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APA Division 15 - Educational Psychology
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"The vast majority are loans taken out by parents or grandparents to finance education opportunities for young people, with 73 percent of borrowers over 60 reporting that their student loan debt is owed 'for a child's and/or grandchild's education.'"

(Via "More People Over 60 Are Struggling To Pay Off Student Loans, Report Finds" by NPR. Find more stories like this in The Weekly Ed Psych Digest, here: http://edpsych.us/2kaKQuf)
The Consumer Financial Protection Bureau found the number of people 60 and older with student loan debt has quadrupled in the past decade. Most loans were taken out on behalf of a child or grandchild.
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"Schools and teachers are the recipients of a similar pattern of technology dependence at high human and monetary costs. Billions of dollars have been invested in infrastructures, technologies, and professional development to use the tools with great expectations for learning outcomes. As educational psychologists, we pose the question: does increased technology use in school improve student motivation and learning?"

(Via "Schools Can’t Seem to Get Tech Right" by Dr. Kausalai Wijekumar. This post is part of a special series curated by APA Division 15 President Bonnie J.F. Meyer.)
The technology train has fallen well off the rails in education.
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#ThrowbackThursday: In his 2015 Psychology Today post, author Bryan G. Cook discusses the importance of evidence-based practice.
Identifying evidence-based practices can be tricky, but well-worth the effort.
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"Policy makers often follow a pendulum pattern, declaring current policies a failure and recommending that school leaders do the opposite. Several years later, they may swing back in the original direction, perhaps under a new name. Policy makers are intelligent and caring people, and they do their best. But it is difficult to take into account all the conflicting interests, experiences, and advice they must juggle."

(Via "Education Policy In The Age Of Proven School And Classroom Approaches" by Dr. Robert Slavin, as shared by The Huffington Post. Find more stories like this in the final Division 15 Digest of 2016: http://edpsych.us/2iy1JLp)
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In their 2010 Educational Psychologist article, authors Vincent Aleven, Ido Roll, Bruce M. McLaren, and Kenneth R. Koedinger discuss "automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system."

#ThrowbackThursday #EdPsych

http://www.tandfonline.com/doi/full/10.1080/00461520.2010.517740
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In their 2007 Educational Psychologist article, authors Martin E. Ford and Peyton R. Smith introduce the Thriving with Social Purpose (TSP) conceptual framework.

http://www.tandfonline.com/doi/full/10.1080/00461520701416280

#ThrowbackThursday #EdPsych
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Get current education news and a call for award nominations here: http://edpsych.us/2ghGiMY
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#ThrowbackThursday: "Based on a descriptive model of media-based science communication we distinguish between (a) the professional routines by which journalists select and depict scientific information in traditional media and (b) the psychological processes that account for how media recipients select, process and integrate such information. We argue that science literacy and media literacy in laypersons can be promoted by combining insights from the research on mass media production, laypersons’ reception processes and the interplay of both."

(Via "Informal Learning Through Science Media Usage" by Michaela Maier, Tobias Rothmund, Andrea Retzbach, Lukas Otto & John C. Besley, as published in Educational Psychologist, 2014)
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"The 2- and 3-year-olds who saw the ghost demonstration had a hard time replicating the task — but did well after they saw the human hand. Researchers concluded that having a human guide — often referred to as having social scaffolding — helped these young children learn."

(Via "Worried About Screen Time? Don't Let Kids Go It Alone" by NPR. Find more stories like this in the Division 15 Weekly Digest, here: http://edpsych.us/2iKaB3e)
New research reinforces the role of a human — an adult or older child — when young kids learn from technology.
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"Too often educators are still engaged in fragmented, "one-off" workshops during which they are given information they are invited to translate into practice. This is in spite of critiques of such top-down PD initiatives as failing to build from the knowledge and expertise of educators, underestimating the importance of teachers adapting practice to meet local needs, and undermining teachers’ morale and investment in innovation"

(Via "Teachers as Self- and Co-Regulating Learners" by Leyton Schnellert and Deborah L. Butler. Find more stories like this in our Weekly Digest, here: http://edpsych.us/2hPftUQ)
We should reconceptualize teacher development as collaborative inquiry.
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"The achievement gap among rich and poor students in the U.S. is narrowing. This is actually an area where the U.S. deserves significant credit, says the OECD’s Schleicher. While there’s still significant ground to cover, no country is making greater progress on closing its equity gap than the United States..."

(Via "How Do American Students Compare to Their International Peers?" by The Atlantic. Find more stories like this in today's edition of The Ed Psych Digest, here: http://edpsych.us/2gj18uJ)
But American students struggled compared to their international peers, according to the newest PISA results.
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Division 15 of the American Psychological Association
Introduction
Division 15 of the American Psychological Association unites and empowers today's top educational psychologists, pushing cutting-edge research to the forefront of modern science.

Together, we examine the underpinnings of humanity's most fundamental exchange of information and how they relate to our past, present and future.