Nature/nurture and intelligence in current introductory educational psychology textbooks

Self-regulated learners understand, value, and engage academic learning in ways that are fundamentally different than their peers who have difficulty in school. We discuss how students become aware of themselves as learners and the kinds of theories that students construct about schooling. Children's ideas about success and failure, their awareness and attribution, and their metacognition and motivation, develop concurrently as they progress through formal education. We focus on developmental changes in students' theories about learning and how they are influenced by variables in school such as task difficulty, helping behavior, and standards of success. Instructional conditions that promote children's self-regulated learning are also discussed. We believe that self-regulated learning is a desirable educational outcome that can be fostered by teachers who minimize academic competition, explain appropriate strategies, provide assistance during problem solving, and promote an atmosphere of collaboration in classrooms.     

Trends in school psychology as demonstrated by content analysis of school psychology textbooks

This investigation was undertaken to determine if there were general and specific trends within school psychology between the years 1960 and 1975 as reflected by both the content presented and the chaning amount of emphasis given to specific topics within school psychology texttooh. Content analysis was chosen as the method of analysis. Seventeen school psychology textbooks separated into three consecutive time periods of five years each, were used in the research. The data indicated that trends in publication emphasis were present. While the types of content presented remained relatively constant, the overall trend was toward decreasing publication of text type materials. Assessment had remained consistently the highest emphasized category of content, whereas clinical issues and personality have shown clear trends toward decreasing emphasis. Both special education and therapy issues maintained high and stable levels of emphasis. Neither consulting activities nor community activities demonstrated trends toward increasing emphasis. Ethics and legal issues were discussed in less than half the textbooks examined. Group assessment, curriculum development, sex education, teaching psychology, and group therapy received very little content emphasis. Behavior modification future trens, and remediation activities demonstrated clear trends toward increased emphasis, whereas areas of administration and organization, research issues, and working with special populations demonstrated clear trends toward decreasing emphasis.     

An analysis of the cultural representation of disability in school textbooks in Iran and England

The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3–13. The paper suggests that in such examinations, school textbooks might be of significance in familiarising non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils.     

Assessing jail coverage in introductory criminal justice textbooks

Despite their integral and multi-functional role within the criminal justice system, jails receive limited societal and research attention. The present study assesses the extent to which jail-related information is presented in fourteen leading introductory criminal justice texts. In general, it was found that there are 4.8 pages of prison-related information for every one page of jail coverage, and that roughly 72% of all jail-related information is found within the corrections sections of introductory criminal justice texts. Suggestions regarding future directions for authors of these texts are offered.     

The literature of educational psychology and the literature used by writers in educational psychology

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.     

The educational inadequacy of conceptions of self in educational psychology

Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals and societies understand what it is to be a person. During the last half of the 20^th century, educational psychologists advanced scientific and humanistic conceptions of the self that removed personhood from the historical, socio-cultural traditions and related moral and political practices within which the self develops. In consequence, the theoretical and practical models of self-enhancement and self-management offered by educational psychologists are inadequate with respect to the education of persons who, if they are to function as effective citizens, must participate in complex, contested socio-cultural, moral, and political contexts with others.     

人教版小学数学教材中蕴含的数学文化

文章探讨人教版小学数学教材中蕴含的数学文化,主要从数学家的故事、数学发展史、中国古代典籍《九章算术》、数学的广泛应用这四个方面来阐述。     

The use of cognitive psychology in the development and evaluation of textbooks

The major memory representations produced by reading a textbook chapter are described. These include (a) single propositions, (b) integrations and elaborations of two or more propositions, and (c) a chapter summary. Research that bears on each of these aspects of memory for textbook information is used to select 15 dimensions for evaluating a textbook's potential for facilitating representations in memory. These dimensions are then quantified for samples from three educational psychology textbooks. The dimensions appear to be useful for evaluating a text's strengths and weaknesses.     

The professional practice of educational psychology

This paper discusses the potential for the field of educational psychology to move beyond psychology-applied-to-education to develop a unique professional practice component. We argue that many of the things educational psychologists are trained to do and have been doing for years fall within the service provider domain. Educational psychology is the only subfield of psychology to focus on the design of instructional systems, and many valuable psychological services derived from the knowledge base of instruction are worthy of professional recognition. We also discuss components of professional training for educational psychologists.     

The use of photographs to portray urban ecosystems in six introductory environmental science textbooks

This study examined how photographs in six introductory environmental science texts portrayed the urban environments in which most U.S. students lived. All photographs from all texts were coded to determine whether they depicted urban areas. The urban photographs were then coded to determine what they communicated about the urban environment. The analysis suggested that the texts in this study, though varied in their portrayal of urban ecosystems, did address many of the environmental issues that affected the city. However, urban examples were rarely used to illustrate general ecological concepts that applied to all ecosystems (i.e., biodiversity or evolution). The author contended that “sense of place” theories indicated that more photographs should be dedicated to portraying urban environments as functioning ecosystems. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1003–1020, 2008     

教育学还在与心理学对话吗?--教育理论研究中教育学和心理学关系的再寻找

教育学自诞生以来就与心理学融合在一起,但随着教育理论研究的多元化倾向,教育学与心理学越来越趋向于分离,以至于筑起人为的藩篱,貌合神离的离异的危机使教育理论研究处于一种无根的状态,必然导致教育理论的虚假繁荣。为此,在教育理论研究中,教育学要主动与心理学沟通、对话、理解。     

The representation of the Cold War in three Estonian history textbooks

The article looks at the discursive strategies different Estonian history textbooks employ to represent the Cold War period, and the ‘commonsense’ ideologies instilled through these representations. The textbooks analysed include two history books dating back to the Estonian Soviet Socialist Republic and, for contrast, one written during the second period of Estonia’s independence. This lends the analysis a temporal perspective, making it possible to look at the changes over time and differences between the attitudes projected. The study focuses on the rhetoric and metaphors used in connection with the Cold War period. The practices of different textbooks are compared to one another using discourse analysis. The purpose is to bring out the commonsense elements of the textbooks’ discourse. The goal is to understand the ideological processes in these texts’ discourse and how they (in)directly intend to shape the reader’s worldview through language and rhetoric.     

The use of genograms in educational psychology practice

This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their families. Finally, it provides a case example of the application of the genogram, as an assessment and intervention tool in EP practice, highlighting its strengths and limitations.