educational psychology reflection paper

Journal of Educational Psychology

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Journal scope statement

The main purpose of the Journal of Educational Psychology ® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the journal is the occasional publication of exceptionally important meta-analysis articles that are pertinent to educational psychology. Please note, the journal does not typically publish reliability and validity studies of specific tests or assessment instruments.

Disclaimer: APA and the editors of Journal of Educational Psychology assume no responsibility for statements and opinions advanced by the authors of its articles

Equity, diversity, and inclusion

Journal of Educational Psychology supports equity, diversity, and inclusion (EDI) in its practices. More information on these initiatives is available under EDI Efforts .

Open science

The APA Journals Program is committed to publishing transparent, rigorous research; improving reproducibility in science; and aiding research discovery. Open science practices vary per editor discretion. View the initiatives implemented by this journal .

Editor’s Choice

Each issue of Journal of Educational Psychology will honor one accepted manuscript per issue by selecting it as an “ Editor’s Choice ” paper. Selection is based on the discretion of the editor if the paper offers an unusually large potential impact to the field and/or elevates an important future direction for science.

Author and editor spotlights

Explore journal highlights : free article summaries, editor interviews and editorials, journal awards, mentorship opportunities, and more.

Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.

To submit to the editorial office of Panayiota Kendeou, please submit manuscripts electronically through the Manuscript Submission Portal in Microsoft Word (.docx) or LaTex (.tex) as a zip file with an accompanied Portable Document Format (.pdf) of the manuscript file.

Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7 th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual ). APA Style and Grammar Guidelines for the 7 th edition are available.

The Journal of Educational Psychology publishes direct replications. Submissions should include “A Replication of XX Study” in the subtitle of the manuscript as well as in the abstract.

Submit Manuscript

Panayiota Kendeou, PhD, editor University of Minnesota

General correspondence may be directed to the editor's office .

In addition to addresses and phone numbers, please supply email addresses, as most communications will be by email. Fax numbers, if available, should also be provided for potential use by the editorial office and later by the production office.

The Journal of Educational Psychology ® is now using a software system to screen submitted content for similarity with other published content. The system compares the initial version of each submitted manuscript against a database of 40+ million scholarly documents, as well as content appearing on the open web. This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material).

Transparency and openness

APA endorses the Transparency and Openness Promotion (TOP) Guidelines by a community working group in conjunction with the Center for Open Science ( Nosek et al. 2015 ). As outlined in Dr. Panayiota Kendeou's inaugural editorial ( Kendeou, 2021 ), empirical research, including meta-analyses, submitted to the  Journal of Educational Psychology  must meet the “disclosure” level for all eight aspects of research planning and reporting. Authors should include a subsection in the method section titled “Transparency and Openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines. For example:

• We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study, and the study follows JARS (Applebaum, et al., 2018). All data, analysis code, and research materials are available at [stable link to permanent repository]. Data were analyzed using R, version 4.0.0 (R Core Team, 2020) and the package ggplot , version 3.2.1 (Wickham, 2016). This study’s design and its analysis were not pre-registered.

Data, materials, and code

Authors must state whether data and study materials are posted to a trusted repository and, if so, how to access them. Recommended repositories include APA’s repository on the Open Science Framework (OSF), or authors can access a full list of other recommended repositories . Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers.

In a subsection titled "Transparency and Openness" at the end of the Method section, specify whether and where the data and material will be available or include a statement noting that they are not available. For submissions with quantitative or simulation analytic methods, state whether the study analysis code is posted to a trusted repository, and, if so, how to access it.

For example:

• All data have been made publicly available at the [trusted repository name] and can be accessed at [persistent URL or DOI].
• Materials and analysis code for this study are available by emailing the corresponding author.
• Materials and analysis code for this study are not available.
• The code behind this analysis/simulation has been made publicly available at the [trusted repository name] and can be accessed at [persistent URL or DOI].

Preregistration of studies and analysis plans

Preregistration of studies and specific hypotheses can be a useful tool for making strong theoretical claims. Likewise, preregistration of analysis plans can be useful for distinguishing confirmatory and exploratory analyses. Investigators are encouraged to preregister their studies and analysis plans prior to conducting the research via a publicly accessible registry system (e.g., OSF , ClinicalTrials.gov, or other trial registries in the WHO Registry Network).

There are many available templates; for example, APA, the British Psychological Society, and the German Psychological Society partnered with the Leibniz Institute for Psychology and Center for Open Science to create Preregistration Standards for Quantitative Research in Psychology (Bosnjak et al., 2022).

We recognize that there may be good reasons to change the analysis plan after it has been preregistered, and thus encourage authors to do so when appropriate so long as all changes are clearly and transparently disclosed in the manuscript.

Articles must state whether or not any work was preregistered and, if so, where to access the preregistration. If any aspect of the study is preregistered, include the registry link in the method section.

• This study’s design was preregistered prospectively, before data were collected; see [STABLE LINK OR DOI].
• This study’s design and hypotheses were preregistered after data had been collected but before analyses were undertaken; see [STABLE LINK OR DOI].
• This study’s analysis plan was preregistered; see [STABLE LINK OR DOI].
• This study was not preregistered.

Open science badges

Starting in 2020, articles are eligible for open science badges recognizing publicly available data, materials, and/or preregistration plans and analyses. These badges are awarded on a self-disclosure basis .

Applying for open science badges is optional.

At submission, authors must confirm that criteria have been fulfilled in a  signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material. If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.

Authors should also note their eligibility for the badge(s) in the cover letter.

For all badges, items must be made available on an open-access repository with a persistent identifier in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system.

Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable.

Available badges are:

• Registered Reports

The journal now also invites submission of Registered Reports. We are particularly interested in Registered Reports for intervention studies and secondary data analyses. Registered reports require a two-stage review process. You can find specific instructions for submitting Registered Reports online (PDF, 247KB) .

Stage 1 is the submission of the registration, so-called Stage 1 manuscript. This is a partial manuscript that includes introduction, theoretical framework, rationale for the study, hypotheses, experimental design, and methods (including an analysis plan). The partial manuscript will be reviewed for significance, theoretical framework, methodological approach, and analysis plan.

If the Stage 1 Registered Report manuscript receives an “in-principal acceptance (IPA)” it means that the study has the potential to be published if is performed exactly as proposed (also including the proposed statistical evaluation) regardless of the outcome of the study. After this stage and before data collection begins the study is pre-registered (e.g., through the Registered Report tools from OSF ).

In Stage 2, the full paper undergoes a second peer-review process, checking if the study protocol was implemented and if the reasons for potential changes were acceptable. Nevertheless, a rejection is still possible, namely if the study’s execution and analysis diverged too much from the proposed study design and/or the manuscript is low quality. The refinement of the discussion and conclusions may still require further revision, but the process will be expedited.

Author contribution statements using CRediT

The APA Publication Manual ( 7th ed. ) , which stipulates that "authorship encompasses…not only persons who do the writing but also those who have made substantial scientific contributions to a study." In the spirit of transparency and openness, the journal has adopted the Contributor Roles Taxonomy (CRediT) to describe each author's individual contributions to the work. CRediT offers authors the opportunity to share an accurate and detailed description of their diverse contributions to a manuscript.

Submitting authors will be asked to identify the contributions of all authors at initial submission according to the CRediT taxonomy. If the manuscript is accepted for publication, the CRediT designations will be published as an author contributions statement in the author note of the final article. All authors should have reviewed and agreed to their individual contribution(s) before submission.

CRediT includes 14 contributor roles, as described below:

• Conceptualization : Ideas; formulation or evolution of overarching research goals and aims.
• Data curation : Management activities to annotate (produce metadata), scrub data and maintain research data (including software code, where it is necessary for interpreting the data itself) for initial use and later re-use.
• Formal analysis : Application of statistical, mathematical, computational, or other formal techniques to analyze or synthesize study data.
• Funding acquisition : Acquisition of the financial support for the project leading to this publication.
• Investigation : Conducting a research and investigation process, specifically performing the experiments, or data/evidence collection.
• Methodology : Development or design of methodology; creation of models.
• Project administration : Management and coordination responsibility for the research activity planning and execution.
• Resources : Provision of study materials, reagents, materials, patients, laboratory samples, animals, instrumentation, computing resources, or other analysis tools.
• Software : Programming, software development; designing computer programs; implementation of the computer code and supporting algorithms; testing of existing code components.
• Supervision : Oversight and leadership responsibility for the research activity planning and execution, including mentorship external to the core team.
• Validation : Verification, whether as a part of the activity or separate, of the overall replication/reproducibility of results/experiments and other research outputs.
• Visualization : Preparation, creation and/or presentation of the published work, specifically visualization/data presentation.
• Writing—original draft : Preparation, creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation).
• Writing—review and editing : Preparation, creation and/or presentation of the published work by those from the original research group, specifically critical review, commentary or revision: including pre- or post-publication stages.

Authors can claim credit for more than one contributor role, and the same role can be attributed to more than one author. Not all roles will be applicable to any particular scholarly work.

Manuscript preparation

Double-space your manuscript. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Publication Manual . Additional guidance on APA Style is available on the APA Style website .

Masked review policy

The journal has adopted a policy of masked review for all submissions, which means that the identities of both authors and reviewers are masked. The cover letter should include all authors' names and institutional affiliations. The first page of text should omit this information but should include the title of the manuscript and the date it is submitted.

Every effort should be made to see that the manuscript itself contains no clues to the authors' identity, including grant numbers, names of institutions providing IRB approval, self-citations, and links to online repositories for data, materials, code, or preregistrations (e.g., Create a View-only Link for a Project ). Authors should never use first person (I, my, we, our) when referring to a study conducted by the author(s) or when doing so reveals the authors' identities, e.g., "in our previous work, Johnson et al., 1998 reported that…" Instead, references to the authors' work should be in third person, e.g., "Johnson et al. (1998) reported that…."

Please note that if you include masked references in your manuscript, the editor requests that you identify these references in your cover letter, so that the editors can see which articles are being referenced in your submission.

Include the title of the manuscript along with all authors' names and institutional affiliations in the cover letter. The first page of the manuscript should omit the authors' names and affiliations, but should include the title of the manuscript and the date it is submitted.

Word limits

Manuscripts should generally not exceed 12,000 words (approximately 40 double-spaced pages in 12-point Times New Roman font), not including references, tables, figures, and appendixes. Editors may return manuscripts longer than 12,000 words for revision if they think the paper is too long. This will involve asking the authors to shorten the paper and return it as a new submission.

Manuscript guidelines

Adequate description of participants and measures are critical to the science and practice of educational psychology; this allows readers to assess the results, determine generalizability of findings, and make comparisons in replications, extensions, literature reviews, or secondary data analyses. Authors should see guidelines for participants and measures (including reliability and validity evidence) in the Publication Manual .

Appropriate indexes of effect size or strength of relationship should be incorporated in the results section of the manuscript (refer of the Publication Manual ). Information that allows the reader to assess not only the significance but also the magnitude of the observed effects or relationships clarifies the importance of the findings.

Abstract and keywords

All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.

Journal Article Reporting Standards

Authors are encouraged to consult the APA Journal Article Reporting Standards (JARS) for quantitative, qualitative, and mixed methods research. Updated in 2018, the standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication.

The new JARS:

• recommend the division of hypotheses, analyses, and conclusions into primary, secondary, and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility;
• offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies, and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis; and
• include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.

The journal also encourages the use of the 21-word statement, reporting (1) how the sample size was determined, (2) all data exclusions, (3) all manipulations, and (4) all study measures. See Simmons, Nelson, & Simonsohn (2012) for details; include the following statement in the method section:

• We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study.

List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.

Examples of basic reference formats:

Journal article

McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review , 126 (1), 1–51. https://doi.org/10.1037/rev0000126

Authored book

Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000

Chapter in an edited book

Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012

Data set citation

Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001–2003 [Data set]. Inter-university Consortium for Political and Social Research. https://doi.org/10.3886/ICPSR20240.v8

Software/Code citation

Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package.  Journal of Statistical Software , 36(3), 1–48. https://www.jstatsoft.org/v36/i03/

Wickham, H. et al., (2019). Welcome to the tidyverse. Journal of Open Source Software, 4 (43), 1686, https://doi.org/10.21105/joss.01686

All data, program code and other methods must be cited in the text and listed in the references section.

Use Word's Insert Table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.

Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.

• All color line art and halftones: 300 DPI
• Black and white line tone and gray halftone images: 600 DPI

Line weights

• Color (RGB, CMYK) images: 2 pixels
• Grayscale images: 4 pixels
• Stroke weight: 0.5 points

APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.

The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., “the red (dark gray) bars represent”) as needed.

For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:

• $900 for one figure
• An additional $600 for the second figure
• An additional $450 for each subsequent figure

Display equations

We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.

To construct your equations with MathType or Equation Editor 3.0:

• Go to the Text section of the Insert tab and select Object.
• Select MathType or Equation Editor 3.0 in the drop-down menu. If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.

Computer code

Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.

In online supplemental materials

We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material .

In the text of the article

If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.

Submitting supplemental materials

APA can place supplemental materials online, available via the published article in the PsycArticles® database. Please see  Supplementing Your Article With Online Material  for more details.

Educational impact and implications statement

Please submit a short statement of 2–3 sentences, entitled "Educational impact and implications statement." It should be inserted after the abstract on the revised manuscript file and should be written in plain English for the educated public. These statements should summarize the article's findings and why they are important. To be maximally useful, these statements should provide a bottom-line, take-home message that is accurate and easily understood. In addition, they should be able to be translated into media-appropriate statements for use in press releases and on social media (e.g., Twitter). Please refer to the Guidance for Translational Abstracts and Public Significance Statements page to help you write these statements.

Permissions

Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).

On advice of counsel, APA may decline to publish any image whose copyright status is unknown.

• Download Permissions Alert Form (PDF, 13KB)

Academic writing and English language editing services

Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors . Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service. Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.

Publication policies

For full details on publication policies, including use of Artificial Intelligence tools, please see APA Publishing Policies .

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals® Internet Posting Guidelines .

APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).

• Download Full Disclosure of Interests Form (PDF, 41KB)

Ethical Principles

It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).

On occasion it may be appropriate to publish several reports referring to the same database. The author should inform the editor at the time of submission about all previously published or submitted reports and their relation to the current submission, so the editor can judge if the article represents a new contribution. Readers also should be informed; the text of an article should cite other reports that used the same sample (or a subsample) or the same data and methods.

In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).

APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.

Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.

• Download Certification of Compliance With APA Ethical Principles Form (PDF, 26KB)

Other information

See APA’s Publishing Policies page for more information on publication policies, including information on author contributorship and responsibilities of authors, author name changes after publication, the use of generative artificial intelligence, funder information and conflict-of-interest disclosures, duplicate publication, data publication and reuse, and preprints.

Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.

Panayiota Kendeou, PhD University of Minnesota, United States

Associate editors

Olusola Adesope, PhD Washington State University, United States

Daniel Ansari, PhD The University of Western Ontario, Canada

Jason Anthony, PhD University of South Florida, United States

Matthew L. Bernacki, PhD University of North Carolina at Chapel Hill, United States

Rebecca Collie, PhD University of New South Wales, Australia

Jill Fitzgerald, PhD The University of North Carolina at Chapel Hill, United States

Samuel Greiff, PhD University of Luxembourg, Luxembourg

Beth Kurtz-Costes, PhD The University of North Carolina at Chapel Hill, United States

Alexandra List, PhD Pennsylvania State University, United States

Doug Lombardi, PhD University of Maryland, United States

Jamaal Matthews, PhD University of Michigan, United States

Jeannette Mancilla-Martinez, EdD Vanderbilt University, United States

Matthew T. McCrudden, PhD Pennsylvania State University, United States

Kristen McMaster, PhD University of Minnesota, Twin Cities, United States

Krista Muis, PhD McGill University, Canada

Erika Patall, PhD University of Southern California, United States

Tobias Richter, DPhil Wurzburg University, Germany

Rod Roscoe, PhD Arizona State University Polytechnic, United States

Haley Vlach, PhD University of Wisconsin–Madison, United States

Editorial fellows

Jimena Cosso, PhD The Pennsylvania State University, United States

Vanessa W. Vongkulluksn, PhD University of Nevada Las Vegas, United States

Alyssa Emery, PhD Iowa State University, United States

Jackie Eunjung Relyea, PhD North Carolina State University, United States

Nigel Mantou Lou, PhD University of Victoria, Canada

Consulting editors

Stephen Aguilar, PhD University of Southern California, United States

Patricia A. Alexander, PhD University of Maryland, United States

Laura Allen, PhD University of Minnesota, United States

Ariel Aloe, PhD University of Iowa, United States

Rui Alexandre Alves, PhD University of Porto, Portugal

Eric M. Anderman, PhD The Ohio State University, United States

David Aparisi, PhD University of Alicante, Spain

Shannon Audley, PhD Smith College, United States

Christine L. Bae, PhD Virginia Commonwealth University, United States

Drew Bailey, PhD University of California Irvine, United States

Christina Barbieri, PhD University of Delaware, United States

Marcia Barnes, PhD Vanderbilt University, United States

Sarit Barzilai, PhD University of Haifa, Israel

Adar Ben-Eliyahu, PhD University of Haifa, Israel

Sebastian Bergold, PhD TU Dortmund University, Germany

Gina Biancarosa, EdD University of Oregon, United States

Catherine Bohn-Gettler, PhD College of Saint Benedict/St. John's University, United States

Mimi Bong, PhD Korea University, South Korea

Geoffrey D. Borman, PhD University of Wisconsin–Madison, United States

Nigel Bosch, PhD University of Illinois Urbana-Champaign, United States

Keiko Bostwick, PhD University of New South Wales, Australia

Ryan P. Bowles, PhD Michigan State University, United States

Jason Braasch, PhD Georgia State University, United States

Lee Branum-Martin, PhD Georgia State University, United States

Ivar Bråten, PhD University of Oslo, Norway

Anne Britt, PhD Northern Illinois, United States

Okan Bulut, PhD University of Alberta, Canada

Irena Burić, PhD University of Zadar, Croatia

Emma Burns, PhD Macquarie University, Australia

Matthew Burns, PhD University of Missouri, United States

Fabrizio Butera, PhD University of Lausanne, Switzerland

Andrew Butler, PhD Washington University in St. Louis, United States

Jeffrey Bye, PhD University of Minnesota, United States

Christy Byrd, PhD North Carolina State University, United States

Maria Carlo, PhD University of South Florida, United States

Gina Cervetti, PhD Michigan State University, United States

Yi-Ling Cheng, PhD Kaohsiung Medical University, Taiwan

Jason A. Chen, PhD College of William & Mary, United States

Chia-Yi Chiu, PhD University of Minnesota, United States

Eunsoo Cho, PhD Michigan State University, United States

Jason Chow, PhD University of Maryland, United States

David Coker, EdD University of Delaware, United States

Donald Compton, PhD Florida State University, United States

Pierre Cormier, PhD Université de Moncton, Canada

Scotty D. Craig, PhD Arizona State University, United States

Jennifer G. Cromley, PhD University of Illinois at Urbana-Champaign, United States

Ting Dai, PhD University of Illinois Chicago, United States

Samantha Daley, EdD University of Rochester, United States

Lia Daniels, PhD University of Alberta, Canada

Bert De Smedt, PhD Katholieke Universiteit Leuven, Belgium

David DeLiema, PhD University of Minnesota, United States

Denis Dumas, PhD University of Georgia, United States

Alexa Ellis, PhD University of Alabama, United States

Logan Fiorella, PhD University of Georgia, United States

D. Jake Follmer, PhD West Virginia University, United States

Carlton Fong, PhD Texas State University, United States

Barbara R. Foorman, PhD Florida State University, United States

David Francis, PhD University of Houston, United States

Jan C. Frijters, PhD Brock University, Canada

Lynn S. Fuchs, PhD Vanderbilt University, United States

Emily R. Fyfe, PhD Indiana University, United States

David Galbraith, MC University of Southampton, United Kingdom

Dragan Gasevic, PhD Monash University, Australia

Hanna Gaspard, PhD Technische Universität Dortmund, Germany

Hunter Gehlbach, PhD John Hopkins University, United States

Amy Gillespie Rouse, PhD Southern Methodist University, United States

Susan R. Goldman, PhD University of Illinois, Chicago, United States

Arthur Graesser, PhD University of Memphis, United States

Steve Graham, PhD Arizona State University, United States

DeLeon L. Gray, PhD North Carolina State University, United States

Jeffrey Alan Greene, PhD University of North Carolina at Chapel Hill, United States

John T. Guthrie, PhD University of Maryland College Park, United States

Antonio P. Gutierrez de Blume, PhD Georgia Southern University, United States

Peter Halpin, PhD University of North Carolina at Chapel Hill, United States

Karen R. Harris, EdD Arizona State University, United States

Courtney Hattan, PhD University of North Carolina at Chapel Hill, United States

Michael A. Hebert, PhD University of California Irvine, United States

Paul R. Hernandez, PhD Texas A&M University, United States

Flaviu Adrian Hodis, PhD Victoria University of Wellington, New Zealand

HyeJin Hwang, PhD University of Minnesota, United States

Michelle Hurst, PhD Rutgers University, United States

Thormod Idsøe, PhD University of Oslo, Norway

Kalypso Iordanou, PhD University of Central Lancashire Cyprus, Cyprus

Allison Jeager, PhD Mississippi State University, United States

Marcus Johnson, PhD University of Cincinnati, United States

Nancy C. Jordan, EdD University of Delaware, United States

Avi Kaplan, PhD Temple University, United States

Sihui (Echo) Ke, PhD University of Kentucky, United States

Michael Kieffer, EdD New York University, United States

Carita Kiili, PhD Tampere University, Finland

Nana Kim, PhD University of Minnesota, United States

Yeo-eun Kim, PhD Florida State University, United States

Young-Suk Kim, PhD University of California Irvine, United States

Robert M. Klassen, PhD University of York, United Kingdom

Thilo Kleickmann, PhD Kiel University, Germany

Uta Klusmann, PhD Kiel University, Germany

Alison C. Koenka, PhD The University of Oklahoma, United States

Paulina Kulesz, PhD University of Houston, United States

Revathy Kumar, PhD University of Toledo, United States

Shelbi Kuhlmann, PhD University of Memphis, United States

Marko Lüftenegger, PhD University of Vienna, Austria

Karin Landerl, PhD University of Graz, Austria

Nicole Landi, PhD University of Connecticut, United States

Fani Lauermann, PhD Technische Univeristät Dortmund, Germany

Rebecca Lazarides, PhD University of Potsdam, Germany

Pui-Wa Lei, PhD Pennsylvania State University, United States

Erica Lembke, PhD University of Missouri, Columbia, United States

Xiaodong Lin, PhD Columbia University, United States

Tzu-Jung Lin, PhD The Ohio State University, United States

Lisa Linnenbrink- Garcia, PhD Michigan State University, United States

Nikki Lobczowski, PhD McGill University, Canada

Jessica Logan, PhD Vanderbilt University, United States

Francesca Lopez, PhD Pennsylvania State University, United States

David Lubinski, PhD Vanderbilt University, United States

Oliver Lüdtke, PhD Leibniz Institute for Science and Mathematics Education, Germany

Joseph P. Magliano, PhD Georgia State University, United States

Gwen C. Marchand, PhD University of Nevada, Las Vegas, United States

Scott Marley, PhD Arizona State University, United States

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Andrew J. Martin, PhD University of New South Wales, Australia

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Catherine McBride, PhD Purdue University, United States

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Johannes Naumann, PhD University of Wuppertal, Germany

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Tuan D. Nguyen, PhD Kansas State University, United States

Christoph Niepel, PhD University of Luxembourg, Luxembourg

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E. Michael Nussbaum, PhD University of Nevada, Las Vegas, United States

Fred Paas, PhD Erasmus University Rotterdam & University of Wollongong, the Netherlands

Steven Pan, PhD National University of Singapore, Singapore

Reinhard Pekrun, PhD University of Munich, Germany

Peng Peng, PhD University of Texas at Austin, United States

Eija Pakarinen, PhD University of Jyväskylä, Finland

Tony Perez, PhD Old Dominion University, United States

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Gert Rijlaarsdam, PhD University of Amsterdam, the Netherlands

Greg Roberts, PhD University of Texas at Austin, United States

Kristy A. Robinson, PhD McGill University, Canada

Julian Roelle, PhD Ruhr University Bochum, Germany

Emily Rosenzweig, PhD University of Georgia, United States

Cary Roseth, PhD Michigan State University, United States

Teya Rutherford, PhD University of Delaware, United States

John Sabatini, PhD University of Memphis, United States

Lalo Salmerón, PhD University of Valencia, Spain

Tanya Santangelo, PhD Arcadia University, United States

Chris Schatschneider, PhD Florida State University, United States

Katharina Scheiter, PhD Leibniz-Institut für Wissensmedien, Germany

Ulrich Schiefele, PhD University of Potsdam, Germany

Jennifer A. Schmidt, PhD Michigan State University, United States

Sascha Schroeder, PhD University of Göttingen, Germany

Dale H. Schunk, PhD University of North Carolina at Greensboro, United States

Malte Schwinger, PhD Universität Marburg, Germany

Corwin Senko, PhD State University of New York at New Paltz, United States

Priti Shah, PhD University of Michigan, United States

Gale M. Sinatra, PhD University of Southern California, United States

Olivenne Skinner, PhD Wayne State University, United States

Benjamin Solomon, PhD University at Albany, United States

Susan Sonnenschein, PhD University of Maryland, Baltimore County, United States

Jörn Sparfeledt, PhD University of Saarbrucken, Germany

Elsbeth Stern, PhD Eidgenössische Technische Hochschule Zürich, Switzerland

H. Lee Swanson, PhD University of New Mexico, United States

Ian Thacker, PhD University of Texas–San Antonio, United States

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Theresa A. Thorkildsen, PhD University of Illinois Chicago, United States

Minna Torppa, PhD University of Jyväskylä, Finland

Gregory Trevors, PhD University of Southern Carolina, United States

Yuuko Uchikoshi, EdD University of California, Davis, United States

Timothy L. Urdan, PhD Santa Clara University, United States

Ellen L. Usher, PhD Mayo Clinic College of Medicine and Science, United States

Keisha Varma, PhD University of Minnesota, United States

Regina Vollmeyer, PhD Goethe-Universität, Germany

Vanessa Vongkulluksn, PhD University of Las Vegas–Nevada, United States

Zhenhong Wang, PhD Shaanxi Normal University, China

Zhe Wang, PhD Texas A&M University, United States

Jeanne Wansek, PhD Vanderbilt University, United States

Christopher A. Was, PhD Kent State University, United States

Kathryn Wentzel, PhD The University of Maryland, United States

Kay Wijekumar, PhD University of Texas, United States

Jeffrey Williams, PhD University of South Florida, United States

Joanna P. Williams, PhD Columbia University, United States

Joshua Wilson, PhD University of Delaware, United States

Phillip H. Winne, PhD Simon Fraser University, Canada

Kui Xie, PhD Michigan State University, United States

Christoph Zangger, PhD University of Bern, Switzerland

Matthew Zajic, PhD Columbia University, United States

Cristina D. Zepeda, PhD Vanderbilt University, United States

Haomin (Stanley) Zhang, PhD East China Normal University, China

Li-Fang Zhang, PhD The University of Hong Kong, Hong Kong

Steffen Zitzmann, PhD Eberhard Karls Universitat Tubingen, Germany

Sharon Zumbrunn, PhD Virginia Commonwealth University, United States

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Educational Psychology Review

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• Corpus ID: 142879114

Educational Psychology: Reflection for Action

• Angela M. O'Donnell , J. Reeve , Jeffrey K. Smith
• Published 9 January 2006
• Education, Psychology

170 Citations

Case-study instruction in educational psychology: implications for teacher preparation, the role of educational psychology in addressing students anxiety and stress, research and reflective practice in the efl classroom: voices from armenia, australian journal of teacher education research and reflective practice in the esl classroom: voices from sri lanka research and reflective practice in the esl classroom: voices from sri lanka, inclusive education policy: teachers’efficacy beliefs for including pupilswith special educational needs in irishmainstream primary schools, the reflective teaching practices and teaching performance of public secondary english teachers, educational engagement , an indication of the need for improving college education, small-group reflections: parallels between teacher discourse and student behavior in peer-directed groups, prevalence of learning styles in educational psychology and introduction to education textbooks: a content analysis, distributed leadership in online groups, related papers.

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Educational psychology : reflection for action

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REFLECTION PAPER (Educational Psychology)

Related Papers

Ayhan Çalık

Kathy Howery

Joseph William M Tweedie

Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.

Curriculum & Instruction Dept., Faculty of Education, Assiut University, Egypt

Dr Mahmoud M S Abdallah

The opposite of special education is general education. General education is the standard curriculum presented with standard teaching methods and without additional supports. Thus, the main idea of special education is to make adjustments to our normal teaching so that specific types of learners are cared for. There are some students who might have particular needs that might be overlooked or neglected inside the classroom. Those students have the right to learn and succeed based on their particular abilities, strengths, and needs. We (as language teachers) should adjust our teaching (language teaching) so that we can meet all of our students’ specific needs (i.e. disabilities, language levels, proficiency, learning difficulties, talents, psychological problems/handicaps/needs, etc.). Students are different, and therefore, we have to address many types of learners. Otherwise, many students in the mainstream/general education will be left behind. Nowadays, there is a growing interest in special education. Unified instruction in the mainstream education has disadvantaged many learners with special needs. Hence, a special-education approach has recently come to the fore to help those learners to learn according to their real academic abilities, levels, and needs. Common special needs include challenges with learning, communication challenges, emotional and behavioural disorders, physical disabilities, and developmental disorders. Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room. Intellectual giftedness is a difference in learning and can also benefit from specialised teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in an ordinary classroom, and gifted education is handled separately. In most developed countries, educators are modifying teaching methods and environments so that the maximum number of students are served in general education environments. Special education in developed countries is often regarded less as a "place" and more as "a range of services, available in every school." Integration can reduce social stigmas and improve academic achievement for many students. Defining Special Education ________________________________________________________________ Longman Dictionary of Language Teaching & Applied Linguistics defines Special education as: "provision of schooling or special support for those whose needs cannot be readily accommodated in the mainstream curriculum, e.g. for students who may have particular emotional, intellectual, physical or social needs." Special education can also be defined as: - The education of physically or mentally handicapped children whose needs cannot be met in an ordinary classroom; - The education of students with special needs in a way that addresses the students' individual differences and needs; - Educational programmes and services for disabled and/or gifted individuals who have intellectually, physically, emotionally, or socially different characteristics from those who can be taught through normal methods or materials; - Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability; - Services offered to children who possess one or more of the following disabilities: specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopaedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments; - Specialised educational services designed to address disabilities in intelligence, language skills, perceptive skills, behaviour, or social and emotional development that make it hard for a student to learn well in a regular classroom. In a nutshell, special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the students were only given access to a typical classroom education.

Center for Teaching and Learning Hostos CC

US-China Education Review A & B

Javohir Ismailov

“Human beings differ from one another and there is absolutely no reason to teach and assess all individual in the identical way”. - Dr. Howard Gardner Keeping this in mind, the Multiple Intelligence Theory has paved its way to the teaching process to treat individual differences seriously. The Multiple-Intelligence (MI) theory primarily listed seven intelligences which come and work together: verbal-linguistic, logical-mathematical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic and musical/rhythmic. Eventually, he added the naturalist intelligence, the existential intelligence, and the so-called “pedagogical intelligence”. His theory became highly popular with K-12 educators around the world who seeks ways in reaching their students until trying a different approach. Because of these kinds of experiences, the idea of learning styles and multiple intelligences reverberate with many educators. As pointed out by Fliess (2009), Gardner developed the multiple intelligences on 1983 to help educators, psychologists and parenting experts better understand how children process and learn information. While in the excerpt written by Westerberg (2012), Gardner directly says that multiple intelligences are not a statement about learning styles. In addition, he emphasized that Gardner himself describe learning style as an “incoherent hypothesis”. However, either of the two is still learning theory until now. The use of MI and LS, based on most educational researchers, have many benefits in the field of teaching and learning process. On the other hand, McLeod (2010) explore the idea about learning styles regarding with “Kolb-Learning Style Theory”. He found out that both learning stages and cycle present by Kolb could be used by teachers to critically evaluate the learning provision typically available to students, and develop more appropriate learning opportunities. While Liston (2009)in her study about Different Learning styles in mathematics teaching, have found out that conceptions of mathematics open a window to students understanding of mathematics. Students’ view of mathematics affects the quality of the students understanding and learning outcomes. Teachers’ conceptions of mathematics are perhaps most important for the future of mathematics education, since it is these very conceptions that influence teachers’ approaches to teaching and bring about change in the mathematics classroom. In seeking for applicable learning opportunities, many teachers are challenged in their teaching stint. In spite of their cautious preparation in their lesson planning and the use of all sorts of learning aids, the dilemma of academic performance is still on the line, which is commonly the measure of classroom learning. As emphasized by Bruke& Dunn (2006), classroom teachers and educators are aware that each student learns differently. Through education classes and constant discussion, educators are aware that by identifying each student learning style, teaching to his or her learning style and implementing curriculum that compliments student learning can improve on-task behavior and increase content knowledge. The thought of identifying each student learning style may seem impossible and time consuming. However, with the right instrument, that is quick and effective, the process will be much more approachable. A pressure has been placed on teachers to increase students’ grades on academic achievement test. The researchers know that teaching to a students’ learning style will improve scores. The researchers tend to explore on how the multiple-intelligence and the learning styles affects the academic performance of the students specifically in Mathematics. The academic performance of school reflects the academic achievement of the learner’s as the purpose of the National Achievement Test imposed by the Department of Education. As lectured by Benito (2010), NAT, is a Philippine ‐made standardized test designed to determine pupils/students’ achievement level, strengths and weaknesses in five key curricular subject areas at the end of the school year. The result of the National Achievement Test is chosen as a basis of the school’s academic performance. The schools served as samples are the ones where the researchers are taking their field study. Table1 NAT results 2011-2014 (School Ranking in Mathematics) School 2011-2012 2012-2013 2013-2014 Rank MPS Rank MPS Rank MPS Justice Emilio Angeles Gancayco Memorial National High School 17th 59.13 30th 32.03 11th 53.52 LimayNational High School 13th 65.78 18th 46.8 22nd 42.45 Lamao National High School 14th 63.83 10th 61.88 17th 44.28 Mariveles National High School (Cabcaben) 18th 40.3 17th 48.22 15th 47. 24 As the preceding table shows, Limay National High School has shown a decline in the NAT ranking in the past three years when it regards to its performance in Mathematics. In fact, in the recent NAT results, it ranked lowest among the four schools. Because of this, the researchers chose Limay National High School, as the research local. In reality, majority of Math classes consist of a teacher-led lesson, directed at the whole class, followed by individual practice (e.g. board works, drills) and sometimes group-activity reinforcement. It is mainly because Mathematics deals solely with concepts and theories. As the course of classroom learning shifted its gears to progressive classroom, the monotony of classroom instruction in Mathematics is ceased. From the teacher-centered instruction, students’ diversity is also taken into consideration. Gardner’s Multiple Intelligence Theory can greatly help teachers to revolutionize the classroom instruction. On the other hand, Loori (2005) tackles the differences of intelligence preferences according to gender. Males preferred learning activities involving logic and mathematical intelligences, whereas females preferred learning activities involving intrapersonal intelligence. The comparative study between the genders regarding with the differences of intelligences reflects that either male or female, multiple intelligences and learning styles should not incorporate in identical way. It is fair and functional if all individuals perform on its domain rather than be traditionally tested in general intelligence. This would bring the chances of every individual on its field of inclination, expertise and actual intelligence. In addition to the use of MI-based instruction and how it affects the preferred learning styles of students, Orog (2012) states that student with musical inclination are doing a well-coordinated skill level with that of tactile-kinesthetic group of learners, or the presence of both intelligences to the same group of students. This information only reveals that a musically inclined learner is almost have the same level of learning style with tactile-kinesthetic learners as the performance-based assessment, in accordance to Orogs’ study, affirms the correlation to each other. There are many ways to incorporate MI and learning style theory in the curriculum, and there is no set method by which to incorporate these theories. The proponents of this study have been entering the world of field study required in their profession for almost 3 years. It can be typically observed that some students, despite of attending and sitting inside the classroom, are still deprived of learning since, the gap of the teaching style and learning style was not narrowed down. Most of the teachers, specifically mathematics educators, do not incorporate the theories about multiple intelligences and learning styles in classroom instruction. Adding the fact, that it narrows the measurement of academic performance to test scores. Hence, students do not receive the learning they need to acquire, disrupting the utilization of their true potentials. This research may help the teachers to consider incorporating MI and learning styles in the field of instructing mathematics. The primary goal of this research is to help math teachers realize that they should know more about the two concepts, assess the students’ learning styles as soon as possible in order to help students develop their different intelligence factors in a way which is conducive to their individual learning styles. As a result, when these important aspects are understood and acted upon, teaching strategies will become more efficient and effective and learning becomes more enjoyable for students who find difficulties in the traditional classrooms. Consequently, the diversity of students, due to various learning styles and multiple intelligences, can be more appreciated and its implication with the students’ academic performance can be used as a guideline to improve the classroom instruction in Mathematics, as the researchers want to address. All in all, this research aims to initiate change, to the educational system, in order to produce globally-competitive, productive, and life-long learners with the inclusion of MI and LS in the teaching-learning process.

European Journal of Teacher Education

Vida Vilkiene

The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi‐structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising ‘responsive’ teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed.

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Educational Psychology: Reflection for Action (Canadian Edition)

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Educational Psychology: Reflection for Action (Canadian Edition), by Angela M. O'Donnell, Miranda D'Amico, Richard F. Schmid, John Marshall Reeve, and Jefferey K. Smith (Editors). John Wiley & Sons Canada, 2008, 584 pages (ISBN: 978-0470-84032-0, c$ 108.95 Paperback)

Reviewed by PANAYIOTA KENDEOU and SANDRA FULTON BEHRENS

DOI: 10.1037/a0016512

Targeted toward aspiring teachers, this book provides an overview of the content knowledge germane to school-age education in Canada and attempts to foster the types of procedural skills and dispositions necessary to gather and evaluate evidence about one's own classroom practises and about the diverse array of Canadian students in those classrooms. The book is well written, in language that is clear and accessible to preservice teachers at the undergraduate level. For a more advanced authence, the book also provides an excellent model of how to integrate goals of content, procedural, and disposition acquisition. To these ends, each chapter includes pedagogical features that help readers activate and connect their prior knowledge, skills, and attitudes with those of more expert teachers operating in real classrooms (e.g., samples of classroom life to ground understanding in experience, models of expert analyses following knowledge acquisition, well-timed invitations to engage in reflection during learning). Particular attention is paid to the ecologically valid activity of reasoning about what students know on the basis of what they say and do. In addition to lists of key concepts, end-of-chapter exercises, and a glossary, a number of supplements and additional resources for instructors and students also are mentioned. A parallel e- version of the text, complete with interactive features, is available online at no extra cost.

The authors promise that the book will provide the practical and theoretical tools to make one into an effective teacher who gains satisfaction from the job. Inasmuch as a static textbook is capable of promoting the types of conceptual change necessary for effective classroom practise, this is a plausible outcome. However, it is unlikely that this or any other...

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