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.     

浅谈教育心理学在高职英语教学中的运用

在高职英语教学中,运用教育心理学原理对提高教学质量具有积极意义.教师应了解学生的心理状态,注意培养和激发学生学习英语的动机和兴趣;根据学生的个性特点,实施因材施教;掌握学生思维的一般规律,充分发挥学生的主体作用;把握师生情感的协调,努力创设轻松、和谐的课堂气氛.     

Productivity in educational psychology journals from 2003 to 2008

Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist’s productivity from 1991 to 2002. Contemporary Educational Psychology, 29, 333–343]; Smith et al. [Smith, M. C., Locke, S. G., Boisse, S. J., Gallagher, P. A., Krengel, L. E., & Kuczek, J. E., et al. (1998). Productivity of educational psychologists in educational psychology journals, 1991–1996. Contemporary Educational Psychology, 23, 173–181]; [Smith, M. C., Plant, M., Carney, R. N., Arnold, C. S., Jackson, A., Johnson, L. S., et al. (2003). Further productivity of educational psychologists in educational psychology journals, 1997–2001. Contemporary Educational Psychology, 28, 422–430.]) spanning the years 1991–2002. The present study updates this literature by examining the same five journals: Cognition and Instruction, Contemporary Educational Psychology, the Educational Psychologist, Educational Psychology Review, and the Journal of Educational Psychology from 2003 to 2008. Individual productivity was calculated by the number of (a) articles published and (b) points based on a formula that considers author position in relation to the number of authors. The University of Maryland and Richard E. Mayer maintained their positions as the top research institution and author, respectively. There was also growth in collaboration as well as international involvement as measured by number of authors.     

Conversations with Three Highly Productive Educational Psychologists: Richard Anderson, Richard Mayer, and Michael Pressley

This article seeks to answer the question, “What factors characterize highly productive educational psychologists?” Using qualitative research methods, we identified three top scholars in educational psychology—Richard Anderson, Richard Mayer, and Michael Pressley—and examined factors that influence their work. Although each scholar had a distinctive trademark characteristic, they had much in common. Each had an impressive lineage, gravitated to centers of excellence, was guided by routine, contributed significantly to educational service, pursued outside interests, strived for clarity in writing, collaborated heavily and effectively with students, and shared the same guiding philosophy regarding scholarly productivity. The article concludes with advice to budding educational psychologists and with unanswered questions that perhaps merit further research.     

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。     

试论人本主义心理学的教育思想及其当代价值

探讨人本主义心理学的教育思想,对其核心内容进行阐释和说明,可以使我们比较准确地把握人本主义教育理念的基本内涵,澄清人们对人本主义教育的某些误解和模糊认识,发掘人本主义教育思想的理论价值,寻求对我们的教育有意义的启示.     

教育心理学研究综述

本针对我国教育心理学的发展历史和现状，阐述了其存在的主要问题及根源，在此基础上，提出了相应的解决办法，并对我国教育心理学的若干发展趋势进行了展望。     

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。     

教育心理学在课件开发中的应用

针对目前在课件开发中由于忽视教育心理学所造成的弊端，就如何有意识的应用教育心理学指导课件开发进行探讨。分别就在课件结构的选择，课件使用动机的激发策略，以及课件交互界面设计等课件开发的3个关键性环节应用教育心理学理论进行了详细的讨论。     

《管子》的教育心理思想研究

《管子》的教育心理思想讨论了四个问题：(1)教育心理思想的基本观点；(2)学习心理思想，包括学习的意义、过程和方法；(3)德育心理思想，论述德育的意义、品德的结构、德育与赏罚、德育的方法；(4)差异心理思想。     

对先进生产力与先进生产力代表问题的思考

江泽民同志最近强调先进生产力发展的问题 ,突出了先进生产力和落后生产力的区别 ,指出了先进生产力的代表 ,从而论证了中国共产党不仅可能而且应该始终成为中国社会先进生产力发展要求的代表     

Nurturing Careers in Psychology: Combining Work and Family

The academic workplace, with its requirements for achieving tenure within the first 6 years of employment, is designed in ways that discriminate against young faculty with family care responsibilities, most notably mothers. Mason and Goulden (Academe, http://www.aaup.org/publications/Academe/2002/02nd/02ndmas.htm, 2002, Academe, http://www.aaup.org/publications/Academe/2004/04nd/04ndmaso.htm, 2004) found that women faculty who have babies within the first 5 years following the receipt of their doctorate are less likely to earn tenure than women without babies or men in general. Women at research-intensive universities are twice as likely as their male colleagues to report that they had fewer children than they wanted. In addition, only one-third of women who begin their academic career at research-intensive institutions without children will become a mother. These inequities, sometimes called the “baby gap” or “motherhood penalty” make academic institutions difficult places for new faculty with family care responsibilities. Suggestions are provided to assist new faculty in successfully combining their work and family roles (e.g., establish gender equity in parenting and negotiate for family-friendly policies) and to senior faculty and administrators who want to nurture the careers of their younger colleagues (e.g., support the use of family-friendly policies on campus).     

蔡元培教育心理学思想研究

蔡元培先生既是我国现代教育学的泰斗,也是我国现代心理学的巨擘。我们可以从学习心理思想、品德心理思想、教师心理思想三个方面来解读蔡元培先生的教育心理学思想。     

人本主义心理学的教育理念

马斯洛人本主义心理学的教育理念表现了培养“崭新的人”的教育目的、因人而异的教育方式、以情感为主旨的教育导向。在当前教育改革中借鉴这些教育理念时应注意它所存在的问题。     

教育心理学对象的准确定位

教育心理学的对象是什么，至今尚无一个为众多教育心理学家公认的准确定位．本在对已有的教育心理学对象的不同界说进行商榷的基础上提出了自己的观点，认为教育心理学的对象是学习情境中的学生和教学情境中的教师以及他们互动时的心理活动及其规律．     

论汉字修辞的生成机制及接受心理

汉字修辞是以汉字本体--字形为依托进行的修辞.汉字修辞的生成是以汉字本体的特点层级性、表意性及方块状为基础的.生成与接受是一个问题的两面,两者是统一与互动的关系.根据汉字修辞生成的特点,我们认为汉字修辞的接受心理包括完形心理、视知觉作用等.通过对汉字修辞生成机制及接受心理的分析,能够促进汉字修辞的全面研究和发展.     

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。     

周敦颐的教育心理思想论评

在简介周敦颐的生平之后,较系统地考察了他的教育心理思想,即教育心理思想的基本观点、学习心理思想、德育心理思想、差异心理思想与教师心理思想。     

试论素质教育与教育心理学的关系

教育心理学主要揭示了素质教育中教与学的心理学规律 ,开辟了新的视野与思路 ,提出了新的教育方法 ,从而了解和把握学生心理活动特点和规律