Literaturnachweis - Detailanzeige
Autor/in | Kaplan, Avi |
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Titel | A Framework for Approaching Policy-Oriented Educational Psychology Research |
Quelle | In: Educational Psychologist, 58 (2023) 4, S.229-243 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kaplan, Avi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0046-1520 |
DOI | 10.1080/00461520.2023.2253301 |
Schlagwörter | Educational Psychology; Educational Research; Psychological Studies; Educational Policy; Theories; Board of Education Policy; Grading; Pennsylvania (Philadelphia) |
Abstract | As a community of practice, educational psychologists are unpracticed in considering how educational policies might affect the phenomena they study. One reason is the traditional focus of educational psychology research on cross-contextual individual processes, to the practical exclusion of the political context that frames teaching, learning, motivation, development, and achievement. In this article, I argue that policy-oriented educational psychology research is imperative, not only for the relevance of educational psychology to educational policy and practice, but for generating ecologically valid educational psychology theory. To support policy-oriented educational psychology research, I offer a straightforward framework that incorporates policy and the lived educational context into the classic facets of educational psychology research projects. I end with an illustrative example of implementing the framework in designing a proposal for a small-scale investigation around a district policy concerned with a controversial and impactful educational practice--grading. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |