Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions

Autor/inn/en	Ellefson, Michelle R.; Baker, Sara T.; Gibson, Jenny L.
Titel	Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions
Quelle	In: Journal of Cognition and Development, 20 (2019) 2, S.253-277 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellefson, Michelle R.) ORCID (Baker, Sara T.) ORCID (Gibson, Jenny L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1551219
Schlagwörter	Cognitive Development; Executive Function; Educational Policy; Policy Formation; Counselor Teacher Cooperation; School Psychologists; Scientists; Psychological Studies; Research Methodology; Semantics; Intervention; Goal Orientation; Cultural Context; Barriers; Teaching Methods; Independent Study; Teacher Attitudes; Counselor Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Politics of education; Bildungspolitik; Politische Betätigung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Scientist; Wissenschaftler; Research method; Forschungsmethode; Semantik; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Lehrerverhalten; Ausland; Großbritannien
Abstract	This article gives a reflective account of lessons learned from the experiences of three cognitive developmental scientists conducting psychological research in educational settings. First, we describe and analyze four key cultural distinctions between traditional approaches to research in psychology and education: 1) different structures, 2) different research philosophies, 3) different time frames, and 4) different semantics. Valuing and understanding the rationale behind the differing views from education is vital for creating effective collaborations. Second, we describe how our independent research questions and methods in the area of executive functions have been impacted by classroom constraints and observations, discussions of findings, and planning interventions. We advocate for shared goal setting with educators because it improves the research design, validity generalizability, and the impact of findings. We anticipate that as psychologists engage in more transparent research, the opportunity to collaborate with educators on educational policy will increase and that these lessons will remain important as we consider policy making in future research studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01