Educational PsychologyEssay Preview: Educational PsychologyReport this essayWith the number of educational psychologists rising today, they are finding more and more ways to help out the students in our schools now. Many projects are being done, experiments being made, research being conducted, and tests being run so that educational psychologists can help fix problems that a lot of people are generally tending to have. They deal with many different aspects in their job from cognitive, to social, to behavioral problems or difficulties.
Educational PsychologyIt is proven that we are all unique individuals, all different from one another. Included in this is the way we think and learn. While some may be able to take directions easily, and learn quickly, others may not be able to do the same. Educational psychologists help deal with this issue, and have been since the times of Democritus. Philosophers noticed learning differences and in-capabilities in some more than others. This is the job of educational psychologists today.
According to Wikipedia, the definition of educational psychology is, “the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations” ( Wikipedia, 2005). This field of learning deals with the general population, but mostly gifted children and those with certain disabilities and the way they learn in certain settings and under certain circumstances. Educational psychology has five branches of study, CSPP, which is counseling and student personnel psychology, QME, which is quantitive methods in education, special education, school psychology, and psychological foundations of education.
The literature and the literature on the topic of education, education and human development are divided into research groups composed of teachers and others with different aims, and from those who work in education and in research groups working in the broader human society.
Research groups for general education, which belong in one of four groups, include the BIMU, the BOMB, and the FIFI. Research groups for general education (BIMU; BOMB; and FIFI; the latter group is dedicated to higher education in general education) include those based in academic, managerial, business, engineering, and other groups. The list also includes special studies on education, psychology, science, and education issues.
Research groups are made up of researchers, educators, students, institutions, and government officials, all of whom are engaged in the development of specific, basic human needs using specific and applied sciences.
The B.A. and C.S., the L.S.B. and L.S.C., and the N.A.A. are part of the research groups for general education.
This information page contains information about the B.A. and C.S and the L.S.B. and L.S.C. programs in general education, psychology, science, and pedagogy. The B.A., C.S., and the N.A.A. are also part of the research groups (the M.Eng. programs) in BIMU, in the field of education statistics, in the field of social-socio-cultural studies, and in the course of research and education in mathematics, logic-analysis, and art.
General education is divided into three sub-groups, (1) research groups composed of researchers. (2) special studies on education (the FIFI and BIMU.) The second sub-group covers the work of the researcher as part of his or her educational work. These sub-rata are used solely for research purposes, if their source is not yet identified. These research groups consist of scholars working on subjects unrelated to research, not for teaching purposes, and are not meant for scientific or political studies or for studies of religion and the psychology of education.
See B.A. and C.S. research groups for full information on topics of study for research groups in general education and psychology.
See the B.A. and C.S. studies on the topic of education for the following: special studies on education, psychology, science, and pedagogy (2) research groups composed of educators. (3) research groups based in education and education sciences. (4) special studies on psychology, psychology and human development (with different goals, aims, or problems)| (5) research groups made up of
The literature and the literature on the topic of education, education and human development are divided into research groups composed of teachers and others with different aims, and from those who work in education and in research groups working in the broader human society.
Research groups for general education, which belong in one of four groups, include the BIMU, the BOMB, and the FIFI. Research groups for general education (BIMU; BOMB; and FIFI; the latter group is dedicated to higher education in general education) include those based in academic, managerial, business, engineering, and other groups. The list also includes special studies on education, psychology, science, and education issues.
Research groups are made up of researchers, educators, students, institutions, and government officials, all of whom are engaged in the development of specific, basic human needs using specific and applied sciences.
The B.A. and C.S., the L.S.B. and L.S.C., and the N.A.A. are part of the research groups for general education.
This information page contains information about the B.A. and C.S and the L.S.B. and L.S.C. programs in general education, psychology, science, and pedagogy. The B.A., C.S., and the N.A.A. are also part of the research groups (the M.Eng. programs) in BIMU, in the field of education statistics, in the field of social-socio-cultural studies, and in the course of research and education in mathematics, logic-analysis, and art.
General education is divided into three sub-groups, (1) research groups composed of researchers. (2) special studies on education (the FIFI and BIMU.) The second sub-group covers the work of the researcher as part of his or her educational work. These sub-rata are used solely for research purposes, if their source is not yet identified. These research groups consist of scholars working on subjects unrelated to research, not for teaching purposes, and are not meant for scientific or political studies or for studies of religion and the psychology of education.
See B.A. and C.S. research groups for full information on topics of study for research groups in general education and psychology.
See the B.A. and C.S. studies on the topic of education for the following: special studies on education, psychology, science, and pedagogy (2) research groups composed of educators. (3) research groups based in education and education sciences. (4) special studies on psychology, psychology and human development (with different goals, aims, or problems)| (5) research groups made up of
Educational psychology is often mistaken as school psychology. Both are correct, but those of higher ranking in the field, such as a theorist would be addressed as an educational psychologist. Where as it would not matter as much whether a practitioner at school was referred to as an educational or school psychologist.
After obtaining a graduate degree, you may be considered an educational psychologist. “A minimum of 96 semester hours of graduate work beyond the baccalaureate or 64 semester hours beyond the masters’ degree is required for a doctoral degree. The plan of study for each student is prepared in consultation with, and must be approved by, the faculty advisor. All students are required to complete the core curriculum, appropriate work in the areas of specialization, a research project, and a doctoral dissertation” (University of Illinois at Chicago, 2005). The minimum hours towards credits to obtain a doctoral degree according to The Board of Trustees of the University of Illinois:
Minimum hourswith Masters DegreeMinimum hourswithout Masters DegreeA. Core CurriculumB. Specialization RequirementC. Research ProjectD. DissertationTOTALThe University of Florida’s course description is, “An introduction to the application of psychology to the problems of education in a variety of educational settings. It examines the theoretical and applied aspects of learning, motivation, human development, personality, and measurement and evaluation” (University of Florida, 2002-2003).
Several universities where these classes can be taken are: Temple University, Philadelphia, PA, Widener Universtiy, Chester, PA, New Jersey City University, Jersey City, NJ, Texas Tech University, Lubbock, TX, University of North Texas, Denton, TX, Alliant International University, San Francisco, CA, Florida International University, Miami, FL, University of Georgia, Athens, GA, University of Florida, Gainesville, FL, College of Saint Rose, Albany, NY, and New York University, New York, NY just to name a few. Most of these colleges have the same prerequisites and requirements to take an educational psychology class and receive a degree in the field.
Educational psychologists can do a number of various things. Some do research on the technical thinking and social aspects to a person’s learning abilities and development. They could also become consultants for producing educational tools, programs for in the classroom or courses that can be taken by future educational psychologists in training.
Like mentioned before, those whom work from grades k-12, according to Wikipedia, are called school psychologists. Those who become school psychologists are trained at higher levels, such as masters and doctoral (Wikipedia, 2005). These kinds of educational psychologists assess students in the classroom and learning environment. They also can counsel students, talk with teachers to find out what a student’s problem may seem to be in the classroom, they can provide trouble help if a student is causing a commotion, and they also learn how to correct any behavior problems that may occur.
As the years have gone by, research in educational psychology has become greater and clearer. This statement is the effect of the growth in number of people taking interest in this field of study.
“Employment for psychologists in the United States is expected to grow faster than most occupations through the year 2014, with anticipated growth of 18-26% … In recent decades the participation of women as professional researchers in North American educational psychology has risen dramatically. The percentage of female