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A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions 对反驳文本文献的批判性回顾:方法论上的混淆、理论问题和可能的解决方案
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-01-24 DOI: 10.1080/00461520.2020.1861948
Allison Zengilowski, Brendan A. Schuetze, B. Nash, D. Schallert
{"title":"A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions","authors":"Allison Zengilowski, Brendan A. Schuetze, B. Nash, D. Schallert","doi":"10.1080/00461520.2020.1861948","DOIUrl":"https://doi.org/10.1080/00461520.2020.1861948","url":null,"abstract":"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 centered on problems of using a single topic (or very few) within a study, the role of testing in conceptual change, and the durability of change beyond an immediate posttest. Theoretical issues included the interpretation of attentional measures, what knowledge domains lend themselves to refutation, what makes a text refutational, and unexplored assumptions about how conceptual change occurs. We sought to clarify how refutation texts may function as an antidote to misconceptions and how future research on refutation texts can better inform understanding of this phenomenon.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"27 1","pages":"175 - 195"},"PeriodicalIF":8.8,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89483308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 24
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice 自主支持教学:它的延展性、益处和改善教育实践的潜力
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2021-01-02 DOI: 10.1080/00461520.2020.1862657
J. Reeve, S. Cheon
{"title":"Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice","authors":"J. Reeve, S. Cheon","doi":"10.1080/00461520.2020.1862657","DOIUrl":"https://doi.org/10.1080/00461520.2020.1862657","url":null,"abstract":"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 numerous teacher-focused and methodologically-rigorous interventions to provide teachers with the professional developmental experience they need to learn how to become more autonomy supportive. The findings from 51 autonomy-supportive teaching interventions (including 38 randomized control trials) collectively show that (1) teachers can learn how to become more autonomy supportive during instruction (autonomy-supportive teaching is malleable) and, once learned, (2) this greater autonomy-supportive teaching produces a wide range of educationally important student, teacher, and classroom climate benefits (autonomy-supportive teaching is beneficial). Recognizing this, the article shows how the recent surge in autonomy-supportive intervention research has advanced the conceptual understanding of the nature of autonomy-supportive teaching and clarified its potential to improve educational practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"26 1","pages":"54 - 77"},"PeriodicalIF":8.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87689640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 129
What educational psychology means to me: The journey of a reading researcher 教育心理学对我的意义:阅读研究者的旅程
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-12-04 DOI: 10.1080/00461520.2020.1848570
Joanna P. Williams
{"title":"What educational psychology means to me: The journey of a reading researcher","authors":"Joanna P. Williams","doi":"10.1080/00461520.2020.1848570","DOIUrl":"https://doi.org/10.1080/00461520.2020.1848570","url":null,"abstract":"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 reading comprehension), was very much affected by these changes, and so, of course, was I. I end with a discussion of one of today's prime paradigms for evaluating instructional research and offer suggestions for future investigations.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"18 - 28"},"PeriodicalIF":8.8,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85738947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Critical integrative argumentation: Toward complexity in students’ thinking 批判性综合论证:走向学生思维的复杂性
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-11-19 DOI: 10.1080/00461520.2020.1845173
E. Nussbaum
{"title":"Critical integrative argumentation: Toward complexity in students’ thinking","authors":"E. Nussbaum","doi":"10.1080/00461520.2020.1845173","DOIUrl":"https://doi.org/10.1080/00461520.2020.1845173","url":null,"abstract":"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 what I call critical, integrative argumentation (CIA). The CIA framework involves teaching students to ask critical questions to assess the strength and cogency of arguments. It also involves generating, in addition to conventional refutations, integrative refutations that (a) weigh costs and benefits (or for scientific arguments, the evidence for and plausibility of alternative models), or (b) involve design arguments (or for scientific arguments, the integration of multiple factors and constraints). Issues related to terminology, instruction, student learning progressions, teachers’ professional learning, public discourse, and the need to teach complex, critical thinking to students are discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"68 1","pages":"1 - 17"},"PeriodicalIF":8.8,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74012269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Individual preparation for collaborative learning: Systematic review and synthesis 协作学习的个人准备:系统回顾与综合
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-10-22 DOI: 10.1080/00461520.2020.1828086
Stephan Mende, Antje Proske, S. Narciss
{"title":"Individual preparation for collaborative learning: Systematic review and synthesis","authors":"Stephan Mende, Antje Proske, S. Narciss","doi":"10.1080/00461520.2020.1828086","DOIUrl":"https://doi.org/10.1080/00461520.2020.1828086","url":null,"abstract":"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 has not been systematically investigated whether, why, and under what conditions it does so. We revisit research on collaborative learning, collaborative memory, and group brainstorming to develop hypotheses about the cognitive advantages and disadvantages of individual preparation for collaboration and how these might be influenced by the design of the individual preparation phase. Subsequently, we test these hypotheses by systematically reviewing experimental studies. Results indicate that (a) individual preparation affects retrieval, inferencing, and referencing differently, and (b) generative preparation tasks and supporting learners’ cognitive group awareness can enhance the advantages and mitigate the disadvantages of individual preparation for collaboration.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"17 1","pages":"29 - 53"},"PeriodicalIF":8.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89520689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue 为什么要在教育心理学中讨论定性和混合方法?特刊简介
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-09-08 DOI: 10.1080/00461520.2020.1796671
D. K. Meyer, P. Schutz
{"title":"Why talk about qualitative and mixed methods in educational psychology? Introduction to special issue","authors":"D. K. Meyer, P. Schutz","doi":"10.1080/00461520.2020.1796671","DOIUrl":"https://doi.org/10.1080/00461520.2020.1796671","url":null,"abstract":"Abstract 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 reflect a different format and voice than is typical for Educational Psychologist in that authors share their inquiry worldviews, address issues of equity, discuss their reflexivity, and explain how they ensured trustworthiness while investigating the complex, socially and historically situated contexts of classrooms, schools, and educational systems. We believe the issues and research approaches discussed in this special issue will be valuable for graduate students who are exploring these research approaches and for all scholars who are weighing the costs and benefits of qualitative and mixed methods research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"25 1","pages":"193 - 196"},"PeriodicalIF":8.8,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84618833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
Challenging research norms in educational psychology 挑战教育心理学的研究规范
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-09-08 DOI: 10.1080/00461520.2020.1810043
S. B. Nolen
{"title":"Challenging research norms in educational psychology","authors":"S. B. Nolen","doi":"10.1080/00461520.2020.1810043","DOIUrl":"https://doi.org/10.1080/00461520.2020.1810043","url":null,"abstract":"Abstract 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. Finally, I offer a few reflections on the state of methodology in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"13 1","pages":"267 - 272"},"PeriodicalIF":8.8,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75588571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Replication is important for educational psychology: Recent developments and key issues 复制对教育心理学很重要:最近的发展和关键问题
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-09-04 DOI: 10.1080/00461520.2021.1895796
J. Plucker, Matthew C. Makel
{"title":"Replication is important for educational psychology: Recent developments and key issues","authors":"J. Plucker, Matthew C. Makel","doi":"10.1080/00461520.2021.1895796","DOIUrl":"https://doi.org/10.1080/00461520.2021.1895796","url":null,"abstract":"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, and utility concerns about replication in education and the social sciences more broadly. Finally, we discuss strategies that may address these concerns in educational psychology research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"10 1","pages":"90 - 100"},"PeriodicalIF":8.8,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81279389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 46
Implications of the open science era for educational psychology research syntheses 开放科学时代对教育心理学研究的启示
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-08-24 DOI: 10.1080/00461520.2021.1897009
Erika A. Patall
{"title":"Implications of the open science era for educational psychology research syntheses","authors":"Erika A. Patall","doi":"10.1080/00461520.2021.1897009","DOIUrl":"https://doi.org/10.1080/00461520.2021.1897009","url":null,"abstract":"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,” and the implications of both for the way research syntheses in educational psychology are conducted and the quality of the information they produce. Strategies such as preregistration, transparent reporting, open materials and data, and registered reports stand to address significant threats to the validity of research syntheses. These include challenges associated with publication, dissemination, and selective reporting biases, comprehensive information retrieval, and opportunities to execute unique analytic approaches. A final issue is the development of parallel solutions that address biases in the decision making and practices of researchers conducting and evaluating research syntheses.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"61 1","pages":"142 - 160"},"PeriodicalIF":8.8,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84615213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
The role of mixed methods in conducting design-based research 混合方法在进行基于设计的研究中的作用
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2020-08-14 DOI: 10.1080/00461520.2020.1794871
S. Ryu
{"title":"The role of mixed methods in conducting design-based research","authors":"S. Ryu","doi":"10.1080/00461520.2020.1794871","DOIUrl":"https://doi.org/10.1080/00461520.2020.1794871","url":null,"abstract":"Abstract 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 strengthen the use of a mixed methods approach to capture learning in context. I argue for the combination of link and trajectory analyses to analyze interactions from learners’ perspectives. I illustrate how the combination of critical discourse analysis and social network analysis enables researchers to trace a trajectory of learning and discover what has changed over time. I discuss equity, reflexivity, and trustworthiness when conducting DBR. I conclude by presenting the limitations of this combined method while indicating future tasks and directions for using a mixed methods approach in DBR.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"15 1","pages":"232 - 243"},"PeriodicalIF":8.8,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87250326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
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