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| Autor/in | Mayer, Richard E. |
|---|---|
| Titel | Educational Psychology's Past and Future Contributions to the Science of Learning, Science of Instruction, and Science of Assessment |
| Quelle | In: Journal of Educational Psychology, 110 (2018) 2, S.174-179 (6 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000195 |
| Schlagwörter | Educational Psychology; Educational Research; Educational Trends; Trend Analysis; Learning Processes; Instruction; Evidence Based Practice; Educational Assessment; Theory Practice Relationship |
| Abstract | 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. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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