Publishing in Educational Psychology Journals: Comments from Editors

The following paper emphasizes the importance of publishing and learning how to publish in educational psychology journals. We have compiled a set of recommendations based on advice from editors in the field and several other sources on how to publish. Additionally, this paper provides a step-by-step guide that graduate students and junior faculty may consider to create more organization, substance, and style in their writing as possible. Although this paper is intended for educational psychologists, beginning scholars in other fields may find the guidance this paper offers to be relevant.     

我国教育技术期刊主要栏目的内容分析

以我国2003年至2008年4月的教育技术学8种核心期刊的主要栏目为研究样本,采用内容分析法,对主要栏目进行分类统计分析,并根据统计的数据,从中探寻当前教育技术学所关注的领域、研究热点、国内外研究动态及各个期刊的研究领域、关注重点和办刊特色。     

The Future of Educational Psychology and the Content of the Graduate Program in Educational Psychology

Leaders in educational psychology are pointing out increasing opportunities for careers in educational psychology or in education-related work in universities and other settings. A program of graduate education in educational psychology is essential for preparing the current generation of graduate students for these careers. This article presents a procedure for determining the content of local graduate programs and suggests the desirability of identifying a common core of content to be included in all graduate programs. The future of educational psychology is assumed to depend on how well educational psychologists are prepared.     

Trends in Female Authorships, Editorial Board Memberships, and Editorships in Educational Psychology Journals from 2003 to 2008

Robinson, McKay, Katayama, and Fan (Contemporary Educational Psychology, 23, 331–343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson (Educational Psychology Review, 17, 263–271, 2005) reported that women had made gains as editors but had not kept pace with organizational membership in terms of authorships and editorial board memberships. Our goal in this paper was to further examine women’s participation in educational psychology journals by extending the datasets of Robinson et al. and Evans et al. The number of female authors per article, particularly those from non-US institutions, has continued to increase. However, consistent with Evans et al., although females are continuing to make numerical gains in both authorships—both primary and secondary—and editorial board memberships, their involvement has not kept pace in relation to membership trends.     

Attributions of Productive Authors in Educational Psychology Journals

Are there similarities in the writing approaches and practices among the top-producing authors in our field? If so, perhaps knowing this information may benefit graduate students or recent graduates. In this paper, I asked 13 authors to explain why they were so productive in terms of publishing in educational psychology journals. Four categories of authors’ attributions for productivity were identified: collaboration, passion/curiosity, research skills, and time management. All categories were consistent with the extant literature on productivity. It is hoped that providing beginning scholars with the practices of the top authors in their field may help them to be more efficient and effective in their quest of writing for publication.     

Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014

This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.     

教育心理学内容体系发展演变及构建探析

随着教育心理学内容的扩充、对其学科性质认识的变化、所持的理论依据不同，教育心理学的内容体系也经历了一个嬗变过程。未来教育心理学内容体系的构建要考虑到教育对象的全人化，教育机构的扩大化和教育内容的新变化，同时要注重教育目标的要求、使用对象的特点且要遵循稳定性和灵活性相结合的原则。     

Examining the Internationalization of Counseling Psychology Scholarship: A Content Analysis of Two US Journals

This content analysis examined internationally focused scholarship published from 1997 to 2009 in two counseling journals published in the United States (US), namely The Counseling Psychologist (TCP) and the Journal of Counseling Psychology (JCP). Both demographic and content criteria, including author affiliation, participant location, topic area, cultural relevancy of construct examined, method of collaboration and research design, were examined. A positive trend for the publication of non-US-based scholarship was observed; however, a 10% representation of internationally-oriented scholarship in the past 13 years suggests the potential for further international initiatives and integration in the field. Questions and implications for future development of internationalization within US-based counseling psychology are discussed.     

Teacher Candidates' Exposure to Formative Assessment in Educational Psychology Textbooks: A Content Analysis

The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology textbooks. Several key definitions of formative assessment are examined, and various means of conducting formative assessment are outlined. Numerous studies that have examined the effects of formative assessment on motivation and achievement are summarized. The theoretical link between formative assessment and several important motivational constructs is established, and suggestions for future research are delineated.     

A Content Analysis of Ethnographic Research Published in Top Criminology and Criminal Justice Journals from 2000 to 2009

Despite qualitative research having much to offer to the understanding and prevention of crime, academic research in criminology and criminal justice (CCJ) is primarily quantitative. The relatively limited amount of ethnographic research in the field contributes to difficulties in understanding what represents sound ethnographic designs and the most appropriate ways to present such information. The current study examines the relative frequency with which ethnographic research appears in CCJ journals, and more importantly, the content of these articles. We find that less than 4% of all research published in 15 top CCJ journals use ethnographic methods. We present patterns about the methodological (e.g., sample size, type of data collection, and characteristics of participants) and stylistic (writing style, discussion of coding, and policy recommendations) content of these articles. We conclude with implications for our findings and point to substantive areas of research that may need more attention.     

Educational Psychology: The distinctive contribution

This paper, written in the twenty‐first anniversary year of the journal Educational Psychology in Practice, attempts to uncover those distinctive aspects of the discipline and the practice of applied psychology in general and educational psychology in particular. After considering some of the reasons for attempting this task at this point in time and outlining some of the difficulties involved in achieving this task, five distinctive dimensions are identified and discussed. These are: (i) adopting a psychological perspective to human problems; (ii) uncovering mediating/psychological variables which link particular situations with specific outcomes; (iii) employing psychological knowledge to create explanatory models of complex human problems; (iv) using evidence based strategies for change; and (v) sharing and promoting big ideas from psychology. Some of the possibilities which these distinctive features offer for innovation in educational psychology practice and research are listed, together with their implications for educational psychology practitioners in the future.     

The Role of the Metaphor in Educational Thought: an Essay in Content Analysis

Postmodernist researchers have been divided about the value of autobiographical writing in their research. One broad group has argued against the use of selfrepresentation, of a stable' self as narrator, in research, on the grounds that such a move is restrictive, essentialist and retrogressive. Another group has viewed the textualized self as necessary to replace the discredited modernist pretense of impersonal objectivity in research writing. This paper analyzes two recent uses of self-representation in curriculum research as indicative of the problems and challenges researchers face in attempting to secure a textual authority through personal evidence and testimony. The paper argues that there are major problems with any attempt to rely on a stable textualized self to achieve new kinds of textual legitimacy, and that any use of self-representation in research needs to be integrated effectively with other kinds of evidence.     

我国教育心理学内容体系构建探析

时代的需要、教材使用对象的特点及作者编著宗旨的不同 ,决定了教育心理学内容体系的差异。对于未来教育心理学内容体系的构建 ,我们认为要考虑教育对象的全人化、教育机构的扩大化及教育内容的新变化等客观要求 ,同时要遵循根据教育目标决定教育心理学内容体系的框架、根据教育对象的特点决定教育心理学内容的针对性、内容的选择上要注意稳定性和灵活性的结合等原则。     

Recent Developments In The Statistical Analysis Of Ranked Data Adapted To Educational Research

German pupils (age 12–13 years) studying English as a foreign language were taught three grammatical structures (passive, gerund, and future tense). Following Wickelgren’s concept of memory trace strength, the remaining strength of the memory trace after 2 weeks and 6 weeks of learning was studied. The data confirmed Jost’s second law. Results suggest that the decay rate is a didactic measure of the grammatical structure difficulty.     

Parents' Evaluation of an Educational Psychology Service

An evaluation of parents' views of an Educational Psychology Service was carried out using a questionnaire survey and follow-up telephone interviews. The most satisfaction was expressed for the pre-school, early years services and child guidance support where a statement was not involved. Parents found it helpful to learn alternative ways to interpret behaviour from understanding professionals. They were less satisfied with statutory assessments of their older children already attending school. The main sources of dissatisfaction were the lack of communication with and involvement of parents in the course of the assessments, the length of time it took to decide on an assessment and the time taken to collect the relevant reports to draw up a statement. Implications for practice are discussed.     

The Future of Educational Psychology

The present paper is based on an invited address to the Division of Educational and Child Psychology. It outlines the opportunity for a future in which educational psychology occupies a position of central importance in society's affairs. It is a future that must embrace a wider role than special educational needs, and in which research must be a core function. Most importantly, it is a future that the profession itself must create.     

进化论思想对教育心理学的挑战

自进化心理学产生后,传统的教育心理学受到来自进化论思想的挑战.进化教育心理学是研究人类朴素知识和学术知识之间关系的交叉学科.教育心理学在进化心理学的影响下提出了新的研究内容,包括:学习动机的培养、学习能力的改变、教育的性别差异,以及学校角色的转变.     

我国科学教育研究的内容分析:2002-2007年

通过对我国2002-2007年间公开发表的598篇科学教育论文进行内容分析,从科学教育的整体趋势、研究范围、研究人员地区分布和机构来源以及研究方法四个维度阐述了我国科学教育研究的发展趋势,提出了我国发展科学教育研究的对策与建议。     

Practicing Critical Thinking in an Educational Psychology Classroom: Reflections from a Cultural-Historical Perspective

Present standards include creative and critical thinking among dispositions essential for the teaching profession. While teaching introductory courses in educational psychology, I have noticed that even though students can easily describe critical thinking in the abstract, they rarely and reluctantly engage in thinking critically about their own educational experiences. Emphasis on assessment of critical thinking dispositions and skills requires students to demonstrate “the right way to think.” This emphasis, I argue, decreases students' inclination to practice critical inquiry and to feel this experience as intrinsically rewarding. Exploration of socio-cultural contexts of my own and my students' upbringing helps understand how such contexts condition the critical thinking practice. I offer the cultural-historical theory of Lev Vygotsky as an alternative frame of reference that will help students practice critical thinking in an educational psychology classroom.