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The author comments on Noel Entwistle's paper "Contributions of Educational Psychology to Understanding Student Learning: What Has Been Discovered -- What More Could Be Done?" He begins the article by expressing his delight because he feels Entwistle's work has been a beacon in the understanding of student learning and his contributions have helped the author's own teaching in universities incalculably. He observes that the paper for this Open Dialogue in "The Psychology of Education Review," seems to fall into two parts. The first offers a commentary on methods of inquiry used by psychologists and researchers, and the second gives a 'view from the bridge', succinctly summarising the research in the field of student learning over the years. The author confines his remarks to the first part of the paper on Entwistle's observations about different kinds of theory and the forms of inquiry conducted by psychologists in this area and elsewhere. [For "Contributions of Educational Psychology to Understanding Student Learning: What Has Been Discovered -- What More Could Be Done?" see EJ1247419.]

Aim: In this paper I start with the premise that democratic education (as a service to the future) is under threat. For educational psychologists to consider where they might stand in relation to their professional future, therefore, I set out to provide indications of psychological factors implicated in answering the question 'Can education in a troubled world help us become human and more inclusive?' Context: In the current socio-economic and political climate and the increasing commercialisation of schools, educationalists can find it hard to sustain a positive role and purpose. As teachers' identities and sense of efficacy are eroded, the recruitment of teachers is becoming increasingly problematic and attrition rates are rising. Simultaneously the rate of exclusion of young people from mainstream education is not decreasing and several subgroups are over-represented amongst those excluded. I argue that this has major implications for educational psychologists. Method: To provide a basis for a reformulation of psychologists' work I examine the philosophical and psychological basis of the professional identity of teachers and the effects of misunderstanding and mistreating teachers' beliefs in themselves. This requires consideration of inter- and intra-personal dialogues and, particularly for psychologists in their work with teachers, the nature of relationships with others. Findings: I argue that only by reaffirming teachers' sense of creativity, autonomy and agency can education cease to be a mechanistic exercise in social engineering with no fixed goals and rediscover the simpler and more profound purpose of helping people to be human. I conclude that there are ways that educational psychologists might seek to change in order to challenge the dehumanisation of education.

Aims: This position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches. Method: This paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved. Findings: This paper will state that, while national and local policy have influenced the focus of EPSs' priorities, so too has EPSs' knowledge of psychology influenced national and local policy regarding nurturing approaches. Limitations: This position paper is drawn from the Scottish education system and may not be fully representative of other contexts. Conclusion: There is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or 'school psychologist' on a wider scale.

The emphasis of this paper is on the importance of teaching teacher preparation courses, specifically educational psychology, through a study abroad trip to Finland. This experience allowed American preservice teachers to see theories applied in an international setting while also allowing preservice teachers to compare the United States education system to the Finnish educational system. The current study includes sixteen female, preservice teachers' perceptions of the trip. Development of the activities abroad occurred with a Finnish university and included multiple school visits, panel discussions, and guest lectures. These experiences allowed for full immersion in the Finnish education system. The data include observations, student papers, and student survey responses, which present changes in students' views of education, views of the Finnish education system, and the application of theories in a real-world setting. This experience not only provided preservice teachers with an opportunity to see one of the best educational systems in the world but also pushed the preservice teachers to rethink how teaching and learning can look in a classroom.

The article discusses the importance of physical education in schools and its potential to positively impact student learning and prevent obesity. However, the field of physical education faces challenges such as negative public perceptions, teacher-centered instructional practices, and a lack of consensus on its structure and goals. To address these issues, the Janus 2.0 Conference was organized, bringing together senior and emerging scholars to discuss key research areas and develop new directions for the field. The conference covered 10 research themes, including curriculum, teacher knowledge, professional development, policy and advocacy, motivation and achievement, social justice, and physical education teacher education. The 10 papers presented at the conference are included in this special issue of Kinesiology Review. [Extracted from the article]

There is little question that the fundamental purpose of education--what the ancient Greeks referred to as the "telos"--is to promote student learning. For decades, both experts and the general public have agreed that any effort to improve the education system must focus squarely on optimizing student learning, motivating students to achieve, and furthering teacher professional development (Boyer, 1995; Darling-Hammond, 2006; Rose & Gallup, 2006). As clear and compelling as such goals may be, the route to attaining them is obscured by a dense fog of widely held misconceptions, conflicting expert opinion, and political agendas. What is disregarded in the frantic quest to attain higher test scores is that an emphasis on motivation, interest, and metacognition--the ability to analyze one's own learning needs and processes--make a collective and profound contribution to academic achievement. As Nel Noddings (2006) explains, "The most fundamental expectation of schooling is that students will learn. If we want them to use their minds well, it is reasonable to help them understand how their minds function, how and why they learn. What motivates us to learn? What habits are helpful? Why do I remember some things and forget so many others?" This paper is an effort to respond to each of these important questions as they apply both to learners and to teachers. It begins by redefining learning and challenging widely held assumptions about the role of motivation and interest in learning. Next, it focuses on incentives used to motivate learning, and finally, it offers research-based recommendations on how to build motivation and interest in learners.

Two studies measured the impact on student exam performance and exam completion time of strategies aimed to reduce the amount of paper used for printing multiple-choice course exams. Study 1 compared single-sided to double-sided printed exams. Study 2 compared a single-column arrangement of multiple-choice answer options to a space (and paper) saving alternative arrangement formatted into two-by-two columns and rows. Findings support the use of these simple paper reduction strategies as they had no effect on exam performance or exam completion time and were partially aligned with students' self-reported preferences.

Using R to conduct univariate meta-analyses is becoming common for publication. However, R can also conduct multivariate meta-analysis (MMA). However, newcomers to both R and MMA may find using R to conduct MMA daunting. Given that, R may not be easy for those unfamiliar with coding. Likewise, MMA is a topic of advanced statistics. Thus, it may be very challenging for most newcomers to conduct MMA using R. If this holds, this can be viewed as a practice gap. In other words, the practice gap is that researchers are not capable of using R to conduct MMA in practice. This is problematic. This paper alleviates this practice gap by illustrating how to use R (the metaSEM package) to conduct MMA on educational psychology data. Here, the metaSEM package is used to obtain the required MMA text outputs. However, the metaSEM package is not capable of producing the other required graphical outputs. As a result, the metafor package is also used as a complimentary to generate the required graphical outputs. Ultimately, we hope that our audience will be able to apply what they learn from this method paper to conduct MMA using R in their teaching, research, and publication.

It's crucial to boost future educational psychologists' readiness in project-based competencies, as current training often neglects psychological resources, highlighting the need for enhanced project support in Pedagogy and Psychology education. The paper aims to enhance understanding of psychologist professional development by specifying the concept of "readiness for professional activity design," defined as the integration and interaction of personality structures and educational environment conditions. The study utilized systematic, structural, functional, and comparative analysis, expert assessments, questionnaires, socio-pedagogical modeling, pedagogical design, education quality diagnostics, and statistical methods for comprehensive research. The paper provides a theoretical and methodological analysis of future educational psychologists' readiness to design professional activities in the context of a comprehensive study, including a survey of graduate students of the specialisation "Pedagogy and Psychology" of universities of the Republic of Kazakhstan, as well as an expert assessment that allows objectively assessing the psychological potential of psychologists-graduates, predict the features of their project work in the educational environment. It emphasizes the importance of the personal component in professional readiness and offers an expert assessment of training effectiveness for educational psychologists in designing activities within educational environments.

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy students to improve the implementation of three key TBL activities: readiness assurance tests, reporting complex team assignments, and providing feedback on peer evaluations.

Coaches are influential in creating positive and achievement-oriented sport environments and the development of a sound philosophy is the key to successful coaching (Martens, 2004). Yet, few coaches spend significant time early in their careers developing and modifying their philosophical beliefs (Wilcox & Trudel, 1998). While coaching educators have consistently recognized the importance of a well-honed coaching philosophy, little research has examined the beliefs of pre-service coaches. Therefore, this study examined written coaching philosophy statements of 35 pre-service coaches (PSCs) prior to enrollment in an intensive 15-week coaching education course. An inductive content analysis revealed several emergent dimensions and priorities: Coaching Behavior, Defining Success, Development, Expectations, Fun, Life Lessons Learned Through Sport, and Relationships. It was clear that these young coaches have strong expectations of the sport experience. What was less clear was their role in creating positive sport experiences, which highlights the importance of coaching education in transforming philosophy into action.

Several philosophers and psychologists of education have taken the position that wellbeing should be at theheart of our educational system, if not its primary goal. The aim of this paper is to outline, question, andchallenge this position. It starts by discussing the main approaches that consider student wellbeing as theprimary goal of the educational system -- the propositions of positive psychology and those of certain educationalphilosophers and psychologists. It follows with an examination of some major social critiques of the idea ofwellbeing as a goal of schooling. Drawing mainly on Foucault, the paper questions the extent to which theaim of wellbeing contributes to normalization and hinders the possibility of self-government. The paperconcludes that wellbeing should not be conceived as a goal, but rather as an ongoing preoccupation of care forthe self.

Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the reviewing process. In this study, we conducted a retrospective screening simulation using 27 systematic reviews in education and educational psychology. We evaluated the sensitivity, specificity, and estimated time savings of several learning algorithms and heuristic stopping criteria. The results showed, on average, a 58% (SD = 19%) reduction in the screening workload of irrelevant records when using learning algorithms for abstract screening and an estimated time savings of 1.66 days (SD = 1.80). The learning algorithm random forests with sentence bidirectional encoder representations from transformers outperformed other algorithms. This finding emphasizes the importance of incorporating semantic and contextual information during feature extraction and modeling in the screening process. Furthermore, we found that 95% of all relevant abstracts within a given dataset can be retrieved using heuristic stopping rules. Specifically, an approach that stops the screening process after classifying 20% of records and consecutively classifying 5% of irrelevant papers yielded the most significant gains in terms of specificity (M = 42%, SD = 28%). However, the performance of the heuristic stopping criteria depended on the learning algorithm used and the length and proportion of relevant papers in an abstract collection. Our study provides empirical evidence on the performance of machine learning screening algorithms for abstract screening in systematic reviews in education and educational psychology.

Background: Health Professionals (HPs) play an important role in supporting parents to care for their children, by facilitating parents' knowledge and skills development through parent education. This is achieved through teaching, whereby planned strategies, based on principles of how people learn, enable learning. Despite Learning Principles being the fundamental tenets of the learning process, how HPs perceive and use Learning Principles in their practice is neglected in the healthcare literature. Objective: To identify, describe and map the existing literature on nurses' and HPs' perceptions and use of Learning Principles in parent education practice. Method: A scoping review was performed using the Joanna Briggs Institute approach. A comprehensive search of 10 databases and the grey literature was undertaken between March and June 2017 to identify pertinent English-language publications. The search was limited to literature published between 1998 and 2017. Following a screening and inclusion criteria eligibility check, 89 articles were selected for inclusion. Results: HPs' perceptions of Learning Principles were diverse, somewhat disorganised, divergent in meaning and implicit. This was until the Dimensions of Learning construct was applied to guide the analyses and mapping. This revealed that HPs, of whom 60.7% were nurses, used Learning Principles in parent education, but only referred to them in the context of Adult Learning. Enablers to HPs using Learning Principles included shared partnerships between parents and HPs, while barriers included parents' health beliefs, psychological issues and organisational assumptions about learning. Evaluation of parents' learning also represented implicit use of Learning Principles by HPs. Conclusion: This scoping review is the first to examine HPs' perceptions and use of Learning Principles within parent education practice. The findings reveal a significant gap in this body of knowledge. The paucity of studies containing any explicit descriptions of Learning Principles strongly supports the need for further exploration and codification of Learning Principles, through qualitative methods, whereby a deeper understanding of what is happening in healthcare practice can be established.

The nurturing of learners' ways of knowing is vital for supporting their intellectual growth and their participation in democratic knowledge societies. This paper traces the development of two interrelated theoretical frameworks that describe the nature of learners' epistemic thinking and performance and how education can support epistemic growth: the AIR and Apt-AIR frameworks. After briefly reviewing these frameworks, we discuss seven reflections on educational theory development that stem from our experiences working on the frameworks. First, we describe how our frameworks were motivated by the goal of addressing meaningful educational challenges. Subsequently, we explain why and how we infused philosophical insights into our frameworks, and we also discuss the steps we took to increase the coherence of the frameworks with ideas from other educational psychology theories. Next, we reflect on the important role of the design of instruction and learning environments in testing and elaborating the frameworks. Equally important, we describe how our frameworks have been supported by empirical evidence and have provided an organizing structure for understanding epistemic performance exhibited in studies across diverse contexts. Finally, we discuss how the development of the frameworks has been spurred by dialogue within the research community and by the need to address emerging and pressing real-world challenges. To conclude, we highlight several important directions for future research. A common thread running through our work is the commitment to creating robust and dynamic theoretical frameworks that support the growth of learners' epistemic performance in diverse educational contexts.

To understand the implications of the past and present on coming decisions, the major economic, political, and social forces in the United States are analyzed. The period of postwar growth is contrasted with the uncertainties of the 1970s, and two divergent projections of the 1980s are presented. (CM)

To maximize the adaptation of school psychology to societal conditions, the discipline must: (1) focus on understanding the socialization process; (2) develop preventive and remedial strategies to compensate for disruption in family socialization; (3) devise more effective assessments of social competence; and (4) maintain standards of scholarship and assessment in psychological practice. (Author/CM)

The independent and autonomous practice of psychology in schools, and the need for reciprocity of certification among states, are advocated in a discussion of professional organizations to improve the position of school psychologists. Training standards and the lack of self-analysis in relation to professional conduct are discussed. (CM)

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.

Dimensional comparison theory (DCT; Möller & Marsh 2013:Psychological Review, 120(3), 544-560), first formulated 10 years ago, describes individuals' internal comparison processes applied between different areas of their lives. Dimensional comparisons explain the seemingly counterintuitive phenomenon that students' verbal and mathematical self-concepts are almost uncorrelated, even though mathematical and verbal performances correlate highly positively: When students compare their performance in verbal and mathematical domains, dimensional comparisons lead to a contrast effect: students overestimate their ability in the intra-individually better domain and underestimate their ability in their intra-individually weaker domain, leading to near-zero correlations between the respective self-concepts. This paper describes diverse extensions of the classic DCT into a variety of predictors (especially various school subjects, beyond math and native language) and criteria (especially task value components, in addition to subject-specific self-concepts) and extensions of the applicability of the DCT as an educational psychological theory to contexts such as clinical and health psychology. Recent findings on the psychological processes that trigger, accompany, and follow dimensional comparisons are summarized, before an overview of different methods to capture dimensional comparisons is given, and further research directions are discussed.

In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an important documentary source, but evidence is also available through oral history in the living memories of practitioners themselves. This paper draws on the testimony of early years teachers who began their careers between 1927 and 1955 and continued teaching into the 1960s and 1970s. The account below begins with reflections on psychology and education in the early decades of the twentieth century drawn from a 1936 conference organised by the Nursery School Association of Great Britain, and from a widely used textbook that represents the gradual trend towards "fragmentation" of educational theory into a multiplicity of disciplines. Reference is then made to two popular textbooks by prominent Froebelians, Brearley and Hitchfield, and by Ruth Beard illustrating the growing influence of Piaget as a "post facto" rationale for a pedagogy that was proceeding by instinct. Walkerdine, Lister and Hall are researchers who have investigated from various angles the impact of Piagetian psychology on primary practice, but the process whereby this translation from the laboratory to the classroom takes place is one that demands further investigation. Vital evidence lies in the living memories of early years teachers whose careers spanned the 1930s to the 1970s and a rich quality and personal texture of the data is apparent as retired early years teachers recounted their professional careers. It offers a more complex account than the grand narratives that historians have traditionally compiled from purely documentary evidence centring on great thinkers, key texts and policy initiatives. The role of in-service education was clearly important in the experiences recalled in this paper. Above all we find evidence of a distinctive shift in teacher-child relationships over that historical period and of the contribution made to this by psychological theory, epitomised in the figure of Piaget and in his focus on the individual learner. (Contains 6 notes.)

In a personal response to the proceedings as a future-oriented, proactive, problem-solving experience, it is suggested that the participants may have learned more than is realized and that time will determine conference results. (Author/CM)

This paper examines the importance of educational psychology influence on UK Government education policy and school practice between the 1930s and the present time. It focuses on: the lead up to the 1944 Education Act; the 1967 Plowden Report on primary education; the 1973 Bullock Report on literacy; the 1978 Warnock Report on special education; the 1989 Elton Report on behaviour in schools; Every Child Matters, 2003; and on the 2007 Social and Emotional Aspects of Learning (SEAL). The paper considers the extent that research by educational psychologists may have influenced both the decisions of Governments but also school practice. It concludes that, despite the small size of the profession, EPs' influence has been considerable.

This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and macrosystems. A systemic lens illuminates the context and process factors that CYP with ALN and their families may encounter regarding Welsh language opportunities. This paper is informed by the bioecological Person Process Context Time (PPCT) model, and the Constructionist Model of Informed and Reasoned Action (COMOIRA). Limitations demarcating interpretation of identified issues are highlighted, without negating their significance. Implications for EPs are offered, contemplating their role in facilitating inclusion through supporting the development of greater cohesion between Welsh Government (WG) legislation (macrosystem), and the systemic realities of CYP with ALN in Wales.

Path analysis is used to provide estimates of the magnitude and significance of hypothesized causal connections among sets of variables displayed using path diagrams. It is an extension of multiple regression analysis and holds strength as a methodology as it allows researchers to assess both direct and indirect effects of multiple independent variables on one or more dependent variables. In this paper, path analysis is used to examine the predictive relations of preservice teachers' perception of key problem-based learning (PBL) processes and their learning strategies before and after their PBL experience. The sample involved in this study comprised of 1041 preservice teachers in the core Educational Psychology course using the PBL approach at a Teacher Education Institute in Singapore. The participants consisted of 333 males, 662 females, and 46 preservice teachers who did not indicate their gender. The mean age was 25.6 (SD = 5.41). The Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, and McKeachie (1993) was used to measure preservice teachers' learning strategies. It consisted of five subscales, namely rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation. The Problem-based Learning Process Inventory (PBLPI) by Chua et al. (2016) was used to measure the key PBL processes, namely problem-posing, scaffolding, and connecting. Findings from the study suggested that in the PBL environment, (a) preservice teachers' pre-PBL metacognitive self-regulation played a pivotal role in determining preservice teachers' perceived importance of the key processes in enhancing their PBL experience; (b) the key PBL scaffolding and connecting processes were salient predictors of preservice teachers' subsequent post-PBL learning strategies; and (c) the key PBL processes played a mediating role in relating preservice teachers' pre-PBL learning strategies to their corresponding post-PBL factors. Implications for using path analysis for problem-based learning research will be discussed.

In this theoretical paper, I review the history of research in educational psychology that inspired Shulman's notion of pedagogical content knowledge (PCK) and I critically examine interpretations of PCK reflected in prominent theoretical frameworks for mathematical knowledge for teaching (MKT). I propose a theory of PCK--grounded in radical constructivism and Piaget's genetic epistemology--that addresses limitations of these prominent frameworks. I conclude with a description of what makes PCK in the proposed theory "pedagogical" and describe a research agenda that reconnects MKT scholarship to its Deweyan philosophical foundations.

In the article "It's Just an Observation," Robinson and Wainer (Educational Psychology Review 35, Robinson, D., & Wainer, H. (2023). It's just an observation. Educational Psychology Review, 35(83), Published online: 14 August, 2023) lamented that educational psychology is moving toward the dark side of the quality continuum, with fewer intervention studies and randomized controlled trials and a tendency to make causal inferences based on more armchair research using observational data. This paper discussed the challenges of making causal inferences, even with intervention studies and randomized controlled trials. We argued the usefulness of causal assumptions and modeling based on observational data regarding causal discovery while acknowledging their limitations. More importantly, the research rigor can be achieved in experimental or intervention studies as well as in studies using observational data. Showing favoritism could also taint our field by limiting our perspectives, stifling creativity, and diminishing scholarly variety. We should not allow the undue overinterpretation of correlational evidence to undermine the entire field of observational studies.

Provides background information on the development of NAEYC's position statements on developmentally appropriate practice and clarifies assumptions made by Kessler and others about NAEYC's positions. Offers justification for the developmentalist perspective and suggests an alternative argument for appropriate practice that draws on the strengths of several diverse perspectives. (Author/GR)

Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists' understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when 'ethical drift' occurs.

In this paper, problems with the philosophy and research relating to various interpretations of 'closing the gap' are used to open up a discussion of, and illustrate, the process whereby a narrow interpretation of 'science' and neglect of systems thinking result in the generation of huge amounts of dangerous and misleading misinformation and thence the generation of draconian and destructive policies. The paper opens by returning to an unfinished debate arising out of a summary of the unanticipated and counterintuitive effects of interventions designed to close the 'attainment' gap between more and less advantaged pupils. This is used to illustrate the importance of studying the unintended as well as intended outcomes of interventions and the importance of considering whether those outcomes are desirable. More of the problems facing those who seek to contribute to evidence-based policy are then illustrated via a discussion of an 'illuminative' evaluation of competency-oriented, project-based, education carried out in environments around primary schools. The result is to highlight the need for comprehensive evaluation of educational projects and policies. 'Comprehensive evaluation' implies the evaluation of all short and long term, personal and social, desired and desirable, and undesired and undesirable effects of the programmes and policies under investigation. When this criterion is applied, it emerges that most of the published evaluations fall well short of the mark. Indeed, most of the conclusions that are drawn are seriously misleading. As a result, they contribute to the formulation and legitimisation of policies involving alarming levels of authoritarian state intervention in peoples' lives. The generation of such misleading information is much more widespread and serious than that exposed by the 'replication crisis'. It is argued that at the heart of this lies the pervasive deployment of reductionist science. Other serious deficits in the thinking and methodology of psychologists and educational researchers are then discussed. It is vital for psychologists to do what they can to rectify the situation. The paper concludes with an extensive discussion of ways in which the British Psychological Society (BPS) in general, and the Psychology of Education Section in particular, might contribute to this process.

This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper presents Fulford's Values Based Practice to strengthen theory and practice to support EPs to resolve ethical issues that can arise. Values Based Practice is presented as a laminated system within critical realism to inform this practice. As a framework, it allows for interdisciplinary practice and the integration of ethical practice, values and the centrality of the child or young person in shared decision making facilitated by an EP in collaboration with other professionals. An overview that demonstrates the applicability of this framework to the applied work of EPs is also presented.

Behaviour supports in schools and educational psychology practices have been largely influenced by the view of human behaviour as individual action. Individual action-focused practices are associated with identifying, labelling and separating individual young people. This paper argues for a relational process-oriented understanding of human behaviour that can lead to more dynamic practices that are responsive to complexity and diversity. This paper explores how a relational lens in practice could shift the conversation from severe behaviour challenges to behaviour as a relational process and generate more collaborative, inclusive and culturally responsive school practices. A growing interest in relationally oriented practices is evident in the increasing use of culturally responsive, restorative, narrative, and solution-focused practices in schools. What seems to be missing is a conceptual shift that would allow relational orientation in current practices to be better recognised and strategically developed.

Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement, i.e. the thoughts, attitudes, and behaviours, that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students' engagement in physical education. Students (N = 1324 all from year 7, 52% girls) from 17 low socio-economic status schools rated their teacher's demonstration of 71 behaviours in the middle of the school year. We also assessed students' engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students' change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models ([beta] = 0.046), taking interest in students' lives outside of class ([beta] = 0.033), and allowing students to make choices ([beta] = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but "predict" the outcomes they care about.

This paper offers a first person account of an indigenous person navigating the education system to become an educational psychologist. The writing is unashamedly personal, includes cultural references, words from the first language of our country, feelings and reflections. The second author has contextualised these observations in the literary style required of a professional journal, making the structural racism and the need for decolonisation in Aotearoa/New Zealand more explicit. Up until 1968 psychologists in this country were a branch of the British Psychological Society. As such this writing is an echo from the reaches of the former empire. As psychologists, these global connections are a source of mutual shame but also one of solidarity with those who challenge colonisation. The re-posting of an account by a UK-based black trainee educational psychologist, led to a discussion about the training programmes in our country. This created the space for the authors to write this paper. Young people tell us that the relationships and the way in which educational professionals engage make a difference to their learning at school. We need a diverse, culturally equipped educational psychology workforce that is knowledgeable and willing to challenge the inequities in our education and health systems. A glossary of Maori words is provided at the end of this paper to assist the reader.

Aim(s): Educational psychology, whilst a helping profession, was heavily influenced by oppressive and racist ideas during its infancy. Over the last several decades, EPs have been invited to hold a mirror up to the profession with regard to racial justice. The aim of this paper is to offer a critical exploration of epistemic issues within educational psychology, to provide an alternative and potentially impactful way of understanding the current moment of racial 'reckoning' that we find ourselves in. Rationale: Educational psychologists use a range of tools and approaches within research and practice. The emergence of intelligence testing marked the spearheading of oppressive social policy worldwide. Viewing these phenomena epistemologically invites us to explore where we have committed epistemic violence, particularly in the case of black children, how blind spots may emerge again and how to build frameworks that will avoid this. The current paper presents black feminist epistemology as a framework that is inclusive, requires an interrogation of power in knowledge systems and requires practitioners to question and challenge taken for granted knowledge. Implications: A key implication of adopting a black feminist epistemology is that educational psychologists explicitly locate the historical racial and political context of educational psychology praxis to better serve children and families. Conclusions: At the centre of this paper, is the fallacy of objectivity. The paper attempts to unpack the 'neutrality myth' and how this has impacted the tools and perspectives within educational psychology. EPs are invited to explore the basic tenets of a black feminist epistemology, which enables us to ask incisive questions about our identity, our relationship to knowledge and therefore our effectiveness as relevant practitioners in an increasingly complex social world.

This paper considers how teachers, psychologists and policymakers can respect the rights of all school students, through methods that are principled, humane, cost-effective and democratic. It examines how special educational needs and disability (SEND) services affect all school students and teachers, and their rights. The paper considers the history of rights, their meaning and purpose, and how and why they are important. Respect for rights can grow in several ways: in understanding the social and medical models of disability; in choices about SEND services; in educational psychology services; in the way 'normal' and 'special needs' students learn to live and work together, or else to live separate lives when it is then harder for disabled people to join in mainstream society as children and adults. The conclusion relates inclusive and special school policies to larger political concerns.

Aim: From March 2020, in-person visits to family homes have not been possible within the authors' educational psychology service (EPS) due to the Coronavirus pandemic. This paper outlines how Video Interaction Guidance (VIG) practitioners working within the authors' educational psychology service have adapted their practice to implement VIG through the use of video conferencing software. The wider purpose of this paper is to share reflections upon effective VIG practice when using video conferencing, and to contribute to discussions about how to adapt therapeutic interventions when face-to-face work is not possible. Method: This paper will draw upon literature addressing the implementation of therapeutic interventions using video conferencing software, alongside the case study experience of one of the authors when implementing VIG during the Coronavirus pandemic. Findings: Challenges and benefits of implementing VIG using video-conferencing software are explored, alongside suggestions for how VIG practitioners can enable VIG to continue when home visits are not possible. Limitations: This paper is limited by the sparsity of evaluation information available from the case study. The casework information presented here was judged by the authors to be an important component of this paper, since it presented a concrete example, to which discussions in the literature could be applied. The case work example also enables wider discussions about the relationship of online therapeutic work to the specific context in which VIG operates. Conclusions: The challenges explored highlight the importance of creating clear guidelines that adapt in response to experience and changes in policy. Many of the challenges have complementary benefits, depending on the individual context of the parent and VIG practitioner. This leads to the conclusion that implementing VIG using a digital platform is a positive option for VIG practitioners and may work favourably in some contexts.

Aims: This position paper aims to discuss the history of, and problems with, the Scope of Practice for educational psychologists in South Africa. It further aims to show that the Scope of Practice for educational psychologists must be reworked to allow for the delivery of contextually relevant services. Method: The paper presents a conceptual argument and advocates for a scope of practice that more adequately defines the role and functions of South African educational psychologists. Findings: The paper supports the Educational Psychology Association of South Africa's insistence that official policy on the Scope of Practice for educational psychologists should be clear, relevant and rational. If necessary, legal action should be taken to accomplish this. Limitations: The issues discussed are more pertinent to educational psychology in South Africa than internationally. Nevertheless, they have implications for the role of educational psychologists internationally. Conclusions: South African psychologists have had to contend with narrow understandings, blanket statements about their competence and a callous approach to the disruption of psychology practices. There is a need to reconsider the boundaries and identity of educational psychology in South Africa. This could have ramifications for the character of educational psychology internationally.

This conceptual paper addresses the issue of value creation in the field of higher education and presents a new theoretical perspective by assigning the Service Dominant Logic (SD-logic) and developing a higher education value framework, consisting of ten "foundational premises" for a better understanding of higher education phenomena. Furthermore, based on the theoretical findings this paper presents the Empirical Research Map as a holistic, intermediate learning- and teaching-tool that provides a navigational aid through the entire socio-scientific empirical research process and visualizes all interlinked research steps on a single DIN-A-3-sheet. The empirical research process is affected by high complexity and thus uncertainty. Students have to make many decisions and have problems in anticipating long-range and secondary effects. From a didactic perspective, the Empirical Research Map facilitates making important decisions, the anticipation of long-range and secondary effects and therefore provides additional value to researchers, teachers and students in the social sciences.

The objective of this piece of research is to interpret and investigate systematically an observed brain functional phenomenon which is associated with proceeding of e-learning processes. More specifically, this work addresses an interesting and challenging educational issue concerned with dynamical evaluation of elearning performance considering convergence (response) time. It is based on an interdisciplinary recent approach named as Artificial Neural Networks (ANNs) modeling. Which incorporate Neurophysiology, educational psychology, cognitive, and learning sciences. Herein, adopted application of neural modeling results in realistic dynamical measurements of e-learners' response time performance parameter. Initially, it considers time evolution of learners' experienced acquired intelligence level during proceeding of learning/training process. In the context of neurobiological details, the state of synaptic connectivity pattern (weight vector) inside e-learner's brain-at any time instant-supposed to be presented as timely varying dependent parameter. The varying modified synaptic state expected to lead to obtain stored experience spontaneously as learner's output (answer). Obviously, obtained responsive learner's output is a resulting action to any arbitrary external input stimulus (question). So, as the initial brain state of synaptic connectivity pattern (vector) considered as pre-intelligence level measured parameter. Actually, obtained elearner's answer is compatibly consistent with modified state of internal/stored experienced level of intelligence. In other words, dynamical changes of brain synaptic pattern (weight vector) modify adaptively convergence time of learning processes, so as to reach desired answer. Additionally, introduced research work is motivated by some obtained results for performance evaluation of some neural system models concerned with convergence time of learning process. Moreover, this paper considers interpretation of interrelations among some other interesting results obtained by a set of previously published educational models. The interpretational evaluation and analysis for introduced models results in some applicable studies at educational field as well as medically promising treatment of learning disabilities. Finally, an interesting comparative analogy between performances of ANNs modeling versus Ant Colony System (ACS) optimization is presented at the end of this paper.

Conventional statistics methods in most psychological research, such as null-hypothesis significance tests (NHSTs), use aggregated values (i.e., the sample means) of group behaviours to make inferences about individuals. Such inferences are possibly erroneous because groups of humans rarely, if ever, constitute an ergodic system. To assume ergodicity without checking is to commit the 'ergodic fallacy'. The aim of the current study was to examine the prevalence of this error in contemporary psychological research. We analysed three highly cited 'Q1' journals in the fields of clinical, educational and cognitive psychology for statements that indicated this error. As hypothesized, the ergodic fallacy was found in the vast majority of the papers investigated here. We also hypothesised that the prevalence of this error would be highest in cognitive psychology papers because this field typically assesses theoretical claims about universal cognitive mechanisms, whereas clinical and educational psychology are more concerned with empirically supported interventions. This hypothesis was also supported by our results. Nonetheless, the prevalence of the ergodic fallacy was still high in all fields. Implications are discussed with respect to the reporting of research findings and the validity of theories in psychology. [ABSTRACT FROM AUTHOR]

Aims: This paper synthesises current evidence from trauma studies with a model emerging from a recent large-scale study of the responses of educational psychologists to critical incidents (CIs). It explores how evidence in providing psychological support in the immediate period after a traumatic event can be applied within a framework for consultation to organise and co-ordinate multi-agency support for individuals and school communities. Rationale: Recent large-scale traumatic events affecting schools and wider communities such as the Grenfell Tower fire in 2017 have highlighted the need for co-ordinated support for schools from various agencies following traumatic events. This paper distils evidence-based principles from relevant studies relating to immediate post-trauma support in helping the school system to remain functioning and maximising the wellbeing of members of the school community following a CI. Findings: A consultation model (COPE) is proposed as a framework for professionals supporting school communities in the immediate period after a CI that employs the five evidence-based principles. Suggestions are also made about longer-term support for schools following traumatic events. Limitations: The heterogeneity of traumatic events, school contexts, definitions of CIs and the available wider support for schools is acknowledged as a feature of CI work, limiting the applicability of any framework. Opportunities and constraints that arise from synthesising different theoretical approaches to trauma are also discussed, including tensions between mental health and wellbeing perspectives. Conclusions: The paper highlights the need for a co-ordinated professional response in supporting schools after traumatic events that makes use of evidence-based principles within a consultation framework. In the context of increased mental health support in schools, the need to ensure that a range of professionals with different perspectives work together to support the mental health and well-being of school communities in the immediate period after a CI is highlighted.

Research has drawn attention to the perceptions of some adoptive parents regarding the potential stresses that exist in supporting their child's educational experience. Some adoptive parents have reported a lack of collaborative working with schools, that their adopted child's needs are not well understood and discuss the challenges that this can create for them as adoptive families. The aim of this paper is to outline an innovative approach taken by one local authority to offer support to adoptive parents where issues exist linked to education. The author outlines the development of a support group that is offered to adoptive parents, including the psychological background of the model drawn from psychological supervision systems. The paper also considers the results of action research using appreciative inquiry regarding the critical success factors of the support group, and highlights the value of the EP in supporting work for adoptive families.