clark A. – Educational Psychologist, 2020
Educators have been increasingly concerned with what can be done about "post-truth" problems--that is, threats to people's abilities to know what is true--such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how…
Descriptors: Science Education, Science and Society, Role of Education, Knowledge Level
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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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