1992
DOI: 10.1037/0022-0663.84.1.6
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Educational psychology's first century.

Abstract: Educational psychology mediates between the disciplines of psychology and education. Scholars have seldom agreed on a single definition of the field but have incorporated knowledge from several areas. The discipline of educational psychology was fostered primarily in the United States by such eminent psychologists as William James, Edward L. Thorndike, and James McKeen Cattell. Over the past century, several philosophical and scientific movements influenced the field, the most recent example being cognitive th… Show more

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Cited by 66 publications
(40 citation statements)
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“…Historically, preservice teachers' coursework in educational psychology has served a variety of curricular agendas ranging from child development to techniques for classroom management (Walberg & Haertel, 1992). Currently, educational psychology coursework does not appear to be standardized, either in content or as a required course for teachers, and few undergraduate teacher-training programs have courses specifically devoted to learningstrategy instruction (see Introduction in Pressky & Woloshyn, 1995).…”
Section: Curricular Context For Training Preservice Teachers About Lementioning
confidence: 97%
“…Historically, preservice teachers' coursework in educational psychology has served a variety of curricular agendas ranging from child development to techniques for classroom management (Walberg & Haertel, 1992). Currently, educational psychology coursework does not appear to be standardized, either in content or as a required course for teachers, and few undergraduate teacher-training programs have courses specifically devoted to learningstrategy instruction (see Introduction in Pressky & Woloshyn, 1995).…”
Section: Curricular Context For Training Preservice Teachers About Lementioning
confidence: 97%
“…As research reviews make clear, several teaching behaviours encourage more student achievement and more learning gains, including setting targets, offering sufficient learning and instruction time, monitoring students' achievements, creating special measures for struggling learners, establishing a safe and stimulating educational climate, organizing efficient classroom management, giving clear and structured instruction, organizing intensive and activating teaching, differentiating instruction, and teaching learning strategies (Cotton, 1995;Creemers, 1991Creemers, , 1994Ellis & Worthington, 1994;Levine & Lezotte, 1990, 1995Muijs & Reynolds, 2011;Purkey & Smith, 1983;Sammons, Hillman, & Mortimore, 1995;Scheerens, 1989Scheerens, , 1992Scheerens, , 2008Van de Grift, 1985, 1990Walberg & Haertel, 1992;Wright, Horn, & Sanders, 1997). These results have been popularized in several books (Hattie, 2009(Hattie, , 2012Marzano, 2003).…”
Section: International Comparisons On the Quality Of Teachingmentioning
confidence: 99%
“…In general, teaching behaviour can be defined as effective when it has a significant influence on student outcomes such as academic engagement Opdenakker et al, 2012) and academic achievement (Creemers, 1994;Sammons et al, 1995;Scheerens, 1992;Van de Grift, 2007). Particularly, reviews of educational research reveal the following observable evidence-based teaching behaviours to be encountered in any lesson: creating a safe and stimulating learning climate, efficient classroom management, providing clear instruction, activating learning, adaptive teaching and teaching learning strategies (Cotton, 1995;Ellis & Worthington, 1994;Hattie, 2009;Levine & Lezotte, 1995;Marzano, 2003;Sammons et al, 1995;Scheerens & Bosker, 1997;Walberg & Haertel, 1992). Each domain of teaching behaviour is described below.…”
Section: Effective Teaching Behaviourmentioning
confidence: 99%