1,408
Views
7
CrossRef citations to date
0
Altmetric
Commentary

Challenging research norms in educational psychology

ORCID Icon

References

  • Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409–421.
  • Bang, M. (2015). Culture, learning, and development and the natural world: The influences of situative perspectives. Educational Psychologist, 50(3), 220–233. https://doi.org/10.1080/00461520.2015.1075402
  • Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54. https://doi.org/10.3102/0013189X16631750
  • DeCuir-Gunby, J. T. (2020/this issue). Using critical race mixed methodology to explore the experiences of African Americans in education. Educational Psychologist, 55(4), 244–255. https://doi.org/10.1080/00461520.2020.1793762
  • Emery, A., & Anderman, L. H. (2020/this issue). Using interpretive phenomenological analysis to advance theory and research in educational psychology. Educational Psychologist, 55(4), 220–231. https://doi.org/10.1080/00461520.2020.1787170
  • Graham, S. (2018). Race/ethnicity and social adjustment of adolescents: How (not if) school diversity matters. Educational Psychologist, 53(2), 64–77. https://doi.org/10.1080/00461520.2018.1428805
  • Gray, D. L., Hope, E. C., & Matthews, J. S. (2018). Black and belonging at school: A case for interpersonal, instructional, and institutional opportunity structures. Educational Psychologist, 53(2), 97–113. https://doi.org/10.1080/00461520.2017.1421466
  • Hong, J., & Cross Francis, D. (2020/this issue). Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research. Educational Psychologist, 55(4), 208–219. https://doi.org/10.1080/00461520.2020.1783265
  • Johnson, R., Severance, S., Penuel, W. R., & Leary, H. (2016). Teachers, tasks, and tensions: Lessons from a research–practice partnership. Journal of Mathematics Teacher Education, 19(2-3), 169–185. https://doi.org/10.1007/s10857-015-9338-3
  • Kershner, R., Pedder, D., & Doddington, C. (2013). Professional learning during a schools–university partnership master of education course: Teachers’ perspectives of their learning experiences. Teachers and Teaching, 19(1), 33–49. https://doi.org/10.1080/13540602.2013.744197
  • King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. The British Journal of Educational Psychology, 86(1), 1–7. https://doi.org/10.1111/bjep.12106
  • Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53(2), 78–96. https://doi.org/10.1080/00461520.2018.1432361
  • Kurth, L. A., Anderson, C. W., & Palincsar, A. S. (2002). The case of Carla: Dilemmas of helping all students to understand science. Science Education, 86(3), 287–313.
  • McCrudden, M. T., & Marchand, G. (2020/this issue). Multilevel mixed methods research and educational psychology. Educational Psychologist, 55(4), 197–207. https://doi.org/10.1080/00461520.2020.1793156
  • Nolen, S. B. (2020). A situative turn in the conversation on motivation theories. Contemporary Educational Psychology, 61, Article 101866. https://doi.org/10.1016/j.cedpsych.2020.101866
  • Nolen, S. B., Horn, I. S., & Ward, C. J. (2015). Situating motivation. Educational Psychologist, 50(3), 234–247. https://doi.org/10.1080/00461520.2015.1075399
  • Philip, T. M., Bang, M., & Jackson, K. (2018). Articulating the “how,” the “for what,” the “for whom,” and the “with whom” in concert: A call to broaden the benchmarks of our scholarship. Cognition & Instruction, 36(2), 83–88. https://doi.org/10.1080/07370008.2018.1413530
  • Ryu, S. (2020/this issue). The role of mixed methods in conducting design-based research. Educational Psychologist, 55(4), 232–243. https://doi.org/10.1080/00461520.2020.1794871
  • Turner, J. C., & Christensen, A. L. (2020/this issue). Using state space grids to analyze teacher–student interaction over time. Educational Psychologist, 55(4), 256–266. https://doi.org/10.1080/00461520.2020.1793763
  • Urdan, T. (2012). Factors affecting the motivation and achievement of immigrant students. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors (pp. 293–313). American Psychological Association.
  • Usher, E. L. (2018). Acknowledging the Whiteness of motivation research: Seeking cultural relevance. Educational Psychologist, 53(2), 131–144. https://doi.org/10.1080/00461520.2018.1442220
  • Zusho, A., & Kumar, R. (2018). Introduction to the special issue: Critical reflections and future directions in the study of race, ethnicity, and motivation. Educational Psychologist, 53(2), 61–63. https://doi.org/10.1080/00461520.2018.1432362

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.