Contemporary issues in advance educational psychology

1. 2 Contemporary Issues in Educational Psychology
Marjorie B. Disor
MS Plant Protection I
ADED 211
Advance Educational Psychology

2. Educational Psychology
Educational psychology is now perceived as an inherent
component within teacher training and professional
development, having previously been an additional course
and often considered irrelevant to teaching practice.
Educational psychology’s contribution to teachers’ professional development is delineated
through the constructs of teachers’ prior beliefs about teaching, reflective practice and self-
efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed
through the lenses of instruction theories, social and emotional learning, special educational
needs and classroom management.
It is argued that through a productive dialectic dialogue between educational psychology
and education, educational psychology provides the knowledge defined by its field to be
utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization
of their practice

3. DEVELOPING A READING
COMPREHENSION
INTERVENTION: TRANSLATING
COGNITIVE THEORY TO
EDUCATIONAL PRACTICE

4. 1. The purpose of this study was to translate cognitive models of reading
comprehension to educational practice to develop an intervention that is
theoretically sound, effective, and feasible for classroom use.
2. Tutors delivered intervention for 20–30 min, 3 times per week, for 18
sessions.
3. Dependent measures included students’ recall and oral reading of narrative
text.
4. Theoretical, empirical, and practical perspectives were triangulated to select
the combination of question type and timing that appeared most promising.
5. Findings are discussed with particular emphasis on challenges associated with
translating cognitive theory to practice in classroom-based settings.
OBJECTIVE AND
OUTCOMES

5. Introduction
To be successful in school and
later life, students must learn to
read and understand a wide
range of texts
Yet, many children who
successfully learn to decode text
in early elementary grades begin
to struggle in later grades when
requirements for reading
comprehension become
increasingly
complex
For some students, reading
comprehension problems are
difficult to remediate, and the
gap between these students and
their peers becomes larger and
more difficult to close as time
passes

6. Introduction
Failure to become
proficient
in reading can lead to
long-term negative
outcomes in school
and beyond
A large research base
points to an array of
interventions to
address reading
comprehension
difficulties.
Literature syntheses
have indicated
moderate to large
effect sizes
supporting these
interventions

7. Introduction
Yet, many students
continue to struggle
with reading
comprehension despite
intervention
Thus, it is important to
understand for whom
and under what
conditions
such interventions are
most effective
Prominent researchers
have emphasized the
need to strengthen
connections between
theory and educational
practice to attain such
an understanding

8. Using Cognitive Science To Inform
Reading Intervention Development
Central to cognitive theories of reading comprehension is the notion that
successful comprehension depends on the construction of a coherent
representation of text in memory
This coherent representation contains important information in the text, is
integrated with the reader’s background knowledge, and can be easily accessed and
applied in a variety of situations
During reading, a combination of automatic and strategic processes takes place
by which a reader makes connections among important parts of the text. These
connections help to build structure and coherence.

9. UsingCognitiveScienceToInform
ReadingInterventionDevelopment Comprehension tasks are highly text-dependent,
requiring a literal understanding of the text; on the
other end, comprehension tasks are text independent,
requiring background knowledge beyond the text.
Most comprehension tasks required of school-
aged readers fall somewhere in between,
requiring both text-based and background
knowledge to make meaningful connections
between sentences in text.

10. Different Reasons Of Struggle To
Comprehend Text
1. They may not have (or efficiently access) relevant background
knowledge, may not make connections among relevant text-based
Information.
2. They may not integrate background knowledge with text-based
information to draw inferences needed to construct a coherent
representation.

11. Type And Timing Of Questioning
1. Type
of
questions
2. Timing
of
questions

12. Type of Questions
The effectiveness of questioning approaches may vary
depending on how questions are constructed. Cognitive
models of reading comprehension may provide
guidance about which types of questions
improve coherence.
For example, to make meaningful connections
between parts of the text, readers must identify the
causal and logical relations among events in the
text. Researchers have found causal relations those
that enable readers to identify how different events
or facts lead to or depend on each other—to be
particularly important for establishing coherence

13. Timing Of Questions
In addition to the type of
questions, the timing of
questioning may affect
students’ construction of a
coherent representation of
text.
According to cognitive
models, a coherent
representation of
text is a product of reading
comprehension, but the
actual construction of that
representation of text is a
process that occurs during
reading
Thus, an important
consideration for
intervention is whether it
is more beneficial to ask
questions during
reading (i.e., online), or
after reading (i.e., offline).

14. The Effects Of Type And Timing Of
Questions On Reading Comprehension
1. The goal of our research is to test these cognitive and educational
considerations concerning the type and timing of questions.
2. The highly controlled experiment yielded clear differences between
questioning
approaches, whereas the classroom-based study yielded more nuanced
findings. Such nuanced findings emerging from classroom settings can
serve to inform the translation of cognitive science to educational
practice as well as foster further refinement of the cognitive models of
reading comprehension.

15. Current Study
Attempting to shed further light on
questions of for whom and under what
conditions the questioning approaches are
most effective.
Ultimate goal of developing an
intervention that is firmly rooted in
cognitive models of reading
comprehension, is effective, and is feasible
for classroom use.

16. Results
To compare the effects of different types and
timings of questioning on students’ recall and oral
reading, it was found out that students comprehend
at group level than at individual level.

17. Results
Near Transfer
• Students performed an oral reading and recall of texts
read under intervention conditions, in which the type and
timing of the question matched the condition assigned to
the students.
Far Transfer
• Students read the texts without questions and
then performed the oral reading and recall
tasks.
Exploratory
analysis: effect
of prompting
• During the intervention, students received up to two prompts if they
did not immediately answer a question correctly. The tutors reported
that, in the Causal questioning condition, students often required
such prompting to make appropriate connections between important
parts of the text.

18. Conclusion
Translational research is not a simple matter of taking what we know from cognitive
research and putting it into practice. There is much to be learned from studies that
translate theory to practice. In this study, the intervention was informed by cognitive
models of reading comprehension. At the same time, findings from intervention work
were used to support and extend those cognitive models. For example, our findings suggest
that the conditions under which questions are asked matter: specifically, asking causal
questions either during or after reading appears to yield similar results, but asking general
questions after reading is less likely to facilitate construction of a coherent representation
of text. Further, the role of prompting emerged as potentially important to supporting
students’ identification of text-based connections and as having potential for improving
our understanding of comprehension difficulties, both areas in need of further research.

19. The Effect of Students’
Emotions and Academic
Engagement to Learning

20. Introduction
There has been a growing interest in the role of emotions in academic settings,
especially in how emotions shape student engagement and learning. Using a variety
of theoretical and methodological perspectives, all contributions share a unique
focus on the linkages between students’ emotions and their academic engagement.
What is particularly important is their consideration of how and why student
emotions emerge, how these emotions in turn shape students’ engagement and
achievement, and the ways in which students can harness emotional resources for
facilitating their engagement and achievement. In this introduction to the special
issue, we briefly highlight each of the manuscripts and suggest several directions
for future research.

21. 1. There has been growing interest in the role of emotions in academic
settings.
2. Interest in research on emotions in education has grown substantially.
3. This growing interest in emotions in education parallels the dramatic
increase in attention to emotion in many scientific disciplines including
economics, neuroscience, anthropology, and the humanities.
4. Educational psychology, research on emotions is still rather limited,
despite theoretical advances and calls for more empirical studies.
A Glimpse

22. 5. Variety of theoretical and methodological perspectives, all six
contributions share a unique focus on the linkages between students’
emotions and their academic engagement and thus demonstrate the critical
role of emotions in academic settings (for a related conceptual discussion of
emotion and student engagement.
6. Research focused on how and why students’ emotions emerge, the role of
emotions in shaping students’ engagement and achievement, and the use and
regulation of emotional resources for supporting academic engagement and
achievement.
A Glimpse

23. 7. Researchers assess emotions at the level of a specific emotion or even a
specific facial expression or physiological/neurological response, while
others focus on broader affective states, differentiating pleasant from
unpleasant emotions.
8. Assessments also vary in their focus on emotional states, which fluctuate
and change from moment to moment, versus long-lasting emotional traits,
reflecting individuals’ tendencies to respond in a certain manner.
A Glimpse

24. 9. Circumplex model of affect to examine how four affective states
(activated positive, activated negative, deactivated positive, deactivated
negative) related to upper-elementary school students’ social-
behavioral engagement during small group learning in mathematics.
10. This work highlights the dynamic, reciprocal relation between
emotions and social-behavioral engagement and the importance for
considering how emotions shape students’ engagement during small
group instruction.
A Glimpse

25. Study Conducted They examined how adolescents
cope with boredom during
mathematics using both trait and
state coping styles.
This study is unique in that it
examined the underlying
mechanisms that help to explain
why emotional intelligence relates
to academic achievement,
suggesting that problem-focused
coping with stress and negative
emotions is critical in linking
emotional intelligence to
enhanced achievement.
Single emotion
of boredom

26. 1. They focused on capturing the dynamic role of emotions during small
group learning using both a qualitative analysis of students’
interactions in small groups as well as cross-lagged analyses based on
structural equation modeling.
2. examine relations between emotion or emotional intelligence
respectively, and students’ engagement and performance, as well as
processes mediating these relations.
Results

27. A composite measure of unpleasant emotions to examine how homework
quality predicted adolescents’ homework emotions in mathematics, how
this process was mediated by students’ expectancies and value related to
homework, and how homework emotions in turn shaped subsequent
engagement and achievement.
Results

28. 1. It is critical that researchers studying emotions clearly define emotions and
carefully align their assessment of emotions with their theoretical
conceptualizations. Failure to do this will inevitably result in a muddled,
fragmented set of findings that will hamper progress in this field and will not be
useful for informing classroom practice.
2. Researchers should carefully consider the level at which they assess emotions.
The decision to focus on a specific emotion versus a broader range of emotions
or broad affective states has important implications in terms of developing fine-
grained analyses of how particular emotions shape cognitive processing and
engagement versus more fully capturing the complexity of students’ emotional
life in the classroom. Both types of research are needed, but researchers should
take into account the underlying purpose of their work so that their
methodology is aligned with their goals.
Limitations