The Role Of Research In Educational Psychology

Research in educational psychology is imperative. Since the inception of educational psychology, the education system has undergone a variety of changes. Therefore, there is a need for research to streamline the concepts of this field with the changes. Research is also crucial to ensure that there is evidence-based practice to the educational sector. It is naïve to think that all the theories of educational psychology will play effectively to the teachers in the classroom. There is a need for in-depth-research to establish the workability of the theories. For example, different learners have different levels of IQ; educators can determine the levels of intelligence of the learners through individualized interaction with the learners. This will enable them to which teaching strategies to apply in the classrooms. This is to promote the absorption of the lessons by the pupils. Using the theories of educational theories blindly without research may result into detriments.

It is imperative to develop individualized interactions between the learners and instructors to establish the behavioral characteristics of the learners. I also feel that empirical research is essential to establish which of the educational psychology theories have become obsolete, and drop them or incorporate the necessary changes to streamline them with today’s demands of the education system. Application of the theories without research may make the genre redundant; it is paramount to carry out periodic research to do improvements to educational psychology so that it is more effective in the education system. It is imperative to establish which of the theories work best for the educational system today. For example, research is necessary to establish whether Freud’s behaviorism theories are still operational today or they are out of time.

In Anderman & Bruening et al. (2011), the authors discuss some of the challenges inherent in educational psychology for teachers. They postulate that educational psychology research is crucial for teachers. They state that educational psychology will be ineffective if instructors just sit back and expect the theories to take the course. They need to carry out research into the genre to establish discrepancies that may be present and, therefore, know how to solve them. There should be individualized interactions between teachers and students. This is paramount in accurately establishing the attributes of the learners and hence formulates the strategies that would work best for them all.

The authors also state that there is a need for developing collaborative relationships between teachers. This will enable teachers to exchange views on what should be changed in the education system. They can derive from each other the educational strategies that work best for the education system rather than relying exclusively on the theories. The shared visions of the teachers can go far in ensuring more effectiveness of the education strategies. The article emphasizes relevance of evidence based practice to educational psychology to the school system. Evidence based practice will ensure that more fruits from the educational system. Educational psychologists should visit the institutions periodically and evaluate the progress of the educational psychology. They should propose the changes that they feel that they should make the systems better. The researchers propose that there should be minimum teacher requirements that should be a function of studies.

The standards should not only be based on the traditional standards. It is imperative to carry out strategic research to streamline the standards with demands of the current education system. They argue that communication with colleagues is one of the studies that may be conducted by individual teachers. This way they can learn from each other. They emphasize that it through research that educational psychology is to be made more effective. The by the authors carried out a research to establish the effectiveness of educational psychology; teachers of a few selected schools of the United States participated. The findings were that educational psychology can be redundant if there is no periodic research to streamline with goals of the education system. The research is highly paramount to education psychology and the educational system because it emphasizes the need for evidence based practice in the school systems. I have learned from this article that workability of the educational psychology theories may not be automatic as many people tend to think. It is essential to carry out empirical research and establish the strategies that are best in the school systems rather than relying exclusively on the theoretical framework. There can be implementation of relevant changes through research realize the best from the education system.

Darling (2001), propose changes that should be in teacher preparation and licensing. She points out the changes that should be made on the standards of the instructors in the education systems. She carried out a study on standards of teachers in several schools. She found out the standards of teachers may be outdated with the current demands of the education sector. The needs and goals of the education system are constantly changing. These calls for evaluation and changes to the standard expectations from the teachers; she points out that there is more expertise is crucial especially in the field of education psychology. Many education system stakeholders apply the educational theories from educational psychology without realizing the changes that are essential today to streamline it with the educational goals. The author points out that many changes are necessary to the educational system today. She advocates for constant research to educational psychology due to the changing educational goals. This research is of high relevance to the educational system in the United States. It is paramount to keep revising the standard requirements from teachers to boost their performance in their respective schools.

The goals of the education system have evolved over time, and the licensing systems of teachers should realize this. From this article, I get a deeper meaning of the field of educational psychology. The requirements from teachers should be revised from time to time. Also, this should not be based on the theoretical framework but should incline on the larger part to empirical research. Educational psychology should be improved with research; studies should be carried out periodically to establish the changes occurring to the education system. This will enable teachers to align their instruction plans with the new requirements. Sitting back and expecting that the theories of educational psychology will roll out effectively may be detrimental. Research will by far make the education system better as well as the field of educational psychology. There should be evidence based practice, as opposed to theory based practice.

Berliner (2000) outlines the changes in educational psychology since 1984. The researcher describes how this genre has grown through time. She recommends anticipation of more changes that are on the way. She points out that it is crucial to scrutinize the changes and implement the necessary actions relevant in streamlining educational psychology with requirements of the education system. She argues with the changes that have taken place, change is inevitable in the education psychology genre. The author looks at the trail of educational psychology genre since its inception in 1984. She argues that the track of changes is evidence that more changes are on the way. The researcher proposes that experts should delve into constant research on the genre of educational psychology as a strategic measure for change anticipation. The relevance of this article to the field of educational psychology and the education sector at large is that changes are essential from time to time in order streamline with current trends. It is only through research that there can be discovery of the best strategies for the education system today.

It is high time for the education system stakeholders to shun theory-based practice and put in place evidence-based practice. For evidence-based practice, research is imperative. Educational psychologists should carry out research from time to time to establish which changes are worth making to the genre. Reliance on theories can lead the education sector astray. It is paramount to carry out empirical research on the workability of the theories of educational psychology; this can make better the strategies in the education sector. From this article, I have braced myself with the changes to the educational psychology through time. I found out that changes in the educations system are order of the day. This should reflect in all fields of the education system. Research is, therefore, necessary to establish the changes and strategize the education practice in accordance with the changes. Research is crucial in the field of educational psychology. There should be no reliance on theory-based practice.

In Walker & Debus (2002), the authors talk of incorporating theory with research. They postulate that efficiency in the educational sector can be improved if there is no overreliance on the theories. It is paramount to conduct empirical research to establish the workability of the theories and any changes necessary to the theories. The authors argue that there has been inherent reliance on theories in educational psychology, as opposed to evidence-based practice. They note that this could result into potential failures. They state that education psychology is an effective tool in building cognitive capability and motivation to the learners. They, however, state that different strategies work different for the different learners. They recommend that there is a need for qualitative and quantitative research in the field of educational psychology in order to improve the effectiveness of the theories. They state that educators have through time relied on the theoretical works of behavioral theorists such as Maslow and Freud.

According to the authors, this is a perspective in educational psychology that needs to be reexamined. They argue that the research need not be complicated. It could be carried out through individualized interactions of the instructors with the learners. This aims at establishes what works for who and what does not work for who. This article helps me understand the efficiency of education psychology in building motivation and cognition of learners. However, there are strategies that work for different learners. The strategies applicable to the different learners are worth establishing, this is possible only through evidence-based practice. Research will enable teachers to establish the strategies that work for different learners. Reliance on a theoretical framework is misleading. It should be coupled with research to make educational psychology more effective.

In Osana & Seymour (2003), the authors advocate for the application of reciprocal teaching methodologies in the teaching system. This argues that this cultivates critical thinking skills in the learners. Teachers should move from traditional spoon feeding to learners to a more interactive learning. Reciprocal teaching is where the learner and the teacher are contributing actively to the learning and teaching process. This is one dynamic that has been as a result of research. The teaching process is more effective when the learners participate actively. The researchers argue that similar research should similar research is also worthwhile in educational psychology. They state that educational psychology is a genre that is mostly a function of theoretical framework. They state that similar to the periodic changes the instructional practice, the theoretical framework of educational psychology should be modified periodically. This is to streamline it with changes that constantly occur in the education system.

Incorporating changes to the field in line with changes in the education system would make it more effective. According to this article, it is imperative to carry out research in the genre of educational psychology to establish changes relevant to it from time to time. Goodman (2008), advocate for critical constructivism to the field of educational psychology. There should be research from time to time to better the field. Relying exclusively on the theoretical framework could be misleading. This calls for the education stakeholders to carry out studies to establish changes worth implementing to the field to ensure more productivity. These articles are crucial to educational psychology. They emphasize on the need for continuous research to keep educational psychology with the requirements of the education system.

All the articles are of relevance to educational psychology. The traditional basis of the field which is a theoretical framework is questionable. The authors recommend for constant improvement of the educational psychology framework in accordance with the dynamism of the education sector. The articles are well written with prior research in to educational psychology. A lot of literature review is evident in all the articles. The emphasis of all the articles is the inevitable need to incorporate evidence-based practice to the theoretical framework of educational psychology. It is through this that there is higher effectiveness in educational psychology. The topic is of relevant to teaching; it can be applied by teachers in the teaching process; researching on the strategies that work for all the learners improve the academic performance. It is applicable to the learners whereby research could improve their critical thinking skills. It has a contribution to my role as a learner. I should base all my actions in the learning process on evidence. Overreliance on a theoretical basis and lack of critical thinking could be barriers to the learning process. I will improve my learning through evidence based practice through empirical research. I will also apply reciprocal learning to improve my cognitive capability.

References

Anderman, L.H. & Bruening, P. S. et al. (2011). The role of educational psychology in teacher education: Three challenges for educational psychologists. Educational psychologist,46(2): 71-83 DOI: http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=5059761e- 9bf0-4511-af19-ec04899ff8e5%40sessionmgr15&vid=3&hid=109

Darling, L. (2001). Reforming teacher preparation and licensing. DOI: http://www.physics.ohio-state.edu/~jossem/REF/105.pdf. Retrieved on 2nd September 2012

Berliner, C. D. (2000). The 100-year journey of educational psychology from interest to disdain to respect for practice, DOI: http://www.wou.edu/~girodm/611/Berliner_100years.pdf

Walker, R.A. & Debus, R. L. (2002). Educational psychology: Advances in learning, cognition and motivation. Change: transforming education (5.1), DOI:http://ses.library.usyd.edu.au/bitstream/2123/4471/1/Vol5No1Article1.pdf

Osana, H.P. & Seymour, J.R. (2003). Reciprocal teaching procedures and principles: two teachers’ developing understanding.Teaching and teacher education, 19:-325-344. DOI:http://www.speakeasydesigns.com/SDSU/student/640/science.pdf

Educational psychology: An application of critical constructivism. DOI:http://tcpcg2011.wikispaces.com/file/view/WK1_Reading.pdf

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