An athletic coach is a person coaching in sport, involved in the direction, instruction, and training of a sports team or athlete.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
In cognitive psychology, cognitive load refers to the amount of working memory resources used. However, it is essential to distinguish it from the actual construct of Cognitive Load (CL) or Mental Workload (MWL), which is studied widely in many disciplines. According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: intrinsic cognitive load is the effort associated with a specific topic; extraneous cognitive load refers to the way information or tasks are presented to a learner; and germane cognitive load refers to the work put into creating a permanent store of knowledge. However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other.
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition, strategic action, and motivation to learn. A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”. In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control.
Gavriel Salomon was an Israeli educational psychologist who conducted research on cognition and instruction. He was a Professor Emeritus in the department of education at the University of Haifa.
John Sweller is an Australian educational psychologist who is best known for formulating an influential theory of cognitive load. He is currently Professor Emeritus at the University of New South Wales.
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference, strategic processing, and interest in students' learning. She is currently a university distinguished professor, Jean Mullan Professor of Literacy, and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland and a visiting professor at the University of Auckland, New Zealand.
Philip H. Winne is a professor of educational psychology and former Canada Research Chair in Self-Regulated Learning and Learning Technologies at Simon Fraser University. A Fellow of the American Educational Research Association, the American Psychological Association, the Association for Psychological Science, and the Canadian Psychological Association, Winne has made significant contributions to research on self-regulated learning. He is the principal investigator of the Learning Kit Project, which has developed educational software, now called nStudy, founded on principles of self-regulated learning.
Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. It is similar to other neuropsychological frameworks, including Alexander Luria's cultural-historical psychology and psychological activity theory, but also draws from disciplines such as speech-language pathology, occupational therapy, and physical therapy. It also shares components with other frameworks, some of which are listed below. However, it does not include a general intelligence factor, since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing. Implications for education are discussed below as well as the connections to and compatibilities with several major educational policy issues.
Allan M. Collins is an American cognitive scientist, Professor Emeritus of Learning Sciences at Northwestern University's School of Education and Social Policy. His research is recognized as having broad impact on the fields of cognitive psychology, artificial intelligence, and education.
The Social Psychology Network (SPN) is an educational organization with more than 1,500 members worldwide. SPN was founded by psychology professor Scott Plous as a website in 1996. Development of SPN was supported by several grants from the National Science Foundation. The website includes a large collection of social psychology links, a feed of related news, and discussion forums for students and professionals interested in social psychology.
Margaret Beale Spencer is an American psychologist whose work centers on the effects of ethnicity, gender, and race on youth and adolescent development. She currently serves as the Marshall Field IV Professor of Urban Education in the Department of Comparative Human Development at the University of Chicago. Dr. Spencer's career spans more than 30 years and consists of over 115 published articles and chapters, stemming from work funded by over two-dozen foundations and federal agencies.
The International Test Commission (ITC) is an association of national psychological associations, test commissions, organizations and individuals, who promote "the proper development, evaluation and uses" of educational and psychological tests. The ITC is a non-profit organization, affiliated to the International Association of Applied Psychology (IAAP) and the International Union of Psychological Science (IUPsyS). The ITC stimulates international cooperation on research projects relevant to a scientifically and ethically sound use of tests. ITC develops guidelines on the use of tests; holds a biennial international conference; publishes a peer-reviewed journal and a newsletter.
John Frederic Feldhusen (1926–2009) was an American educational psychologist who worked on gifted education.
In psychological theories of motivation, the Rubicon model, more completely the Rubicon model of action phases, makes a distinction between motivational and volitional processes. The Rubicon model "defines clear boundaries between motivational and action phases." The first boundary "separates the motivational process of the predecisional phase from the volitional processes of postdecisional phase." Another boundary is that between initiation and conclusion of an action. A self-regulatory feedback model incorporating these interfaces was proposed later by others, as illustrated in the figure.
Ben James Winer was an American research psychologist and academic. He served as a psychology professor at Purdue University and was president of the Psychometric Society. He has been listed as one of the most highly cited psychologists in the United States, having authored a well-known textbook on statistical analysis.
Henry Felix Kaiser was an American psychologist and educator who worked in the fields of psychometrics and statistical psychology. He developed the Varimax rotation method and the Kaiser–Meyer–Olkin test for factor analysis in the late 1950s.
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise, benefits of self-explanations, and active learning in the classroom. Chi is the Regents Professor, Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University, where she directs the Learning and Cognition Lab.
Epistemic cognition, sometimes known as epistemological beliefs, or personal epistemology, is "cognition about knowledge and knowing", an area of research in the learning sciences and educational psychology. Research into epistemic cognition investigates people's beliefs regarding the characteristics of knowledge and knowing—as distinct from thinking or believing in general—and the impact of this on learning.
Reinhard Pekrun is a psychological scientist and educational researcher best known for his research on achievement emotions. He is a professor at the University of Essex, United Kingdom, and a professorial fellow at the Institute for Positive Psychology and Education, Australian Catholic University, Sydney.
