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1961 BCE
In the Fifth century B.C.
Democritus: wrote on the advantages conferred by schooling and the influence of the home on learning. -
1961 BCE
In the sixth century. Educational psychology.
Plato and Aristoteles: discussed the following educational psychology topics.
(Adler, 1952; Watson, 196 1 ): the kinds of education appropriate to different kinds of people; the training of the body and the cultivation of psychomotor skills. -
1592 BCE
A contemporary educational psychologist or psychologically trained special educator.
B .F. Skinner.
Comenius (1592-1671): A humanist writing at the beginning of the modern era, also influenced both educational and psychoeducational thought. -
100
During Roman Times.
Quintilian (35-100 A.C) :Argued in favor of public rather than private education to preserve democratic ideals--a battle still being fought today -
1492
Contemporary educational psychologists
Juan Luis Vives (1492-1540): He stated to teachers and others with educational responsibilities, such as those in government and comercie, that there should be an orderly presentation of the facts to be learned. -
In the mid-19th century philosopher and psychologist.
Johan Friedrich Herbart (1776-1841): He promoted teaching by means of a logical progression of learning, a revolutionary idea.
There are five formal steps for teaching virtually any subject matter:
(a) preparation (of the mind of the student)
(b) presentation (of the material to be learned)
(c) comparison
(d) generalization
(e) application. -
Educational Psychology. 19 century
E. L. Thorndike, these major figures were William James, his student G. Stanley Hall, and Hall's student, John Dewey.
William James (1842-1910) can be considered the central figure in the establishment of psychology in America. -
American Psychological Association (APA)
Psychoeducational issues were important for leaders.
1890 to 1910. American psichology separate from its European rool and grow into a uniquely American discipline. -
American giant. John Dewey
John Dewey (1859-1952) :His first major article in psychology came out in 1896. It was on the relations between stimuli and responses .It occurs as part of previous and future chains, because that is the nature of experience.Therefore, we should really think of the stimulus and response as inseparable entities. -
"True the path"
Thorndike: The true path had to be prepared. The true path was science, not faith, and we should note those who served that role. Joseph Mayer Rice (1857- 1934), the father of research on teaching
Rice was asked to present his empirical classroom-based research on the futility of the spelling grind to the annual meeting of school superintendents. -
Educational Psychology at Mid-Century.
Woodruff (1950): Personality and Social, School Psychology, and Maturity and Old Age appeared to have as much claim as we did on the study of such psychological functions as learning, adjustment, individual differences, tests and measurement, statistics, and growth and development -
19 Century
Stanley Hall (1844-1924), founder of the child-study movement that James worried about, was a promoter of psychology in ways that James must have found distasteful. Hall was APA's organizer and its first president.
Hall :With his study of the contents of children's minds, begun in 1883 among Boston kindergarten children, Hall is credited with starting American developmental psychology in general and the child study movement in particular -
Contemporary educationals psychology
Broundy (1963): He wrote texts that were based on a developmental theory and in them inaugurated the use of visual aids in instruction. Understanding not memory is the goal of instruction. -
The Origins of Educational Psychology
The ancient Jewish ritual of Passover precedes the contemporary work of Cronbach and Snow (1977) by hundreds if not thousands of years, yet fully anticipates their scholarship into aptitude-treatment interactions. (1977) -
The Psychology of school Subject.
Lee Shulman (1981): This time, the psychology of school subjects is not merely the commonsense psychology of Thorndike, but a cognitive psychological approach that is equally concerned about the thinking of the learner, the structure of the discipline to be learned, and the form of explanations available to the teacher -
Methodology
(a) cases -- as to document the genuine problems faced by real people in education
(b) naturalistic studies--so that we may enhance external validity
(c) qualitative research because many of us have decided that Thorndike was wrong and that not everything that we can describe should be measured.
(d) small samples -
ASSESSMENT
We now see more concern for:
(a) the assessment of portfolios--to better reflect the achievement of students in their classroorns.
(b): performance tests.
(c) informal classroom assessment by teachers.
(d) program evaluation--which now is seen as a political process, to be conducted by a whole range of social scientists and humanistic scholars,