Educational Psychology: Learning and Performance in Educational Settings

Principal Investigator(s)/Chercheur principal (Chercheurs principaux):

Philip. H. Winne, Simon Fraser University, Burnaby, BC

 

Co-Investigator(s) /Co-chercheurs:

John. C. Nesbit, Simon Fraser University, Burnaby, BC

 

Funding/Subvention:

SSHRC Institutional Research Grant (Amount: $4,999)

 

Duration/Durée

2008-2010 (Status/Statut: Ongoing)

 

ContactInformation/Personnecontact:

Tel: 778-782-4858,E-mail: philip_winne@sfu.ca, Office: Education Building 9506,SFU Burnaby

 

Background/Contexte:

Education is the engine of growth for civilization’s increasingly knowledge-based economies. Understanding which practices promote and impede learning in educational contexts is therefore among academia’s and society’s most important topics of research. The scope of research on this topic is broad and the number of publications is large. Scholarly reviews of individual contributions to this field of research are the means by which these separate contributions are fruitfully synthesized. Such reviews not only characterize patterns that are imperceptible in a single or small set of research publications they can also set agendas that drive research in the future.

 

Project Objectives/Objectifs du projet:

We have accepted an invitation from Annual Reviews to prepare a review of research on the topic “Educational Psychology: Learning and Performance in Educational Settings”. This review will summarize approximately a decade of research and set a benchmark in the field until the next review is commissioned (date uncertain but likely 5-7 year).

 

Research Plan/Plan de recherche:

To develop a search strategy with which to probe databases that index articles relevant to our topic.To create a coding system for cataloging items according to key dimensions.To test the coding system for adequacy of representation.As appropriate, compute effect sizes and express them in a metric that allows for valid comparison across separate research studies.Generate reports summarizing findings of research and, as appropriate, offer qualified interpretations.

 

Significance/Importance:

This work represents a unique opportunity to broaden the focus of scholarly inquiry into educational psychology beyond the focal questions that so far have guided researcher’s joint and individual programs of research. The work in preparing this review will also build an extensive platform upon which we can write several other articles for the scholarly community and for educational practitioners.