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From old school to open science: The implications of new research norms for educational psychology and beyond Educ. Psychol. (IF 4.475) Pub Date : 2021-04-08 Hunter Gehlbach, Carly D. Robinson
Abstract Recently, scholars have noted how several “old-school” practices—a host of long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open-science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms
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Improving norms in research culture to incentivize transparency and rigor Educ. Psychol. (IF 4.475) Pub Date : 2021-04-08 David Mellor
Abstract Improving research culture to value transparency and rigor is necessary to engage in a productive “Credibility Revolution.” The field of educational psychology is well positioned to act toward this goal. It will take specific actions by both grassroots groups plus leadership to set standards that will ensure that getting published, funded, or hired is determined by universally supported ideals
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Strengthening the foundation of educational psychology by integrating construct validation into open science reform Educ. Psychol. (IF 4.475) Pub Date : 2021-04-05 Jessica Kay Flake
Abstract An increased focus on transparency and replication in science has stimulated reform in research practices and dissemination. As a result, the research culture is changing: the use of preregistration is on the rise, access to data and materials is increasing, and large-scale replication studies are more common. In this article, I discuss two problems the methodological reform movement is now
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Preregistration and registered reports Educ. Psychol. (IF 4.475) Pub Date : 2021-04-02 Justin Reich
Abstract Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped
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Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research Educ. Psychol. (IF 4.475) Pub Date : 2021-03-31 Jesse I. Fleming, Sarah Emily Wilson, Sara A. Hart, William J. Therrien, Bryan G. Cook
Abstract Openness is a foundational principle in science. Making the tools and products of scientific research openly accessible advances core aims and values of education researchers, such as the credibility, equity, impact, and efficiency of research. The digital revolution has expanded opportunities for providing greater access to research. In this article, we examine three open-science practices—open
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Implications of the open science era for educational psychology research syntheses Educ. Psychol. (IF 4.475) Pub Date : 2021-03-31 Erika A. Patall
Abstract Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science
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Replication is important for educational psychology: Recent developments and key issues Educ. Psychol. (IF 4.475) Pub Date : 2021-03-31 Jonathan A. Plucker, Matthew C. Makel
Abstract Replication is a key activity in scientific endeavors. Yet explicit replications are rare in many fields, including education and psychology. In this article, we discuss the relevance and value of replication in educational psychology and analyze challenges regarding the role replications can and should play in research. These challenges include philosophical, methodological, professional
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Research self-efficacy: A meta-analysis Educ. Psychol. (IF 4.475) Pub Date : 2021-03-03 Raluca Livinƫi, George Gunnesch-Luca, Dragoș Iliescu
Abstract Research self-efficacy represents the adaptation of the social cognitive concept of self-efficacy to the field of academic and scientific research and is one of the best predictors of successfully engaging in research activities. The current meta-analysis focuses on the relationship between research self-efficacy and 14 other relevant variables suggested by Social Cognitive Career Theory and
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The Multidimensional Knowledge in Text Comprehension framework Educ. Psychol. (IF 4.475) Pub Date : 2021-02-05 Kathryn S. McCarthy, Danielle S. McNamara
Abstract Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. Amount
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The Multidimensional Knowledge in Text Comprehension framework Educ. Psychol. (IF 4.475) Pub Date : 2021-02-05 Kathryn S. McCarthy, Danielle S. McNamara
Abstract Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. Amount
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What educational psychology means to me: The journey of a reading researcher Educ. Psychol. (IF 4.475) Pub Date : 2020-12-04 Joanna P. Williams
Abstract This article was adapted from the E. L. Thorndike Address that I delivered at the August, 2019 meeting of the American Psychological Association in Chicago. I trace my career as an educational psychologist in the context of the enormous changes, both theoretical and societal, that occurred during my years as an active researcher. Reading, the focus of my research (both beginning reading and
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Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice Educ. Psychol. (IF 4.475) Pub Date : 2021-02-01 Johnmarshall Reeve, Sung Hyeon Cheon
Abstract Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented
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A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions Educ. Psychol. (IF 4.475) Pub Date : 2021-01-24 Allison Zengilowski, Brendan A. Schuetze, Brady L. Nash, Diane L. Schallert
Abstract Refutation texts, rhetorical tools designed to reduce misconceptions, have garnered attention across four decades and many studies. Yet, the ability of a refutation text to change a learner’s mind on a topic needs to be qualified and modulated. In this critical review, we bring attention to sources of constraints often overlooked by refutation text researchers. Methodological issues we identified
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Critical integrative argumentation: Toward complexity in students’ thinking Educ. Psychol. (IF 4.475) Pub Date : 2020-11-19 E. Michael Nussbaum
Abstract Collaborative argumentation in education, where students work together to construct and critique arguments, is an important social practice in many disciplines and can also develop conceptual understanding. This article addresses the evolution of my research agenda on collaborative argumentation from just scaffolding the generation of counterarguments and rebuttals in students’ discourse toward
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Individual preparation for collaborative learning: Systematic review and synthesis Educ. Psychol. (IF 4.475) Pub Date : 2020-10-22 Stephan Mende, Antje Proske, Susanne Narciss
Abstract Collaboration provides learners with opportunities to develop an understanding beyond what they could achieve alone. To this end, learners need to build on each other’s knowledge to draw new conclusions. This requires successful retrieval, inferencing, and mutual referencing during collaboration. Although individual preparation is considered as effective means to foster these processes it
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Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue Educ. Psychol. (IF 4.475) Pub Date : 2020-09-08 Debra K. Meyer, Paul A. Schutz
This article is an introduction to a special issue on qualitative and mixed methods research in educational psychology. In this special issue, we focus on contemporary research by educational psychologists who are using qualitative and mixed methods to highlight the complexity and rigor of their approaches and how their methodological choices are expanding the field of educational psychology. The articles
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Multilevel mixed methods research and educational psychology Educ. Psychol. (IF 4.475) Pub Date : 2020-08-12 Matthew T. McCrudden, Gwen Marchand
We discuss possible uses of multilevel mixed methods (M3) research in educational psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M3 research designs are well-suited to investigate contextualized, nested phenomenon in education. Then, we describe the
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Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research Educ. Psychol. (IF 4.475) Pub Date : 2020-07-07 Ji Hong, Dionne Cross Francis
Despite the key contributions of qualitative inquiry in developing deeper understandings of people’s lived experiences within varied contexts, the field of educational psychology has not been fully engaged in understanding, advancing, and advocating qualitative inquiry. In this article, we unpacked the processes, affordances, and challenges in conducting qualitative studies in the context of researching
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Using interpretive phenomenological analysis to advance theory and research in educational psychology Educ. Psychol. (IF 4.475) Pub Date : 2020-07-13 Alyssa Emery, Lynley H. Anderman
Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that
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The role of mixed methods in conducting design-based research Educ. Psychol. (IF 4.475) Pub Date : 2020-08-14 Suna Ryu
In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural perspectives. I explain how pragmatic and dialectical stances
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Using critical race mixed methodology to explore the experiences of African Americans in education Educ. Psychol. (IF 4.475) Pub Date : 2020-08-12 Jessica T. DeCuir-Gunby
The goal of this article is to explore the relationship between a researcher’s inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research
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Using state space grids to analyze teacher–student interaction over time Educ. Psychol. (IF 4.475) Pub Date : 2020-08-12 Julianne C. Turner, Andrea L. Christensen
In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher–student interaction, and its influence on a valued educational outcome, student engagement. Drawing from Complex Dynamic Systems theory
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Challenging research norms in educational psychology Educ. Psychol. (IF 4.475) Pub Date : 2020-09-08 Susan Bobbitt Nolen
In this commentary, I identify some common themes in the six articles in this special issue, including the importance of aligning research methods with research questions and embracing the complexity of educational phenomena. Then, I reflect on some differences in how authors responded to the request to discuss the role of their inquiry world view and their own take on the meaning of equity in research
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Using state space grids to analyze teacher–student interaction over time Educ. Psychol. (IF 4.475) Pub Date : 2020-08-12 Julianne C. Turner, Andrea L. Christensen
In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher–student interaction, and its influence on a valued educational outcome, student engagement. Drawing from Complex Dynamic Systems theory
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Using critical race mixed methodology to explore the experiences of African Americans in education Educ. Psychol. (IF 4.475) Pub Date : 2020-08-12 Jessica T. DeCuir-Gunby
The goal of this article is to explore the relationship between a researcher’s inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research
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Multilevel mixed methods research and educational psychology Educ. Psychol. (IF 4.475) Pub Date : 2020-08-12 Matthew T. McCrudden, Gwen Marchand
We discuss possible uses of multilevel mixed methods (M3) research in educational psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M3 research designs are well-suited to investigate contextualized, nested phenomenon in education. Then, we describe the
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A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems Educ. Psychol. (IF 4.475) Pub Date : 2020-08-06 Sarit Barzilai, Clark A. Chinn
Abstract Educators have been increasingly concerned with what can be done about “post-truth” problems—that is, threats to people's abilities to know what is true—such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how “post-truth” problems related to scientific and socio-scientific
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Post-truth and science identity: A virtue-based approach to science education Educ. Psychol. (IF 4.475) Pub Date : 2020-06-19 Daniel Lapsley, Dominic Chaloner
Post-truth trades on the corruption of argument and evidence to protect ideological commitment and social identity. We distinguish two kinds of post-truth environments, epistemic bubbles and echo chambers, and argue that facets of post-truth are countered the more science (and general) education encourages the development of intellectual virtues and internalization of science identity. After first
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Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science Educ. Psychol. (IF 4.475) Pub Date : 2020-08-06 Dorothe Kienhues, Regina Jucks, Rainer Bromme
Science’s role in society is being threatened, as misinterpretation and denial of scientific evidence and the rejection or ignorance of scientific expertise are gaining prominence. This endangered role of science in society is characteristic of post-truthism. To deconstruct this process, we analyze how three potential gateways allow people to discount the epistemic authority of science. These gateways
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Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era Educ. Psychol. (IF 4.475) Pub Date : 2020-06-19 Noah Weeth Feinstein, David Isaac Waddington
Abstract Science education is likely to respond to the post-truth era by focusing on how science education can help individuals use scientists’ epistemological tools to tell what is true. This strategy, by itself, is inadequate for three reasons. First, science does not actually offer foundational truth, and incautious assertions about scientific truth can make the problems of the post-truth era worse
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Disagreeing about how to know: The instructional value of explorations into knowing Educ. Psychol. (IF 4.475) Pub Date : 2020-08-06 Clark A. Chinn, Sarit Barzilai, Ravit Golan Duncan
Events worldwide have heightened concerns that education is failing to prepare students for a “post-truth” world. A core “post-truth” challenge is the prevalence of deep epistemic disagreements: people fundamentally disagree about appropriate ways of knowing. We provide a new analysis of deep epistemic disagreements and propose an educational response based on the Apt-AIR framework of the goals of
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Post-truth GPS: Detour at truth, take the long route to useful knowledge Educ. Psychol. (IF 4.475) Pub Date : 2020-08-06 Iris Tabak
It would be easier to navigate our information world if we had a navigational system to guide us. Absent such a system, the authors of the five articles in this special issue propose different ways to help learners engage with scientific information, in light of the post-truth condition. I suggest that the contribution of these articles lies in their emphasis on encouraging deliberation-oriented practices
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Practical reasoning and decision making in science: Struggles for truth Educ. Psychol. (IF 4.475) Pub Date : 2020-08-06 Richard A. Duschl
Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and quests for the truth. Implications are presented for
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Using interpretive phenomenological analysis to advance theory and research in educational psychology Educ. Psychol. (IF 4.475) Pub Date : 2020-07-13 Alyssa Emery, Lynley H. Anderman
Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that
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Coeditors’ statement Educ. Psychol. (IF 4.475) Pub Date : 2020-01-30 Jeffrey A. Greene, Lisa Linnenbrink-Garcia
(2020). Coeditors’ statement. Educational Psychologist: Vol. 55, No. 1, pp. 50-51.
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Editorial statement Educ. Psychol. (IF 4.475) Pub Date : 2020-01-30 Kathryn R. Wentzel
(2020). Editorial statement. Educational Psychologist: Vol. 55, No. 1, pp. 49-49.
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Supporting the integration of evidence into federal educational policy and reform efforts: A navigational framework for educational researchers Educ. Psychol. (IF 4.475) Pub Date : 2020-01-30 Zewelanji N. Serpell
There is an ongoing debate about how best to infuse “evidence” into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been proven effective using rigorous research methods; most often randomized controlled trials (RCTs). This article discusses
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Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools Educ. Psychol. (IF 4.475) Pub Date : 2020-01-23 Thomas W. Farmer
Although advances have been made in educational research, broad discrepancies continue in the educational experiences and outcomes of subgroups of youth. Research that focus on “what works” and tiered-models of evidence-based practices may not be well suited for tailoring interventions to support diverse learners. Building from dynamic systems and ecological perspectives of development, this article
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How evidence-based reform will transform research and practice in education Educ. Psychol. (IF 4.475) Pub Date : 2019-06-04 Robert E. Slavin
Evidence-based reform in education refers to policies that enable or encourage the use of programs and practices proven to be effective in rigorous research. This article discusses the increasing role of evidence in educational policy, rapid growth in availability of proven approaches, and development of reviews of research to summarize the evidence. A highlight of evidence-based reform was the 2015
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Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review Educ. Psychol. (IF 4.475) Pub Date : 2020-01-22 Katharina Galuschka, Ruth Görgen, Julia Kalmar, Stefan Haberstroh, Xenia Schmalz, Gerd Schulte-Körne
This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling interventions in children, adolescents, and adults with dyslexia
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Dynamic measurement: A theoretical–psychometric paradigm for modern educational psychology Educ. Psychol. (IF 4.475) Pub Date : 2020-04-03 Denis Dumas, Daniel McNeish, Jeffrey A. Greene
Scholars have lamented that current methods of assessing student performance do not align with contemporary views of learning as situated within students, contexts, and time. Here, we introduce and describe one theoretical–psychometric paradigm—termed dynamic measurement—designed to provide a valid representation of the way students respond to school-based instruction by estimating the learning potential
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Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments Educ. Psychol. (IF 4.475) Pub Date : 2020-03-26 Gale M. Sinatra, Doug Lombardi
When individuals have questions about scientific issues, they often search the Internet. Evaluating sources of information and claims they find has become more difficult in the post-truth era. Students are often taught source evaluation techniques, but the proliferation of “fake news” has resulted in a misinformation arms race. As searchers get more sophisticated identifying misleading information
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Semantic congruence in arithmetic: A new conceptual model for word problem solving Educ. Psychol. (IF 4.475) Pub Date : 2020-02-18 Hippolyte Gros, Jean-Pierre Thibaut, Emmanuel Sander
Arithmetic problem solving is a crucial part of mathematics education. However, existing problem solving theories do not fully account for the semantic constraints partaking in the encoding and recoding of arithmetic word problems. In this respect, the limitations of the main existing models in the literature are discussed. We then introduce the Semantic Congruence (SECO) model, a theoretical model
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Bridging gaps and moving forward: Building a new model for socioemotional formation and regulation Educ. Psychol. (IF 4.475) Pub Date : 2020-02-18 Nikki G. Lobczowski
Collaboration is an important lifelong and career skill, and collaborative learning is a growing pedagogical practice. Students often struggle, however, to negotiate, manage conflict, and construct knowledge with other group members. These struggles can lead to negative interactions, resulting in negative emotions. Students in collaborative settings must be able to effectively regulate emotions at
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Multiple Approaches to Uniting Students Across Groups: Introduction to the Special Issue on Social Inclusion Educ. Psychol. (IF 4.475) Pub Date : 2019-11-15 Jaana Juvonen
(2019). Multiple Approaches to Uniting Students Across Groups: Introduction to the Special Issue on Social Inclusion. Educational Psychologist: Vol. 54, Promoting Inclusive School Climate: Multiple Approaches to Uniting Students Across Groups, pp. 247-249.
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Promoting Social Inclusion in Educational Settings: Challenges and Opportunities Educ. Psychol. (IF 4.475) Pub Date : 2019-10-02 Jaana Juvonen, Leah M. Lessard, Ritika Rastogi, Hannah L. Schacter, Danielle Sayre Smith
The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions
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The Importance, and the Challenges, to Ensuring an Inclusive School Climate Educ. Psychol. (IF 4.475) Pub Date : 2019-10-02 Christia Spears Brown
Although three articles in this special issue address three very different social groupings—gender, ethnicity, and academic needs—they all highlight why inclusion is important for students’ healthy development. The authors make specific suggestions for how schools might promote a more inclusive and welcoming climate for their students. Ultimately, all of the authors recognized that positive intergroup
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Designing Classrooms for Diversity: Fostering Social Inclusion Educ. Psychol. (IF 4.475) Pub Date : 2019-10-02 Shelley Hymel, Jennifer Katz
Responding to the growing diversity of students within North American schools today, educators have recognized the value of social inclusion as an important goal, supporting both social-emotional and academic success for all students. This special issue explores how teachers play a significant role in promoting inclusive classes by understanding the social dynamics that operate in educational contexts
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Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management Educ. Psychol. (IF 4.475) Pub Date : 2019-08-26 Thomas W. Farmer, Jill V. Hamm, Molly Dawes, Katherine Barko-Alva, Jennifer Riedl Cross
Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote
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Gender Integration and the Promotion of Inclusive Classroom Climates Educ. Psychol. (IF 4.475) Pub Date : 2019-08-23 Richard A. Fabes, Carol Lynn Martin, Laura D. Hanish
The purpose of this article is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students’ peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender peers, which perpetuates and exaggerates gender segregation
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Ethnic Diversity and Inclusive School Environments Educ. Psychol. (IF 4.475) Pub Date : 2019-08-23 Adrienne Nishina, Jakeem Amir Lewis, Amy Bellmore, Melissa R. Witkow
Inclusive school contexts can promote psychological and social adjustment and enhance learning among students. Changing demographics and 21st-century workplace needs suggest that ethnic diversity is one important dimension of inclusion to consider. This article presents 4 suggestions for how schools can facilitate inclusivity for ethnic diversity that are recommended to be employed in conjunction with
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Introduction to the Special Issue on Social and Emotional Learning Educ. Psychol. (IF 4.475) Pub Date : 2019-08-08 Kathryn R. Wentzel
(2019). Introduction to the Special Issue on Social and Emotional Learning. Educational Psychologist: Vol. 54, Social and Emotional Learning, pp. 127-128.
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Social and Emotional Learning: A Principled Science of Human Development in Context Educ. Psychol. (IF 4.475) Pub Date : 2019-07-03 Stephanie M. Jones, Michael W. McGarrah, Jennifer Kahn
Decades of research and practice in social and emotional development have left us with a body of knowledge that tells us that (1) social, emotional, and cognitive development are intertwined in the brain and in behavior and influence school and life outcomes; (2) social, emotional, and cognitive skills and competencies grow in supportive relationships and are influenced by experience and context; and
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Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence Educ. Psychol. (IF 4.475) Pub Date : 2019-07-03 Robert J. Jagers, Deborah Rivas-Drake, Brittney Williams
This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. We focus on issues of race/ethnicity as a first step toward addressing the broader range of extant inequities. Transformative SEL is anchored in the notion of justice-oriented citizenship, and we discuss issues of culture
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Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education Educ. Psychol. (IF 4.475) Pub Date : 2019-07-03 Mary Helen Immordino-Yang, Linda Darling-Hammond, Christina R. Krone
New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional functioning, cognition, motivation, and learning. Brain development
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Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon Educ. Psychol. (IF 4.475) Pub Date : 2019-07-03 Kimberly A. Schonert-Reichl
Around the globe, dialogs about educational reform and the integration of social and emotional learning (SEL) into policy and curriculum are proliferating. SEL is now a worldwide phenomenon and not just a passing fad, with SEL approaches and programs being implemented in countries throughout the world. Articles included in this special issue are authored by several of the SEL pioneers whose papers
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What If the Doors of Every Schoolhouse Opened to Social-Emotional Learning Tomorrow: Reflections on How to Feasibly Scale Up High-Quality SEL Educ. Psychol. (IF 4.475) Pub Date : 2019-07-03 Maurice J. Elias
Social-emotional learning (SEL) refers to a set of competencies that form the basis of human interaction. So, SEL in schools is no fad. But what would happen if every school actively wanted to bring in SEL tomorrow? Using the articles in the special issue on SEL as a springboard, this article looks at the neurological basis of SEL, SEL best practices, approaches to SEL instruction, assessment, and
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RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning Educ. Psychol. (IF 4.475) Pub Date : 2019-06-17 Marc A. Brackett, Craig S. Bailey, Jessica D. Hoffmann, Dena N. Simmons
Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other’s emotions and behavior, make responsible decisions, and build positive relationships
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Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning Educ. Psychol. (IF 4.475) Pub Date : 2019-06-11 Clark McKown
Interest in school-based strategies to support student social and emotional learning (SEL) is strong. Although SEL policies and programs designed to support the development of student competencies have advanced significantly, less work has been done to develop methods of assessing student social and emotional competence. This article briefly reviews developments in the field of social and emotional
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Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle Educ. Psychol. (IF 4.475) Pub Date : 2019-04-03 Adar Ben-Eliyahu
The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e., the intraindividual system). Academic emotions are considered
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