Current status and future directions of educational psychology as a discipline∗

Psychology applied to education: A specialty in search of an identity.

“…If the essence of educational psychology is "the committed ability to think systematically about educational phenomena" and if it is also "psychologizing educational phenomena for the benefit of educational improvement" (Snow, 1981, p. 1), then the practitioner psychology 1 am discussing here is intimately related to educational psychology. Indeed, the possibility of preparing practicing educational psychologists to promote more efficient cognitive learning and motivation in various settings has already been suggested in a report to Division 15 (Scandura et al, 1978).…”

Some observations on the definition problems and objectives of educatonal psychology and educational psychologists

“…He señalado algunas de las líneas generales de actividad y formación en el apartado 6 ) ; aquí no se trata de una repetición sino del análisis y resultados de aquella actividad y si existe o no un perfil profesional del Psicólogo Escolar-Psicólogo Educacional. Según la literatura y experiencia contemporánea sobre el tema parecen existir perfiles de destrezas lo suficientemente claros para hablar del Psicólogo Escolar-Psicólogo Educacional, un campo potencial de acción todavía más sobresaliente y un conjunto de problemas externos que dificultan un desarrollo equilibrado de dicha profesión (FAIR-LING, 1969) ensombrecidos por otros de tipo interno que obligan a una re-flexión sobre el tema de la definición, objetivos y métodos de la Psicología de la Educación, motivo de la última parte de esta exposición y de un trabajo más amplio sobre el mismo en otro lugar y contexto (BARCLAY, 1971;SCANDURA, 1978). En conjunto la Psicología de la Educación-Psicología Escolar poseen personalidad «jurídica» pero su carta de ciudadanía no viene totalmente asegurada y parece precisar de una cierta «reconstrucción» (GILHAM, 1978).…”

School psychology's dilemma: Reappraising solutions and directing attention to the future.

“…would be called or how it could be developed in the context of Division 15 (Educational Psychology) and Division 16.1~ Bardon presented a cogent discussion of the problems of achieving a psychology of schooling and showed how such a psychology would contrast with current pracflee. However, he failed to acknowledge that many of the aspects of his psychology of schooling are considered desirable by the majority of school psychologists (doctoral and nondoctoral) and that such a model has failed to take l0 Scandura et al (1981) made no mention of school psychology in their discussion of the future of educational psychology and gave the impression that educational psychology as a field is lacking identity, especially within APA. The reader is also referred to Block (1985).…”