Future Of Educational Psychology Research Articles

Educational psychology’s past and future contributions to the science of learning, science of instruction, and science of assessment.

Patricia Alexander (2018) provides a thought-provoking analysis of the past and future of educational psychology. Based on the themes in Alexander’s paper, the present paper explores the past and future of educational psychology’s contributions to: (a) the science of learning, corresponding to Alexander’s theme of “a focus on learning as a core construct”; (b) the science of instruction, corresponding to Alexander’s theme of “a search for evidence-based approaches and practices that work”; and (c) the science of assessment, corresponding to Alexander’s theme of “an investment in measurement and an appreciation of human variability.” Educational psychology remains poised to make continued contributions to theory and practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Educational psychology: A future retrospective.

In my response to Alexander’s (2018) paper marking the 125th anniversary of the American Psychological Association and the field of educational psychology, I have taken the perspective of a member of our discipline from some time in the future who is contributing to a larger work looking back at the history and development of our field (thus, a “future retrospective”). As this “future author,” I focus on Alexander’s (2018) article and selected developments in our field and more broadly since 2018. Two of the five thematic areas of influence that had established an enduring legacy for the field identified by Alexander are the primary focus: (a) interdisciplinary and cross-disciplinary inquiry and (b) evidence-based practice (EBP). The concepts of theoretical integration and theoretical integrationists are discussed in relation to these themes. Early barriers to interdisciplinary approaches, including paradigm wars and a proliferation of false dichotomies, are noted. The emergence of complexity sciences and a complex systems framework for understanding learning and development is discussed, leading to deeper understanding of the unique social and historical context that shaped and informed our work in the second decade of the 21st-century, as well as the multifaceted context we work within today. Given the interwoven nature of the five thematic areas identified by Alexander, however, aspects of the other thematic areas and Alexander’s thoughts on the future of educational psychology are also encountered. I concur with Alexander in hoping that her paper and the responses to it generate discussion. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The Future of Educational Psychology

The present paper is based on an invited address to the Division of Educational and Child Psychology. It outlines the opportunity for a future in which educational psychology occupies a position of central importance in society's affairs. It is a future that must embrace a wider role than special educational needs, and in which research must be a core function. Most importantly, it is a future that the profession itself must create.

The ‘new professionalism’ and the future of educational psychology

The argument of this paper is that in recent years there has been a shift in the conception of a profession, that this shift has led to the improvement of professional practice in a number of ways, e.g., increased accountability, extended professionality and greater inter-professional collaboration. However, there has also been a downside to this development including a reduction in practitioner autonomy, the substitution of accountability for responsibility and, particularly, the substitution of professional values by managerialist values. These evolving concepts and associated implications for practice are examined in relation to developments in educational psychology, specifically, recent and current moves within the profession to enhance training, status and influence at a time when the DfEE is also considering the future role and training of educational psychologists. The paper maintains that, whilst aspects of what is called ‘the new professionalism’ are to be welcomed and encouraged, there is also a need to maintain some of the older characteristics of a profession such as relative autonomy, personal responsibility and the priority to be given to the immediate clients – individuals, families and schools – rather than institutions, including the state, as clients.

Educational psychology and the future of special educational needs legislation

The future of educational psychology cannot be seen in isolation from the future of legislation for special educational needs. This paper argues that legislation has had a major but adverse impact on educational psychology services, and that the time has come for the profession in turn to exert a pivotal influence on future legislation. The legislation which led to the statement of needs was itself part of a necessary historical and philosophical process. However, this process must give way to a new legislative agenda based on universal rights and social justice. Educational psychology services have the opportunity to participate in promoting a programme of fundamental legislative change, but to do so the direction and priorities of the profession must be subject to significant review.

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.

The future of educational psychology

The future of educational psychology

The future of educational psychology.

Educational psychology in future will represent an extension of present trends such as uncovering important general suggestions and hypotheses which form basis for important theoretical and experimental work immediately in field of education, development of intelligence, achievement and aptitude tests, and the direct investigation of educational problems. Particularly there will be an emphasis upon child development movement and a systematic attempt to elaborate principles and generalizations from results of many specific experiments.