Parents' Views of Quality in Educational Psychology Services

The paper reports on a study of parents' educational psychology service experiences and perceptions of quality services. The parents of children referred to educational psychology services (EPSs) responded to indexes of case service quality, service evaluation, and time consumption. Four quality dimensions were extracted and show the focus to be on participation, courtesy, effectiveness, and security. Effectiveness contributes highest to the evaluation of case service quality, followed by participation and security. Time contributes minimally to the quality evaluation. Fifty-six percent evaluate the case service quality to be at least 'good'. Complaints mainly concern a lack of listening, feedback, intervention and follow-up.     

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.     

Science and Individualism in Educational Psychology: problems for practice and points of departure

It is mainly through schools that the profession of educational psychology is maintained. What assumptions are made in the training of such people? Critically, as Olssen argues, they are assumptions which have formed the basis of psychology itself and were historically embedded in discursive traditions at the turn of the century, traditions which constituted the generative source of the way the discipline of educational psychology was to develop. Assumptions about the nature of science were important, as Rom Harre and others have argued. More important, though, is the assumption of individualism: the presupposition that problems of learning are problems of an individual child, to be fixed by personalised intervention. The influence of psychology on education is often hidden, but in the case of individual psychology it is often overt. If there are problems with psychology, including the psychology of individual development, then educational psychology will need very careful scrutiny.     

Gender Imbalance in Referrals to an Educational Psychology Service

Referrals to an educational psychology service (EPS) were recorded in terms of school phase, gender and presenting problem. Examination of the data revealed a male:female referral ratio of more than 3:1. In all school phases, more boys than girls were referred, with the preponderance of boys being greatest in the primary sector. Overall, between six and nine times more boys than girls were presenting behavioural problems. Practical implications are discussed and it is suggested that such monitoring is an important starting point in working towards equality of access to educational psychology services.     

Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice

Abstract

In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we examine how an ontology of practices might inform our understandings of leadership in educational organizations, and we conclude by exploring some implications of an ontology of practices for the study of educational administration.     

对我国发展教育服务业的思考和建议

决策参考最近几年,特别是我国加入WTO以来,发展教育服务业不仅成为各理论界研究的热点问题,也渐次进入相关政府部门的视野。在前人对教育服务业认识度也在不断加深的基础上,结合前一阶段所做的课题,笔者拟在我国发展教育服务业的宏观背景、国际趋势及存在的问题和建议等四个方面做一探讨与思考。一、宏观背景(一)世界经济形态由工业经济向服务经济的转型国际经验表明,当一个经济体人均GDP达到3000美元之后,产业结构和消费结构都将发生重大变化,经济形态将逐步由工业经济向服务经济转型,服务业成为经济增长的重要支撑。由于具有能耗低、污…     

关于心理健康教育模式的几点思考

当前我国心理健康教育的主流至少存在四种明显模式 :以心理障碍为中心的调适性教育模式 ;心理咨询理论与方法的西方化模式 ;心理咨询工作的社会化模式 ;以改变认知为主的宣传性教育模式。各种模式都存在积极与消极两方面的影响。要促进心理健康教育事业的健康发展 ,提高心理健康教育的实效性 ,就必须 :(1 )建立以提高心理素质为中心的发展性教育模式 ;(2 )不断发展和完善适合中国本土的心理咨询理论与方法 ;(3 )不断提高心理咨询队伍的专业素质 ;(4)加强心理健康教育的环境建设     

教育心理学:后现代主义的挑战

进入20世纪90年代以后,教育心理学面临来自后现代主义思潮的挑战。在本体论方面,后现代思潮挑战传统教育心理学的实在论倾向,主张心理是一种社会建构;在认识论方面,后现代思潮挑战传统的知识外源论和内源论观点,主张知识是社会互动和协商的结果,教育教学同样是知识建构的过程;在方法论方面,后现代思潮挑战传统的实证和量化方法,主张质化研究和量化研究的结合,力促教育心理学实现方法多元化。后现代主义的挑战有助于克服传统教育心理学的机械反映论、个体主义和方法中心等错误倾向。     

Educational research and reform: Some implications for the professional identity of early years teachers

Abstract

This paper examines the way in which recent criticisms of the work of primary school teachers in Britain, most notably those entailed in and following the publication of the so‐called ‘Three Wise Men's Report’, have attempted to redefine the professional identity of early years teachers. The paper objects to the manner in which their critiques have been formulated and calls upon educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education in general and early years schooling in particular.     

教育心理学学科发展的动因探析

教育心理学在百年发展中,共经历了两次高潮,大大推动了教育心理学学科的发展,其发展的动因主要包括社会变革的需要、学科本身发展的需要和邻近学科的推动作用。当前教育心理学学科新发展的动因主要包括：现代化社会的需要迫使改革传统教育心理学学科体系;教育心理学理论研究的新趋势;相关学科包括脑科学、计算机技术以及科学哲学等学科的推动作用。     

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.     

教育服务:现代教育交流中的一种异化

教育是一种交流活动,教育交流是一种文化现象,大学是实现教育交流最有效的机构之一。教育服务作为现代教育交流的一种概念和形式,正在赋予原初意义上的教育交流新的内涵,而高等教育层面上的教育交流,正在催生着教育属性的变化,或者说是教育交流在本质上的一种异化。历史上,高等教育国际交流的影响因素和根本动力, 经历了由文化力量为主到政治力量为主,再到经济力量为主的转变,而每次转变都有其独特的时代背景和社会条件。中国近代教育史上的教会大学,集中体现了中国高等教育近代化的过程中中外教育交流背后的利益冲突与政治反抗;当代高等教育的国际交流舞台上,经济因素日益成为重要方面,其中,教育服务是一种具体的表现方式,但却是一种教育异化的形式。     

Learning about Peers: A Missed Opportunity for Educational Psychology

The author reviews four factors that contribute to the reduction of the authority and power of teachers: the Far Right, the Christian Right, the standards movement, and the decline in the use of collective bargaining. As a result of these initiatives, teachers are forced to abandon many progressive educational practices and embrace educational philosophies alien to them; stand by while useful courses such as music, art, physical education, and creative writing are eliminated; adopt drill and grill activities rather than open-ended discussion with students; and forsake any sense of a unique individual school identity and philosophy. Therefore, teaching is fast becoming an unattractive, if not demeaning, profession.     

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.     

教育心理学的整合与超越

整合取向的研究范式将学习与教学置于多维的动态框架中进行探讨,超越以往单维取向的局限,成为目前教育心理学领域的主流趋势。这主要从三个方面体现出来:一是心理学与教育学的实质性整合,二是认知、动机、情绪以及其他不同心理成分的整合,三是个体因素与情境因素、尤其是社会情境的整合。