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Neale, Dave; Pino-Pasternak, Deborah – Educational Psychology Review, 2017
The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts.…
Descriptors: Early Childhood Education, Literature Reviews, Child Development, Parent Child Relationship
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DeLozier, Sarah J.; Rhodes, Matthew G. – Educational Psychology Review, 2017
Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video…
Descriptors: Educational Practices, Teaching Methods, Blended Learning, Tests
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Mayer, Richard E. – Educational Psychology Review, 2017
This paper explores the potential of neuroscience for improving educational practice by describing the perspective of educational psychology as a linking science; providing historical context showing educational psychology's 100-year search for an educationally relevant neuroscience; offering a conceptual framework for the connections among…
Descriptors: Brain, Neurosciences, Educational Psychology, Cognitive Science
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Renkl, Alexander – Educational Psychology Review, 2013
Robinson et al. ("Educ Psychol Rev" 25:291-302, 2013) have suggested refraining from practice and policy recommendations in primary educational research articles, in particular because primary research journals are not the appropriate outlet for such recommendations, the evidence provided by one research article is usually not…
Descriptors: Educational Research, Journal Articles, Periodicals, Educational Practices
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Schraw, Gregory; Patall, Erika A. – Educational Psychology Review, 2013
We draw on the evidence-based practice (EBP) literature to consider the relationship between empirical results reported in primary research journals and prescriptive recommendations for practice based on those results. We argue that the relationship between individual empirical findings and practice should be mediated by two additional steps in…
Descriptors: Evidence, Educational Research, Journal Articles, Periodicals
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Robinson, Daniel H.; Levin, Joel R. – Educational Psychology Review, 2013
We appreciate the thoughtful reactions of our colleagues to the "no prescriptives, please" proposal of Robinson et al. (2013), as well as the opportunity to respond to them. For the most part, our colleagues seem to agree that a problem exists in terms of unwarranted recommendations for practice appearing too often in educational…
Descriptors: Educational Research, Periodicals, Educational Practices, Theory Practice Relationship
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Hedges, Larry V. – Educational Psychology Review, 2013
Recommendations for practice are routinely included in articles that report educational research. Robinson et al. suggest that reports of primary research should not routinely do so. They argue that single primary research studies seldom have sufficient external validity to support claims about practice policy. In this article, I draw on recent…
Descriptors: Educational Research, Journal Articles, Educational Practices, Educational Policy
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Dumas, Denis; Alexander, Patricia A.; Grossnickle, Emily M. – Educational Psychology Review, 2013
Relational reasoning, the ability to discern meaningful patterns within otherwise unconnected information, is regarded as central to human learning and cognition and as particularly critical for those functioning in today's information age. However, the literature on this foundational ability is currently housed within a range of domains of…
Descriptors: Thinking Skills, Learning Processes, Cognitive Ability, Educational Practices
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Plavnick, Joshua B.; Ferreri, Summer J. – Educational Psychology Review, 2013
Current legislation requires educational practices be informed by science. The effort to establish educational practices supported by science has, to date, emphasized experiments with large numbers of participants who are randomly assigned to an intervention or control condition. A potential limitation of such an emphasis at the expense of other…
Descriptors: Educational Practices, Educational Research, Research Methodology, Instructional Design
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Schunk, Dale H.; Mullen, Carol A. – Educational Psychology Review, 2013
In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby…
Descriptors: Mentors, Metacognition, Models, Educational Practices
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Alexander, Patricia A. – Educational Psychology Review, 2013
In response to the call by Robinson et al. (25(2): 24-28, 2013) for a moratorium on recommendations for practice and policy in articles published in primary research journals, Alexander forwards four counterarguments that allow for what are termed reasoned and reasonable speculations. Among those counterarguments are the claim that (a) seeking…
Descriptors: Educational Research, Periodicals, Journal Articles, Policy
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Harris, Karen R. – Educational Psychology Review, 2013
Robinson et al. ("Educ Psychol Rev" 25(2):291-302, 2013) offer a thoughtful and powerful argument for a policy change for primary educational research journals. This policy change would "disallow recommendations for practice" (p. 10) in primary educational research journals. They provided compelling examples of works in which…
Descriptors: Educational Practices, Correlation, Attribution Theory, Educational Research
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Patton, Desmond Upton; Hong, Jun Sung; Williams, Abigail B.; Allen-Meares, Paula – Educational Psychology Review, 2013
School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors…
Descriptors: Violence, Youth, Bullying, Systems Analysis
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Robinson, Daniel H.; Levin, Joel R.; Schraw, Gregory; Patall, Erika A.; Hunt, Earl B. – Educational Psychology Review, 2013
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate…
Descriptors: Educational Policy, Journal Articles, Educational Research, Periodicals
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Hong, Jun Sung; Garbarino, James – Educational Psychology Review, 2012
Homophobic bullying is a serious concern for students, parents, teachers, and school officials. This article reviews evidence on the status of this problem and how it may be addressed in a multilevel and multidisciplinary manner growing out of a social-ecological perspective on homophobic bullying as a social phenomenon. The ecological framework…
Descriptors: Evidence, Bullying, Ecology, Homosexuality
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