NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 26 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
King, Ronnel B.; McInerney, Dennis M.; Pitliya, Riddhi J. – Educational Psychology Review, 2018
Culture has mostly been neglected in mainstream¬†educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap…
Descriptors: Educational Psychology, Cultural Influences, Cultural Awareness, Psychologists
Peer reviewed Peer reviewed
Direct linkDirect link
Dumas, Denis; Alexander, Patricia A.; Grossnickle, Emily M. – Educational Psychology Review, 2013
Relational reasoning, the ability to discern meaningful patterns within otherwise unconnected information, is regarded as central to human learning and cognition and as particularly critical for those functioning in today's information age. However, the literature on this foundational ability is currently housed within a range of domains of…
Descriptors: Thinking Skills, Learning Processes, Cognitive Ability, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Plavnick, Joshua B.; Ferreri, Summer J. – Educational Psychology Review, 2013
Current legislation requires educational practices be informed by science. The effort to establish educational practices supported by science has, to date, emphasized experiments with large numbers of participants who are randomly assigned to an intervention or control condition. A potential limitation of such an emphasis at the expense of other…
Descriptors: Educational Practices, Educational Research, Research Methodology, Instructional Design
Peer reviewed Peer reviewed
Direct linkDirect link
Peng, Chao-Ying Joanne; Chen, Li-Ting; Chiang, Hsu-Min; Chiang, Yi-Chen – Educational Psychology Review, 2013
Given the long history of effect size (ES) indices (Olejnik and Algina, "Contemporary Educational Psychology," 25, 241-286 2000) and various attempts by APA and AERA to encourage the reporting and interpretation of ES to supplement findings from inferential statistical analyses, it is essential to document the impact of APA and AERA standards on…
Descriptors: Effect Size, Educational Psychology, Intervals, Professional Associations
Peer reviewed Peer reviewed
Direct linkDirect link
Robinson, Daniel H.; Levin, Joel R.; Schraw, Gregory; Patall, Erika A.; Hunt, Earl B. – Educational Psychology Review, 2013
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate…
Descriptors: Educational Policy, Journal Articles, Educational Research, Periodicals
Peer reviewed Peer reviewed
Direct linkDirect link
Wecker, Christof – Educational Psychology Review, 2013
This paper continues a discussion started in a special issue about the acceptability of prescriptive statements in educational research articles. In light of some ambiguities concerning what counts as a prescriptive statement, and the special issue's focus on causal relations as a requirement for the justification of prescriptive statements, a…
Descriptors: Educational Research, Evidence, Persuasive Discourse, Research Methodology
Peer reviewed Peer reviewed
Direct linkDirect link
Dinsmore, Daniel L.; Alexander, Patricia A. – Educational Psychology Review, 2012
The prevailing assumption by some that deep processing promotes stronger learning outcomes while surface processing promotes weaker learning outcomes has been called into question by the inconsistency and ambiguity of results in investigations of the relation between levels of processing and performance. The purpose of this literature review is to…
Descriptors: Academic Achievement, Outcomes of Education, Investigations, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Kalyuga, Slava; Rikers, Remy; Paas, Fred – Educational Psychology Review, 2012
There have been several rather counterintuitive phenomena observed in different fields of research that compared the performance of experts and novices. For example, studies of medical expertise demonstrated that less experienced medical students may in some situations outperform seasoned medical practitioners on recall of specific cases. Studies…
Descriptors: Expertise, Medical Students, Models, Program Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Carrera, Maria Victoria; DePalma, Renee; Lameiras, Maria – Educational Psychology Review, 2011
The phenomenon of bullying has received a great deal of international attention in the last few decades. In this article, we provide a critical review of some of the major contributions from the field of educational research. We first provide an overall description of the classic concept of bullying, including certain characteristics of bullies…
Descriptors: Educational Research, Bullying, Gender Differences, Educational Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Schuler, Anne; Scheiter, Katharina; van Genuchten, Erlijn – Educational Psychology Review, 2011
A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley's working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how…
Descriptors: Instructional Design, Short Term Memory, Multimedia Instruction, Role
Peer reviewed Peer reviewed
Direct linkDirect link
Graesser, Arthur C.; Hu, Xiangen – Educational Psychology Review, 2011
Causal prescriptive statements are valued in the social sciences when there is the goal of helping people through interventions. The articles in this special issue cover different methods for testing causal prescriptive statements. This commentary identifies both virtues and liabilities of these different approaches. We argue that it is extremely…
Descriptors: Research Methodology, Testing, Social Sciences, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
van Gog, Tamara; Rummel, Nikol – Educational Psychology Review, 2010
Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on "worked" examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on "modeling" examples, which provide students the opportunity to observe…
Descriptors: Research Methodology, Experiential Learning, Cognitive Processes, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Paas, Fred; van Gog, Tamara; Sweller, John – Educational Psychology Review, 2010
Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new…
Descriptors: Educational Theories, Research Methodology, Foreign Countries, Conferences (Gatherings)
Peer reviewed Peer reviewed
Direct linkDirect link
Gerjets, Peter; Scheiter, Katharina; Cierniak, Gabriele – Educational Psychology Review, 2009
In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory because some of its fundamental assumptions cannot be tested empirically and are thus not…
Descriptors: Research Methodology, Theories, Evaluation Methods, Evaluation Criteria
Peer reviewed Peer reviewed
Direct linkDirect link
Fulmer, Sara M.; Frijters, Jan C. – Educational Psychology Review, 2009
Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of methodologies and measurement tools. Several authors have suggested that current study of motivation is overly reliant on…
Descriptors: Educational Research, Student Motivation, Measurement Techniques, Research Methodology
Previous Page | Next Page ¬Ľ
Pages: 1  |  2