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Journal articles on the topic 'Education, Psychology of'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

McKeachie, Wilbert J. "Psychology and education." American Psychologist 47, no. 7 (1992): 843–44. http://dx.doi.org/10.1037/0003-066x.47.7.843.

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2

Belar, Cynthia D., Paul D. Nelson, and Barbara Hanna Wasik. "Rethinking Education in Psychology and Psychology in Education: The Inaugural Education Leadership Conference." American Psychologist 58, no. 8 (2003): 678–84. http://dx.doi.org/10.1037/0003-066x.58.8.678.

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3

Maksymenko, Serhii, Kseniia Maksymenko, and Yurii Irkhin. "Systemic Nature of Human Psyche and Psychology of Education." Problems of Modern Psychology : Collection of research papers of Kamianets-Podilskyi National Ivan Ohiienko University, G.S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, no. 50 (November 2, 2020): 146–66. http://dx.doi.org/10.32626/2227-6246.2020-50.146-166.

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4

Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (March 2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.
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5

Rozensky, Ronald H., Catherine L. Grus, Nadya A. Fouad, and Susan H. McDaniel. "Twenty-five years of education in psychology and psychology in education." American Psychologist 72, no. 8 (November 2017): 791–807. http://dx.doi.org/10.1037/amp0000201.

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6

Shelkovnikov, Andrey Yu. "Philosophical education and psychology." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 6, 2019 (2019): 9–14. http://dx.doi.org/10.31862/2218-8711-2019-6-9-14.

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The article is dedicated to the specifics of modern philosophical education. The problem of methodical correlation between philosophy and psychology teaching is considered. One of the aspects of the subject under research is philosophical foundations of psychology. The article is intended for teachers of philosophy, psychology, and other humanities.
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7

Pearson, L. "Promoting Psychology in Education." Educational Psychology in Practice 5, no. 1 (April 1989): 3–6. http://dx.doi.org/10.1080/0266736890050102.

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8

Bickman, Leonard. "Graduate education in psychology." American Psychologist 42, no. 12 (December 1987): 1041–47. http://dx.doi.org/10.1037/0003-066x.42.12.1041.

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9

Mackenzie, Graeme. "Apply psychology and education." BMJ 336, no. 7636 (January 17, 2008): 109.3–110. http://dx.doi.org/10.1136/bmj.39458.489861.3a.

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10

Fischbein, Efraim. "Psychology and Mathematics Education." Mathematical Thinking and Learning 1, no. 1 (March 1999): 47–58. http://dx.doi.org/10.1207/s15327833mtl0101_2.

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11

Price, P. E. "Education, psychology and ‘compliance’." Diabetes/Metabolism Research and Reviews 24, S1 (2008): S101—S105. http://dx.doi.org/10.1002/dmrr.851.

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12

Cheong, Agnes Chang Shook. "Psychology in Singapore Education." Applied Psychology 51, no. 2 (April 2002): 204–17. http://dx.doi.org/10.1111/1464-0597.00087.

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13

Saha, Lawrence J. "Editorial: Psychology or education?" Social Psychology of Education 12, no. 3 (August 14, 2009): 291–94. http://dx.doi.org/10.1007/s11218-009-9103-5.

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14

Fujita, Shuichi, Masato Onose, Kazuya Horike, Nobuo Ohta, Shinobu Ikoma, Yuki Miyazaki, Miyuki Aiba, Shigeaki Kanetaka, Ikuo Daibo, and Takefumi Kobayashi. "JUPA Psychology Proficiency Test and education of psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): JPAS—007—JPAS—007. http://dx.doi.org/10.4992/pacjpa.82.0_jpas-007.

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15

Hamlyn, D. W., and Kieran Egan. "Education and Psychology: Plato, Piaget and Scientific Psychology." British Journal of Educational Studies 34, no. 1 (February 1986): 113. http://dx.doi.org/10.2307/3120975.

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16

Fontana, David. "Education and Psychology: Plato, Piaget and scientific psychology." Educational Psychology 6, no. 1 (January 1986): 79–82. http://dx.doi.org/10.1080/0144341860060109.

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17

Georges, Colleen M., and Saundra M. Tomlinson-Clarke. "Integrating Positive Psychology Into Counseling Psychology Doctoral Education." Counseling Psychologist 43, no. 5 (May 29, 2015): 752–88. http://dx.doi.org/10.1177/0011000015584067.

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18

Buskist, William, Janet F. Carlson, Andrew N. Christopher, Loreto Prieto, and Randolph A. Smith. "Models and Exemplars of Scholarship in the Teaching of Psychology." Teaching of Psychology 35, no. 4 (October 2008): 267–77. http://dx.doi.org/10.1080/00986280802373908.

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This article provides ideas for engaging in the scholarship of teaching in psychology. Topics covered include contributing to the Society for the Teaching of Psychology's Office of Teaching Resources in Psychology and Teaching of Psychology. Writing and editing books also constitute scholarly work. Finally, teaching with intentionality and accountability can be productive in leading to scholarship opportunities. By providing models and exemplars of scholarship in the teaching of psychology, we hope to encourage more teachers to engage in such activities.
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19

Kershner, Ruth. "Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?" International Journal of Educational Psychology 5, no. 2 (June 24, 2016): 112. http://dx.doi.org/10.17583/ijep.2016.2109.

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.
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20

Norcross, John C., and Thomas J. Tomcho. "Great Books in Psychology: Three Studies in Search of a Consensus." Teaching of Psychology 21, no. 2 (April 1994): 86–90. http://dx.doi.org/10.1207/s15328023top2102_5.

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Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergraduate psychology majors should read. Books achieving the highest ratings were James's Principles of Psychology, Hall and Lindzey's Theories of Personality, Skinner's Beyond Freedom and Dignity, Darwin's On the Origin of Species, and Boring's History of Experimental Psychology. Top rated authors were Skinner, Freud, James, Piaget, Rogers, Darwin, Bandura, G. Allport, and Erikson.
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21

Goodwin-Smith, Ian, Elissa Pearson, Rob Ranzijn, Alan Campbell, and Kurt Lushington. "Interdisciplinarity and Undergraduate Psychology Education." Psychology Learning & Teaching 12, no. 2 (January 2013): 159–67. http://dx.doi.org/10.2304/plat.2013.12.2.159.

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22

Rubtsov, V. V. "Psychology of Education for Children." Psychological-Educational Studies 9, no. 3 (2017): 2–18. http://dx.doi.org/10.17759/psyedu.2017090302.

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23

Sears, David O., and Carolyn L. Funk. "Graduate Education in Political Psychology." Political Psychology 12, no. 2 (June 1991): 345. http://dx.doi.org/10.2307/3791469.

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24

Cooper, Margery G., and Charles W. Desforges. "British Journal of Education Psychology." British Journal of Educational Studies 38, no. 2 (May 1990): 183. http://dx.doi.org/10.2307/3121199.

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25

Woolfolk Hoy, Anita. "Educational Psychology in Teacher Education." Educational Psychologist 35, no. 4 (December 2000): 257–70. http://dx.doi.org/10.1207/s15326985ep3504_04.

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26

Hunsaker, Scott L. "Gifted Education and Moral Psychology." Roeper Review 37, no. 2 (April 3, 2015): 114. http://dx.doi.org/10.1080/02783193.2015.1036706.

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27

McGee, Anna‐Maria, and Andrew Sutton. "Conductive Education and Developmental Psychology." Educational Psychology 9, no. 4 (January 1989): 339–45. http://dx.doi.org/10.1080/0144341890090406.

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28

Day, James M. "Narrative, psychology, and moral education." American Psychologist 46, no. 2 (1991): 167–68. http://dx.doi.org/10.1037/0003-066x.46.2.167.

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29

K. Lapsley, Daniel, and F. Clark Power (eds). "Character Psychology and Character Education." Journal of Military Ethics 5, no. 1 (March 1, 2006): 77–78. http://dx.doi.org/10.1080/15027570600551146.

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30

Rosenfield, Sylvia. "Psychology and education, together again." Psychology in the Schools 45, no. 3 (2008): 257–59. http://dx.doi.org/10.1002/pits.20295.

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31

Gullickson, Terri. "Review of Education and Psychology." Contemporary Psychology: A Journal of Reviews 42, no. 8 (August 1997): 757. http://dx.doi.org/10.1037/000200.

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32

Roediger, Henry L. "Applying Cognitive Psychology to Education." Psychological Science in the Public Interest 14, no. 1 (January 2013): 1–3. http://dx.doi.org/10.1177/1529100612454415.

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33

Silverman, Hirsch Lazaar. "The Psychology of Character Education." Contemporary Psychology: A Journal of Reviews 43, no. 3 (March 1998): 209–10. http://dx.doi.org/10.1037/001568.

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34

Hargreaves, David J. "Developmental Psychology and Music Education." Psychology of Music 14, no. 2 (October 1986): 83–96. http://dx.doi.org/10.1177/0305735686142001.

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35

Poulou, Maria. "Educational psychology within teacher education." Teachers and Teaching 11, no. 6 (December 2005): 555–74. http://dx.doi.org/10.1080/13450600500293241.

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36

Kok, Gerjo, Herman Schaalma, Hein De Vries, Guy Parcel, and Theo Paulussen. "Social Psychology and Health Education." European Review of Social Psychology 7, no. 1 (January 1996): 241–82. http://dx.doi.org/10.1080/14792779643000038.

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37

Levin, Shana. "Undergraduate Education in Political Psychology." Political Psychology 21, no. 3 (September 2000): 603–20. http://dx.doi.org/10.1111/0162-895x.00208.

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38

Fulero, Solomon F., Edith Greene, Valerie Hans, Michael T. Nietzel, Mark A. Small, and Lawrence S. Wrightsman. "Undergraduate education in legal psychology." Law and Human Behavior 23, no. 1 (February 1999): 137–53. http://dx.doi.org/10.1023/a:1022382925188.

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39

Suarez, Debra A., and Sandra Mathison. "Evaluation for education and psychology." Evaluation and Program Planning 19, no. 3 (August 1996): 274–75. http://dx.doi.org/10.1016/0149-7189(96)81496-0.

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40

Basler, Heinz-Dieter. "Evaluation for education and psychology." Patient Education and Counseling 29, no. 2 (November 1996): 224–25. http://dx.doi.org/10.1016/0738-3991(96)00904-4.

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41

Berman, Dene S., and Jennifer Davis-Berman. "Positive Psychology and Outdoor Education." Journal of Experiential Education 28, no. 1 (July 2005): 17–24. http://dx.doi.org/10.1177/105382590502800104.

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A relatively new movement in psychology, positive psychology, has many implications for the field of outdoor education. Positive psychology has the goal of fostering excellence through the understanding and enhancement of factors that lead to growth. It embraces the view that growth occurs when positive factors are present, as opposed to the notion that it is the result of dynamic tension. This article argues that traditional models of change that rely upon disequilibrium may not be the best to use in outdoor programs. After presenting examples of positive psychological applications to outdoor programs, implications for outdoor education and therapy programs are discussed.
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42

Houge Mackenzie, Susan, Julie S. Son, and Steve Hollenhorst. "Unifying Psychology and Experiential Education." Journal of Experiential Education 37, no. 1 (January 17, 2014): 75–88. http://dx.doi.org/10.1177/1053825913518894.

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43

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and “futures”." Psychology in the Schools 41, no. 4 (March 1, 2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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44

Mathews, Peter V., A. Furnham, and D. Oakley. "Why Psychology?" British Journal of Educational Studies 44, no. 3 (September 1996): 337. http://dx.doi.org/10.2307/3122466.

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45

Dutke, Stephan, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore, and Ioulia Papageorgi. "Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs." Psychology Learning & Teaching 18, no. 2 (November 14, 2018): 111–20. http://dx.doi.org/10.1177/1475725718810929.

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This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.
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46

Cox, Brian D. "Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool." Teaching of Psychology 24, no. 1 (February 1997): 39–41. http://dx.doi.org/10.1177/009862839702400110.

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Many psychology students initially have difficulty with the philosophical character of the typical history of psychology course. One way to introduce students to psychology's philosophical roots is to survey their assumptions on the nature of mind, emotion, and behavior. This article describes and gives examples of a 50-item Likert-scale questionnaire concerning the positions of many philosophers, biologists, and psychologists that are typically covered in the class. This article also presents data from three history of psychology classes and suggestions for using the measure as a teaching tool.
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47

Stojnov, Dusan. "From psychology of personality to psychology of persons." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 11–45. http://dx.doi.org/10.2298/zipi0436011s.

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The paper considers diverse approaches to human subjectivity conceptualization. On the one hand, a summary is made of an established psychological view of personality as an intrinsic psychological entity responsible for stylistic differences in the behavior of isolated individuals, founded on the traditional Cartesian view. On the other hand more recent views are presented, which take human subjectivity as personhood i.e. responsible action of moral subjects, placed within amongst-people space, and implying allied activity of persons in a social community. In addition, consideration is given to new methodological demands for psychologists who want to research the domain of human personhood as well as to deviations of a "new paradigm" of psychological investigations from scientific tradition in viewing methods that has prevailed in psychology until recently. Clarification of demands for studying personhood is a new trend in psychology, so it should be stressed that such orientation, despite its long-lasting past, virtually has a very short history.
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48

SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, being appreciated by the academic community, actors with an important role in the process of elaboration of educational policies on a national level and vectors of the promotion and realization of quality in education: Univ. Prof. Ph.D. Ciprian Ceobanu - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Univ. Prof. Ph.D. Constantin Cucoș - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Assoc. Prof. Ph.D. Olimpius Istrate - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest; Univ. Prof. Ph.D. Ion-Ovidiu Pânișoară - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest.
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49

Gill, Diane L. "Women’s Place in the History of Sport Psychology." Sport Psychologist 9, no. 4 (December 1995): 418–33. http://dx.doi.org/10.1123/tsp.9.4.418.

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Women and women’s issues have a place in sport psychology today, but women have no place in most histories of the field. Some women sport psychologists, particularly Dorothy Harris, were instrumental in the development of sport psychology as a subdiscipline in the 1960s and 1970s. Re-searching the historical foundations reveals that the notable contributions of Harris and other women sport psychologists have roots in earlier work in both psychology and physical education. Pioneering women psychologists conducted research and challenged sexist assumptions and practices since psychology’s earliest days. At the same time, prominent women leaders developed women-oriented programs and contributed to the professional literature in physical education. Women and women’s issues have a place in sport psychology today, but too often that is an “other” or special interest place. By taking steps to re-place women in history and by engendering current research and practice, sport and exercise psychology will be a stronger science and profession.
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50

Pearson, Elissa. "Conservation Psychology: A Gap in Current Australian Undergraduate Psychology Education?" Sustainability 5, no. 3 (March 19, 2013): 1266–81. http://dx.doi.org/10.3390/su5031266.

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