The Experts below are selected from a list of 69444 Experts worldwide ranked by ideXlab platform
Paul A Schutz - One of the best experts on this subject based on the ideXlab platform.
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mixed methods in Educational Psychology inquiry
Contemporary Educational Psychology, 2019Co-Authors: Matthew T Mccrudden, Gwen C Marchand, Paul A SchutzAbstract:Abstract Mixed methods research has the potential to advance theory and enhance the usefulness of research findings. However, the success of a mixed methods research inquiry is tied to how well researchers integrate the quantitative and qualitative strands, and to how well researchers address the standards for quality in quantitative, qualitative, and mixed methods. In this introduction article, we define mixed methods research and discuss what mixed methods research can offer to the field of Educational Psychology. Then we consider what constitutes integration and rigor in mixed methods research and describe three core mixed methods research designs. Following this overview, we briefly introduce each article to this special issue, along with the commentary by Vicki Plano Clark. We also discuss how the use of mixed methods can help address common Educational problems including: (a) identifying and exploring socially-situated and contextualized learning processes; (b) providing insights into differences across individuals with respect to Educational outcomes; and, (c) building instruments that reflect the experiences of individuals who will be assessed by these instruments. Finally, we close with thoughts on the future of mixed methods research.
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researching race within Educational Psychology contexts
Educational Psychologist, 2014Co-Authors: Jessica T Decuirgunby, Paul A SchutzAbstract:In this article, we question why race as a sociohistorical construct has not traditionally been investigated in Educational Psychology research. To do so, we provide a historical discussion of the significance of race as well as present current dilemmas in the exploration of race, including an examination of the incidence and prevalence of race-related constructs in top Educational Psychology journals. As a means of expanding Educational Psychology's use of race as a sociohistorical construct, we introduce the concepts of race-focused and race-reimaged constructs. We end the article with suggestions for how we can begin exploring race as a sociohistorical construct in the field of Educational Psychology, including the need to challenge traditional paradigms and embrace culturally relevant methodologies.
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Educational Psychology perspectives on teachers emotions
2009Co-Authors: Paul A Schutz, Lori Price Aultman, Meca R WilliamsjohnsonAbstract:In this chapter we focus on teacher emotion from an Educational Psychology lens. In doing so, we explicate some of the current theories related to the nature of emotion. In recent years, there has been renewed interest in the debates about the nature and structure of emotion in Psychology and Educational Psychology. In other words, are there distinct categories of emotions (e.g., anger, fear) or is it more useful to conceptualize emotion with a dimensional model (e.g., pleasant vs. unpleasant, active vs. inactive)? We use those perspectives to help us understand teachers’ emotions and discuss research related to how teachers negotiate relationship boundaries with their students, how teachers develop useful emotional climates in their classrooms, and how teachers attempt to deal with the emotional labor needed in negotiating their role as a teacher.
Daniel H Robinson - One of the best experts on this subject based on the ideXlab platform.
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individual and institutional productivity in Educational Psychology journals from 2009 to 2014
Educational Psychology Review, 2016Co-Authors: Hannah Greenbaum, Lisa Meyer, Cecil M Smith, Amanda Barber, Heather Henderson, David Riel, Daniel H RobinsonAbstract:This article examines the productivity of both individuals and institutions, indexed through an examination of five Educational Psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational Psychology research continues the trend of becoming more international.
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productivity in Educational Psychology journals from 2003 to 2008
Contemporary Educational Psychology, 2010Co-Authors: Sara Jones, Carlton J Fong, Laura G Torres, Julia H Yoo, Mark Lowry Decker, Daniel H RobinsonAbstract:Abstract Productivity of individuals and institutions in Educational Psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at Educational psychologist’s productivity from 1991 to 2002. Contemporary Educational Psychology, 29 , 333–343]; Smith et al. [Smith, M. C., Locke, S. G., Boisse, S. J., Gallagher, P. A., Krengel, L. E., & Kuczek, J. E., et al. (1998). Productivity of Educational psychologists in Educational Psychology journals, 1991–1996. Contemporary Educational Psychology, 23 , 173–181]; [Smith, M. C., Plant, M., Carney, R. N., Arnold, C. S., Jackson, A., Johnson, L. S., et al. (2003). Further productivity of Educational psychologists in Educational Psychology journals, 1997–2001. Contemporary Educational Psychology , 28 , 422–430.]) spanning the years 1991–2002. The present study updates this literature by examining the same five journals: Cognition and Instruction , Contemporary Educational Psychology , the Educational Psychologist , Educational Psychology Review , and the Journal of Educational Psychology from 2003 to 2008. Individual productivity was calculated by the number of (a) articles published and (b) points based on a formula that considers author position in relation to the number of authors. The University of Maryland and Richard E. Mayer maintained their positions as the top research institution and author, respectively. There was also growth in collaboration as well as international involvement as measured by number of authors.
Gregory R Hancock - One of the best experts on this subject based on the ideXlab platform.
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planned missing data designs in Educational Psychology research
Educational Psychologist, 2016Co-Authors: Mijke Rhemtulla, Gregory R HancockAbstract:Although missing data are often viewed as a challenge for applied researchers, in fact missing data can be highly beneficial. Specifically, when the amount of missing data on specific variables is carefully controlled, a balance can be struck between statistical power and research costs. This article presents the issue of planned missing data by discussing specific designs (i.e., multiform designs, longitudinal wave-missing designs, and 2-method measurement designs), introducing the power and cost benefits of such scenarios to applied education and Educational Psychology researchers.
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introduction to the special issue advances in quantitative methods to further research in education and Educational Psychology
Educational Psychologist, 2016Co-Authors: Flaviu A Hodis, Gregory R HancockAbstract:This article introduces the special issue titled “Advances in Quantitative Research Methods to Further Research in Education and Educational Psychology.” It starts by framing the context for the contributions to the special issue by highlighting some important signposts that marked the development of analytic methods facilitating inferences on change and change processes. Next it underlines how the analytic methods that are the focus of the articles could help expand further the array of questions that researchers in education and Educational Psychology are able to tackle. The article concludes by providing brief overviews of the main aspects discussed in each of the 8 contributions included in this special issue.
Matthew T Mccrudden - One of the best experts on this subject based on the ideXlab platform.
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multilevel mixed methods research and Educational Psychology
Educational Psychologist, 2020Co-Authors: Matthew T Mccrudden, Gwen MarchandAbstract:We discuss possible uses of multilevel mixed methods (M3) research in Educational Psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential...
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mixed methods in Educational Psychology inquiry
Contemporary Educational Psychology, 2019Co-Authors: Matthew T Mccrudden, Gwen C Marchand, Paul A SchutzAbstract:Abstract Mixed methods research has the potential to advance theory and enhance the usefulness of research findings. However, the success of a mixed methods research inquiry is tied to how well researchers integrate the quantitative and qualitative strands, and to how well researchers address the standards for quality in quantitative, qualitative, and mixed methods. In this introduction article, we define mixed methods research and discuss what mixed methods research can offer to the field of Educational Psychology. Then we consider what constitutes integration and rigor in mixed methods research and describe three core mixed methods research designs. Following this overview, we briefly introduce each article to this special issue, along with the commentary by Vicki Plano Clark. We also discuss how the use of mixed methods can help address common Educational problems including: (a) identifying and exploring socially-situated and contextualized learning processes; (b) providing insights into differences across individuals with respect to Educational outcomes; and, (c) building instruments that reflect the experiences of individuals who will be assessed by these instruments. Finally, we close with thoughts on the future of mixed methods research.
Mary R Sudzina - One of the best experts on this subject based on the ideXlab platform.
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case study as a constructivist pedagogy for teaching Educational Psychology
Educational Psychology Review, 1997Co-Authors: Mary R SudzinaAbstract:Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of Educational Psychology in teacher preparation. The reasons seem clear: The content of Educational Psychology lends itself to authentic, active, and pragmatic applications of theory to school practices, as well as to investigations of a variety of Educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Widely-used Educational Psychology texts are including constructivism as a cognitive alternative to behaviorist and information processing views of teaching and learning. Concurrently, case studies are being integrated in Educational Psychology texts, and a myriad of case texts have appeared with application to Educational Psychology courses. This article considers the decisions, benefits, and difficulties in teaching Educational Psychology through a constructivist case study approach.
