Check out this insightful piece, and remember that EP's Special Issue on the Science of Reading is open-access through the end of January! (2/2)
28.12.2024 16:18
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Check out this insightful piece, and remember that EP's Special Issue on the Science of Reading is open-access through the end of January! (2/2)
In their recent article for EP, Forzani, Corrigan, Slomp, & Randall "draw on critically-minded reading research, as well as on work in equity-oriented educational assessment, to inform a justice-based reading assessment framework that can guide research, theory, policy, and practice." (1/2)
School segregation affects social processes which in turn affect all students’ development. Learn more about these critical relations from Dr. Lorraine Blatt in this APA Division 15 podcast: soundcloud.com/user-8836504...
Their paper takes an asset-based approach to the Science of Reading, and we encourage you to check it out! And remember that this amazing Special Issue is currently open-access!! (2/2)
In EP's new Special Issue on the Science of Reading, Rachael Gabriel and Francesca López investigate "some of the limitations with the ways the Science of Reading has been narrowly conceived, which includes the (perhaps unintended) consequences of reliance on the Simple View of Reading." 1/2
As @courtneyhattan.bsky.social & @kendeou.bsky.social wrote, the papers "integrate theories across epistemological paradigms, address limitations of narrow views on reading, and significantly expand the science of reading." www.tandfonline.com/doi/full/10.... (2/2)
We are thrilled to announce EP's brand-new Special Issue on the Science of Reading, guest edited by @courtneyhattan.bsky.social & @kendeou.bsky.social! AND for the next month, it's open-access! (1/2) www.tandfonline.com
Largely due to how much I enjoy working with other scholars on theory, I've been honored and thrilled to co-edit @edpsychjournal.bsky.social with the fabulous Lisa Linnenbrink-Garcia. Our term ends Dec 31, 2024, and it's been a highlight of my career. (8/x) www.tandfonline.com/journals/hed...
Have you checked out @edpsychjournal.bsky.social's Special Issue on conducting policy-oriented educational psychology research? It features innovative and compelling papers that illustrate the research-policy intersection and offer insights on bridging the two. Find it here! tinyurl.com/2p8ekbe7
Okay, this is a BIG DEAL. A whole special issue on evidencing, critiquing, and expanding the science of reading! Kudos to guest editors @courtneyhattan.bsky.social & @kendeou.bsky.social - check out their amazing intro to the SI!
www.tandfonline.com/doi/abs/10.1...
#PsychSciSky #AcademicSky #EduSky
This insightful and comprehensive paper will be of interest to anyone concerned with helping students learn in the face of changing circumstances and sources of knowledge. Give it a read here! tinyurl.com/5n6kbanh
(1) Explicitly instructing students to "innovate rather than recapitulate"; (2) Encouraging students to keep learning past initial "correct answers" (3) including contrasting cases; (4) asking students to create "unified accounts" that incorporate contrasting cases. 3/4
Drawing on a wealth of expertise and research, Schwartz explores a key tension in fostering adaptive learning: "the pull toward exploiting what one knows can prevent exploration of what one does not". He then provides a set of four design principles that can foster adaptive learning—namely... 2/4
In a paper for @edpsychjournal.bsky.social based on his APA Career Achievement Award, Daniel L. Schwartz shows how traditional instruction supports routine learning, yet falls short in "preparing students to learn from new information and adapt it to novel situations" tinyurl.com/5n6kbanh 1/4
We must urgently consider the cultural and political dimensions of academic environments "and advocate for theoretical perspectives and schooling practices that affirm students' cultural identities and sense of belonging. Read this important article here: tinyurl.com/ymnx25sx 4/4
“By adopting an antioppressive approach, including eliminating and prohibiting institutional standards that devalue cultural heritage (under the guise of regulating respectability), schools can help Black students affirm their Blackness and can provide institutional opportunities for belonging” 3/4
We cannot ignore the structural and political dimensions affecting Black students' sense of belonging in schools. Institutional standards can foster a disconnect between students' needs and the opportunities that exist to satisfy those needs. 2/4
Gray, Hope, & Matthews ask in @edpsychjournal.bsky.social: How can Black students develop a sense of belonging in schools "when school systems have historically prohibited Black people from receiving formal education and are currently complicit in inequitable education?" tinyurl.com/ymnx25sx 1/4
Can we devise a science of reading that respects and productively incorporates the knowledge and background of ALL learners? The answer is YES - Gabriel & Lopez explain how in this new article in Educational Psychologist.
doi.org/10.1080/0046...
#PsychSciSky #AcademicSky #EduSky
We encourage you to read this timely and comprehensive article. Find it here! tinyurl.com/9uxszuaa
By engaging in components of the antiracist educator's journey, which include awareness, deconstruction, reconstruction, and praxis, we can all travel "a path toward a more perfect pedagogy, society, and world." 6/6
For educators of color, the journey involves navigating and resisting the harms brought by marginalizing contexts. White educators must "evaluate their own positionality and eschew unearned privileges as they come to understand, adopt, and carry out critical perspectives.” 5/6
Combining research in education and psychology, the authors outline a detailed and necessary antiracist educator's journey, drawing "implicitly on critical race theory and explicitly on ecosystemic, monomythic, and liberational perspectives." 4/6
This nonlinear process of confrontation and growth is the antiracist educator's journey: "the quest to obtain a critical consciousness and ecosystemic orientation capable of dismantling ecosystemic racism and creating ecosystemic antiracism.” 3/6
It is crucial that we confront the many, mutually-reinforcing systems that sustain racist practices within education by actively battling race dysconsciousness: an "uncritical and complacent mindset that justifies racially unjust systems" 2/6
In their paper for @edpsychjournal.bsky.social, Jose H. Vargas and Carrie Saetermoe stress: we can't "solve the problem of ecosystemic racism if [our] own dysconscious biases and system-justifying actions continue to perpetuate dominant ideologies and practices.” tinyurl.com/9uxszuaa 1/6
There is still much we don't know about the interactions between self-theories and their myriad effects on students' outcomes. If you're curious about how the developmental systems approach helps us address these questions, be sure to check out the full article here! tinyurl.com/bdcvx49t 5/5
There's evidence for a more integrated approach to children's personal theories of education: (1) correlations exist between theories (e.g. self-efficacy, expectancies), (2) common experiences shape personal theories, and (3) combined relationships between theories affect academic outcomes. 4/5
"If personal theories about the self, knowledge, and learning are not orthogonal but instead interrelated, as we claim, then researchers in each of these fields risk misspecifying the nature of development by not fully considering the broader development of theories related to education.” 3/5
Personal theories are representations that we use to make sense of past experiences—and to predict how future events might pan out. Within education, they help students "answer questions such as, 'how can I best complete this assignment?' and 'is it worth my time to study?'" 2/5