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Teachers Are Psychologists, Too: On the Application of Psychology to Education. ACT Research Report No. 73.

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Title: Teachers Are Psychologists, Too: On the Application of Psychology to Education. ACT Research Report No. 73.
Authors: Hunt, David E., American Coll. Testing Program, Iowa City, IA. Research and Development Div.
Availability: ACT Publications, The American College Testing Program, P.O. Box 168, Iowa City, Iowa 52240 (order no. 4-7-73, $1.00 paper cover)
Peer Reviewed: N
Page Count: 17
Publication Date: 1976
Document Type: Book
Descriptors: Conceptual Schemes, Educational Psychology, Elementary Secondary Education, Learning, Perception, Psychoeducational Methods, Psychological Studies, Psychologists, Psychometrics, Social Science Research, Social Sciences, Teacher Behavior, Teachers, Teaching Methods, Teaching Programs, Theories
Abstract: The premise of this paper is that psychologists need to reconsider the process by which psychological ideas are applied in educational practice. Psychological ideas do not guide educational practice as much as they should because psychologists fail to consider what is happening in the classroom. How a teacher thinks as a psychologist can be identified through the teacher's conceptions of students, teaching approaches, and learning outcomes. Measurement tests developed for the study of a person's perceptions are described in this report for the purposes of identifying teachers' conceptions. Determining why teachers teach and why they adopt new programs will help psychologists understand the process of program implementation before they prescribe programs to teachers. Also, the reflexivity principle that a teacher is a psychologist and a psychologist is a person--both entities generate psychological ideas and must be accounted for by their ideas--should be applied to psychology theories as well as to communication between psychologists and teachers. This view of teachers should facilitate communication between psychologists and teachers, improve the quality of educational psychology practice, and enrich psychology theory and research. (Author/ND)
Entry Date: 1976
Accession Number: ED129651
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teachers Are Psychologists, Too: On the Application of Psychology to Education. ACT Research Report No. 73.
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  Data: ACT Publications, The American College Testing Program, P.O. Box 168, Iowa City, Iowa 52240 (order no. 4-7-73, $1.00 paper cover)
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Conceptual+Schemes%22">Conceptual Schemes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Perception%22">Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Psychoeducational+Methods%22">Psychoeducational Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Studies%22">Psychological Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Psychologists%22">Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Science+Research%22">Social Science Research</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Programs%22">Teaching Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink>
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  Data: The premise of this paper is that psychologists need to reconsider the process by which psychological ideas are applied in educational practice. Psychological ideas do not guide educational practice as much as they should because psychologists fail to consider what is happening in the classroom. How a teacher thinks as a psychologist can be identified through the teacher's conceptions of students, teaching approaches, and learning outcomes. Measurement tests developed for the study of a person's perceptions are described in this report for the purposes of identifying teachers' conceptions. Determining why teachers teach and why they adopt new programs will help psychologists understand the process of program implementation before they prescribe programs to teachers. Also, the reflexivity principle that a teacher is a psychologist and a psychologist is a person--both entities generate psychological ideas and must be accounted for by their ideas--should be applied to psychology theories as well as to communication between psychologists and teachers. This view of teachers should facilitate communication between psychologists and teachers, improve the quality of educational psychology practice, and enrich psychology theory and research. (Author/ND)
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        PageCount: 17
    Subjects:
      – SubjectFull: Conceptual Schemes
        Type: general
      – SubjectFull: Educational Psychology
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Learning
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      – SubjectFull: Perception
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      – SubjectFull: Social Science Research
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      – SubjectFull: Social Sciences
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Theories
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      – TitleFull: Teachers Are Psychologists, Too: On the Application of Psychology to Education. ACT Research Report No. 73.
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