The wide diversities of practice in first courses in educational psychology.

Abstract

In a recent number of this Journal, O. B. Douglas 2 has reported some very interesting facts concerning the present status of the first course in Educational Psychology, facts which seem to indicate a rather high degree of uniformity of practice as to this course. However, a closer scrutiny of some of these facts together with the examination of some additional data reveal a situation in which uniformity is rather startlingly lacking. The present study may perhaps be thought of as supplementary of rather than in opposition to that of Douglas-but it certainly suggests that some of his conclusions will probably require modifications in the light of further evidence. Douglas' findings, so far as they concern us here, may be briefly summarised:In 15 of the 61 institutions reporting, the course in Educational Psychology is in the department of Psychology and in 46 it is not.Forty-five of the 65 institutions reporting require the course for the degree in Education.Of the institutions reporting, 46 have the course as prerequisite to other courses in Education.Sixteen of the institutions offer the course in the Freshman year, 27 in the Sophomore year, 24 in the Junior year and 3 in the Senior year.The most commonly used texts are (numbers following the titles indicate the number of institutions reporting that text): Starch,

Análise de conteúdo da psicologia educacional

“…Outras investigações foram realizadas por Goodwin Watson (1926). Worcester (1927), McPhail (1938, Jones (1949), Wolfe (1947), Blair (1948Blair ( , 1949, Ryans (1955), Symonds e Jensen (1955), Goodwin Watson (1956), Tyler (1956), Robert I. Watson (1959) e Angelini (1962.…”

What should be included in educational psychology?

“…But comparative studies of textbooks on educational psychology also show that they are likely to have a low degree of community of content. One study, 7 for example, shows that Starch and Gates agree on less than thirty-three per cent of the materials they embody.…”

The 100-year journey of educational psychology: From interest, to disdain, to respect for practice.

“…From Thorndike's time to the 1960s, the texts were usually rehashed versions of Thorndike's S-R associationism and general psychology, with the students required to do all the work to figure out how that material applied to education (Grinder, 1989). Although educational psychology had established itself as the "master science" in teacher education, the texts were found to be terribly wanting in studies of them conducted over many years (Hall-Quest, 1915;Remmers & Knight, 1922;Worcester, 1927;Blair, 1949). Dael Wolfle (1947), writing about psychological textbooks in 1947, gave a formula for writing textbooks in educational and child psychology.…”