Abstract
Educational psychology is a field that straddles two large domains: education and psychology. Reaching far back into antiquity, the field was borne from philosophies and theories that weaved back and forth between each domain all with the intent of understanding the way learners learn, teachers teach, and educational settings should be effectively designed. This chapter tells the story of educational psychology – its evolution, its characteristics, and the insights it provides for understanding it as a field of study, teaching it at the tertiary level of education, and leveraging its findings in the classroom. The chapter begins with a rationale for a curriculum of educational psychology, tracing its core teaching and learning objectives. It describes the topics that are core to the field, as well as the theory-based and evidence-based strategies and approaches for teaching it effectively. It discusses the basic principles of effective teaching, including problem-based learning, inquiry-based learning, and small-group and service-based learning, among others. Finally, it addresses technology in learning, open-university teaching and learning, and closes with a discussion of the best approaches – both theory-based and evidence-based – for assessing the core competencies of the field.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., … Tuan, H. L. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419.
Adler, M. (Ed.). (1952). The great ideas: A syntopicon of the great books of the Western world. Encyclopedia Britannica.
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to Covid-19. International Journal of Educational Research Open, 1(2020), 100011.
Alba, J. W., & Hasher, L. (1983). Is memory schematic? Psychological Bulletin, 93(2), 203.
Al Janabi, H. F., Aydin, A., Palaneer, S., Macchione, N., Al-Jabir, A., Khan, M. S., … Ahmed, K. (2020). Effectiveness of the HoloLens mixed-reality headset in minimally invasive surgery: A simulation-based feasibility study. Surgical Endoscopy, 34(3), 1143–1149.
Aleven, V., McLaughlin, E. A., Glenn, R. A., & Koedinger, K. R. (2016). Instruction based on adaptive learning technologies. In R. E. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 522–560). Taylor & Francis.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education, 10(3), 16–25.
American Psychological Association. (2012). A practical guidebook for the competency benchmarks. American Psychological Association.
American Psychological Association. (2016). Revision of Ethical Standard 3.04 of the “Ethical Principles of Psychologists and Code of Conduct” (2002, as amended 2010). The American Psychologist, 71(9), 900.
Anderson, L. M., Blumenfeld, P., Pintrich, P. R., Clark, C. M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30(3), 143–157.
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. The American Psychologist, 61(4), 271.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267.
Ausubel, D. P. (1968). Educational Psychology: A cognitive view. Holt Rinehart and Winston.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
Berliner, D. C. (1993). The 100-year journey of educational psychology: From interest, to disdain, to respect for practice. In T. K. Fagan & G. R. VandenBos (Eds.), Master lectures in psychology. Exploring applied psychology: Origins and critical analyses (pp. 37–78). American Psychological Association. https://doi-org.mantis.csuchico.edu/10.1037/11104-002
Berliner, D. C. (2006). Educational psychology: Searching for essence throughout a century of influence. In I. P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 3–28). Routledge.
Bernacki, M. L., Crompton, H., & Greene, J. A. (2020). Towards convergence of mobile and psychological theories of learning. Contemporary Educational Psychology, 60(2020), 101828.
Berninger, V. W. (Ed.). (2012). Past, present, and future contribution of cognitive writing research to cognitive psychology. Psychology Press.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Boland, J. A. (2014). Orientations to civic engagement: Insights into the sustainability of a challenging pedagogy. Studies in Higher Education, 39(1), 180–195.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167.
Boyce, T. E., & Hineline, P. N. (2002). Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom. The Behavior Analyst, 25(2), 215–226.
Boyle, J., & Kelly, B. (2016). The role of evidence in educational psychology. In B. Kelly, L. M. Woolfson, & J. Boyle (Eds.), Frameworks for practice in educational psychology: A textbook for trainees and practitioners (2nd ed.). Jessica Kingsley Publishers.
Bransford, J. D., Brown, A. L., & Cocklin, R. R. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. In National Research Council (Ed.), Early childhood development and learning: New knowledge for policy (pp. 57–86). National Academy Press.
Brown, M., McCormack, M., Reeves, J., Brooks, D. C., Grajek, S., Alexander, B., … Weber, N. (2020). 2020 Educause horizon report: Teaching and learning edition. EDUCAUSE.
Burgess, A. W., McGregor, D. M., & Mellis, C. M. (2014). Applying established guidelines to team-based learning programs in medical schools: A systematic review. Academic Medicine, 89(4), 678–688.
Buskist, W. (2013). Preparing the new psychology professoriate to teach: Past, present, and future. Teaching of Psychology, 40(4), 333–339.
Butler, A. C., & Roediger, H. L., III. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4–5), 514–527.
Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science, 21(5), 279–283.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
Charles, D. C. (1987). The emergence of educational psychology. In J. A. Glover & R. R. Ronning (Eds.), Historical foundations of educational psychology. Plenum Press.
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121–152.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210.
Collins, A. (1991). Cognitive apprenticeship and instructional technology. Educational values and cognitive instruction: Implications for reform, 1991, 121–138.
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Cranney, J., & Dunn, D. S. (Eds.). (2011). The psychologically literate citizen: Foundations and global perspectives. Oxford University Press.
Cranney, J., & Voudouris, N. J. (2012). Psychology education and training in Australia: Shaping the future. In S. McCarthy, K. L. Dickson, J. Cranney, V. Karandashev, & A. Trapp (Eds.), Teaching psychology around the world (Vol. 3, pp. 2–14). Cambridge Scholars Press.
Cranney, J. (2013). Towards psychological literacy: A snapshot of evidence-based learning and teaching. Australian Journal of Psychology, 65, 1–4.
Crompton, H., Bernacki, M., & Greene, J. A. (2020). Psychological foundations of emerging technologies for teaching and learning in higher education. Current Opinion in Psychology, 36, 101–105.
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distance Learning, 18(5), 15–34.
Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111–132.
de Jong, T., Sotiriou, S., & Gillet, D. (2014). Innovations in STEM education: The Go-Lab federation of online labs. Smart Learning Environments, 1(3), 1–16.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.
Dunn, D. S., Saville, B. K., Baker, S. C., & Marek, P. (2013). Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom. Australian Journal of Psychology, 65(1), 5–13.
Dunn, D. S. (1994). Lessons learned from an interdisciplinary-writing course: Implications for student writing in psychology. Teaching of Psychology, 21(4), 223–227.
Dunn, D. (2011). A short guide to writing about psychology (3rd ed.). Longman.
Dutke, S., Bakker, H. E., Papageorgi, I., & Taylor, J. (2017). PLAT 16 (2) 2017: Introduction to the special issue on evidence-based teaching (EBT): Examples from learning and teaching psychology. Psychology of Learning & Teaching, 16(2), 175–178.
Dutke, S., Bakker, H., Sokolová, L., Stuchlikova, I., Salvatore, S., & Papageorgi, I. (2019). Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists’ Associations’ Board of Educational Affairs. Psychology Learning & Teaching, 18(2), 111–120.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.
Educational Testing Service. (2004). Study guide: Principles of learning and teaching (2nd ed.). Educational Testing Service.
Educational Testing Service. (2009). About the praxis series™ tests. Educational Testing Service.
Fischer, C., Pardos, Z. A., Baker, R. S., Williams, J. J., Smyth, P., Yu, R., … Warschauer, M. (2020). Mining big data in education: Affordances and challenges. Review of Research in Education, 44(1), 130–160.
Fiske, E. B. (2002). Learning in deed: The power of service-learning for American schools. National Commission on Service-Learning.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351.
Greenwood, G. E., & Fillmer, H. T. (1999). Educational psychology cases for teacher decision-making. Merrill.
Gurung, R. A., Hackathorn, J., Enns, C., Frantz, S., Cacioppo, J. T., Loop, T., & Freeman, J. E. (2016). Strengthening introductory psychology: A new model for teaching the introductory course. American Psychologist, 71(2), 112–124.
Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3–4), 303–333.
Harrison, C. J., Könings, K. D., Molyneux, A., Schuwirth, L. W., Wass, V., & van der Vleuten, C. P. (2013). Web-based feedback after summative assessment: How do students engage? Medical Education, 47(7), 734–744.
Harrison, C. J., Könings, K. D., Schuwirth, L., Wass, V., & van der Vleuten, C. (2015). Barriers to the uptake and use of feedback in the context of summative assessment. Advances in Health Sciences Education, 20(1), 229–245.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Heeneman, S., Schut, S., Donkers, J., van der Vleuten, C., & Muijtjens, A. (2017). Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment. Medical Teacher, 39(1), 44–52.
Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of Learning Science, 7(2), 173–208.
Hoy, A. W. (2019). Educational psychology. Pearson.
Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. In: Handbook of Research on Educational Communications and Technology, 3(1), 485–506.
Interstate New Teacher Assessment and Support Consortium. (1992). Model standards for beginning teacher licensing, assessment and development: A resource for state dialogue. Interstate New Teacher Assessment and Support Consortium.
James, W. (1890). Principles of psychology. New York: Henry Holt. Reprinted: Harvard.
James, W. (1983). Talks to teachers on psychology and to students on some of life’s ideals. Harvard University Press. (Original work published 1899).
Karpicke, J. D., Butler, A. C., & Roediger, H. L., III. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471–479.
Katz, J., DuBois, M., & Wigderson, S. (2014). Learning by helping? Undergraduate communication outcomes associated with training or service-learning experiences. Teaching of Psychology, 41(3), 251–255.
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4–29.
Kelly, B. (2016). Frameworks for practice in educational psychology. In B. Kelly, L. M. Woolfson, & J. Boyle (Eds.), Frameworks for practice in educational psychology: A textbook for trainees and practitioners (2nd ed.). Jessica Kingsley Publishers.
Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898–921.
Kibble, J. D. (2017). Best practices in summative assessment. Advances in Physiology Education, 41, 110–119.
Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge.
Klieme, E., & Maag Merki, K. (2008). Introduction of educational standards in German-speaking countries. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts (pp. 215–224). Hogrefe.
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718.
Liu, S. N. C., & Beaujean, A. A. (2017). The effectiveness of team-based learning on academic outcomes: A meta-analysis. Scholarship of Teaching and Learning in Psychology, 3(1), 1–14.
Lohse-Bossenz, H., Kunina-Habenicht, O., & Kunter, M. (2013). The role of educational psychology in teacher education: Expert opinions on what teachers should know about learning, development, and assessment. European Journal of Psychology of Education, 28(4), 1543–1565.
Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141–176.
Macías Gomez-Estern, B., Arias-Sánchez, S., Marco Macarro, M. J., Cabillas Romero, M. R., & Martínez Lozano, V. (2019). Does service learning make a difference? Comparing students’ valuations in service learning and non-service learning teaching of psychology. Studies in Higher Education, 1–11.
McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41, 31–48.
Meyer, C. L., Harned, M., Schaad, A., Sunder, K., Palmer, J., & Tinch, C. (2016). Inmate education as a service learning opportunity for students: Preparation, benefits, and lessons learned. Teaching of Psychology, 43(2), 120–125.
Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 2008(116), 7–27.
Narciss, S. (2019). Curriculum design for (non-) psychology programs–a reflection on general and specific issues, and approaches on how to address them: Comment on Dutke et al., 2019. Psychology Learning & Teaching, 18(2), 144–147.
Nash, J. M., & Larkin, K. T. (2012). Geometric models of competency development in specialty areas of professional psychology. Training and Education in Professional Psychology, 6(1), 37.
National Center for Education Statistics. (2019). Integrated postsecondary education data system (IPEDS) fall 2000 through fall 2018, completions component. US Department of Education.
National Council for the Accreditation of Teacher Education. (2008). Professional standards for the accreditation of teacher preparation institutions. National Council for the Accreditation of Teacher Education.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517.
Nichols, M. (2003). A theory for eLearning. Journal of Educational Technology & Society, 6(2), 1–10.
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240–254.
Ormrod, J. E. (2006). Commentary: Similarities and differences among educational psychology textbooks: An author’s perspective. Teaching Educational Psychology, 1(3), 1–4.
Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2020). Educational psychology: Developing learners. Pearson.
Ormrod, J. E., & McGuire, D. J. (Eds.). (2007). Case studies: Applying educational psychology (2nd ed.). Merrill.
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE guide no. 65. Medical Teacher, 34(5), e275–e287.
Patrick, H., Anderman, L. H., Bruening, P. S., & Duffin, L. C. (2011). The role of educational psychology in teacher education: Three challenges for educational psychologists. Educational Psychologist, 46(2), 71–83.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14(2015), 47–61.
Peterson, R. L., Peterson, D. R., Abrams, J. C., Stricker, G., & Ducheny, K. (2010). The National Council of schools and programs of professional psychology: Educational model 2009. In M. B. Kenkel & R. L. Peterson (Eds.), Competency-based education for professional psychology (pp. 13–42). American Psychological Association.
Petticrew, M., & Roberts, H. (2003). Evidence, hierarchies, and typologies: Horses for courses. Journal of Epidemiology & Community Health, 57(7), 527–529.
Pilcher, J., & Bedford, L. A. (2011). Hierarchies of evidence in education. The Journal of Continuing Education in Nursing, 42(8), 371–377.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544.
Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1–13.
Queensland College of Teachers, Professional Standards Unit. (2011). Australian professional standards for teachers. Queensland College of Teachers.
Quintilian, F. B. (1953). Institutio oratoria (4 Vols.; H. E. Butler, Trans.). Harvard University Press.
Quintilian, F. B. (1966). Quintilian on education (W. M. Smail, Trans.). Teachers College Press.
Reigeluth, C. M., & Stein, F. (1983). The elaboration theory of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 335–381). Erlbaum.
Rockquemore, K. A., & Harwell Schaffer, R. (2000). Toward a theory of engagement: A cognitive mapping of service-learning experiences. Michigan Journal of Community Service Learning, 7(1), 14–25.
Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L., & Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36(4), 347.
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–84.
Santrock, J. W. (2021). Educational psychology. McGraw-Hill.
Saville, B. K., & Zinn, T. E. (2009). Interteaching: The effects of quality points on exam scores. Journal of Applied Behavior Analysis, 42(2), 369–374.
Saville, B. K., Lambert, T., & Robertson, S. (2011). Interteaching: Bringing behavioral education into the 21st century. The Psychological Record, 61(1), 153–165.
Schwieren, J., Barenberg, J., & Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning & Teaching, 16(2), 179–196.
Shek, D. T. L., Ma, C. M. S., & Yang, Z. (2019). Transformation and development of university students through service-learning: A corporate-community-university partnership initiative in Hong Kong (Project WeCan). Applied Research in Quality of Life, 15(2020), 1375–1393.
Sibley, J., & Ostafichuk, P. (2015). Getting started with team-based learning. Stylus Publishing, LLC.
Slavin, R. E. (2021). Educational psychology: Theory and practice. Pearson.
Slovak Centre of Scientific and Technical Information. (2018). Štatistická ročenka - vysoké školy [Statistic yearbook – higher education]. Ministerstvo školstva, vedy, výskumu a športu Slovenskej Republiky [Ministry of Education, Science, Research and Sports of the Slovak Republic].
Snowman, J., & McCown, R. R. (2015). Educational psychology. Wadsworth/Cengage Learning.
Statistisches Bundesamt. (2017). Bildung und Kultur. Prüfungen an Hochschulen 2016 [Education and culture. Examinations at universities 2016]. Statistisches Bundesamt.
Sudzina, M. R. (1997). Case study as a constructivist pedagogy for teaching educational psychology. Educational Psychology Review, 9(2), 199–218.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16.
Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478.
Thorndike, E. L. (1910). The contribution of psychology to education. Journal of Educational Psychology, 1, 5–12.
Training and Development Agency for Schools. (2007). Professional standards for teachers. Training and Development Agency.
Trapp, A., Banister, P., Ellis, J., Latto, R., Miell, D., & Upton, D. (2011). The future of undergraduate psychology in the United Kingdom. Higher Education Academy Psychology Network, University of York.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296.
van der Vleuten, C. P., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34(3), 205–214.
van Rens, L., Van Dijk, H., Mulder, J., & Nieuwland, P. (2013). Using a web application to conduct and investigate syntheses of methyl orange remotely. Journal of Chemical Education, 90(5), 574–577.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221.
Vives, J. L. (1913). De tradendis disciplinis. In Vives on education (F. Watson, Trans.). Cambridge University Press. (Original work published 1531).
Wahlheim, C. N., Dunlosky, J., & Jacoby, L. L. (2011). Spacing enhances the learning of natural concepts: An investigation of mechanisms, metacognition, and aging. Memory & Cognition, 39(5), 750–763.
Watson, R. I. (1961). A brief history of educational psychology. Psychological Record, 11, 209–242.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548.
Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the open education landscape: Citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109–126.
Wiggins, S., Chiriac, E. H., Abbad, G. L., Pauli, R., & Worrell, M. (2016). Ask not only ‘what can problem-based learning do for psychology?’ but ‘what can psychology do for problem-based learning?’ A review of the relevance of problem-based learning for psychology teaching and research. Psychology Learning & Teaching, 15(2), 136–154.
Wilson-Doenges, G., & Gurung, R. A. R. (2013). Benchmarks for scholarly investigations of teaching and learning. Australian Journal of Psychology, 65(1), 63–70.
Woolfolk Hoy, A. (1996). Teaching educational psychology: Texts in context. Educational Psychologist, 31(1), 41–49.
Woolfolk Hoy, A. (2000). Educational psychology in teacher education. Educational Psychologist, 35(4), 257–270.
Woolfolk Hoy, A. (2008). Educational psychology in teacher education. Teachers College Record.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477–501.
Zheng, L., Li, X., Tian, L., & Cui, P. (2018). The effectiveness of integrating mobile devices with inquiry-based learning on students’ learning achievements: A meta-analysis. International Journal of Mobile Learning and Organisation, 12(1), 77–95.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2023 This is a U.S. Government work and not under copyright protection in the U.S.; foreign copyright protection may apply
About this entry
Cite this entry
Schwartz, N.H., Click, K., Bartel, A.N. (2023). Educational Psychology: Learning and Instruction. In: Zumbach, J., Bernstein, D.A., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-28745-0_67
Download citation
DOI: https://doi.org/10.1007/978-3-030-28745-0_67
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-28744-3
Online ISBN: 978-3-030-28745-0
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education