Historical Foundations of Educational Psychology PDF
Preview Historical Foundations of Educational Psychology
Historical Foundations of Educational Psychology PERSPECTIVES ON INDIVIDUAL DIFFERENCES CECIL R. REYNOLDS, Texas A&M University, College Station ROBERT T. BROWN, University of North Carolina, Wilmington DETERMINANTS OF SUBSTANCE ABUSE Biological, Psychological, and Environmental Factors Edited by Mark Galizio and Stephen A. Maisto HISTORICAL FOUNDATIONS OF EDUCATIONAL PSYCHOLOGY Edited by John A. Glover and Royce R. Ronning THE INDIVIDUAL SUBJECT AND SCIENTIFIC PSYCHOLOGY Edited by J aan Val siner METHODOLOGICAL AND STATISTICAL ADVANCES IN THE STUDY OF INDIVIDUAL DIFFERENCES Edited by Cecil R. Reynolds and Victor L. Willson THE NEUROPSYCHOLOGY OF INDIVIDUAL DIFFERENCES A Developmental Perspective Edited by Lawrence C. Hartlage and Cathy F. Telzrow PERSONALITY AND INDIVIDUAL DIFFERENCES A Natural Science Approach Hans J. Eysenck and Michael W. Eysenck PERSONALITY DIMENSIONS AND AROUSAL Edited by Jan Strelau and Hans J. Eysenck PERSPECTIVES ON BIAS IN MENTAL TESTING Edited by Cecil R. Reynolds and Robert T. Brown THEORETICAL FOUNDATIONS OF BEHAVIOR THERAPY Edited by Hans J. Eysenck and Irene Martin A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. Historical Foundations of Educational Psychology Edited by John A. Glover and Royce R. Ronning University of Nebraska Lincoln, Nebraska Springer Science+Business Media, LLC Library of Congress Cataloging in Publication Data Historical foundations of educational psychology. (Perspectives on individual differences) Includes bibliographies and index. 1. Educational psychology-History. I. Glover, John A., 1949- . II. Ronning, Royce R. III. Series. LB1051.H537 1987 370.15 87-7875 ISBN 978-1-4899-3622-6 ISBN 978-1-4899-3620-2 (eBook) DOI 10.1007/978-1-4899-3620-2 © 1987 Springer Science+Business Media New York Originally published by Plenum Press, New York in 1987. Softcover reprint of the hardcover 1s t edition 1987 All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher Printed in the United States of America Contributors Thomas Andre Walter Dick Department of Psychology Department of Educational Research Iowa State University Florida State University Ames, Iowa Tallahassee, Florida Ludy T. Benjamin, Jr. Francis J. Di Vesta Department of Psychology Division of Counseling and Educational Texas A & M University Psychology College Station, Texas Pennsylvania State University University Park, Pennsylvania Sidney W. Bijou Department of Psychology and Special Education University of Arizona David N. Dixon Tucson, Arizona Department of Educational Psychology University of Nebraska Robert D. Brown Lincoln, Nebraska Department of Educational Psychology University of Nebraska Lincoln, Nebraska Carolyn M. Evertson Department of Teaching and Learning John B. Carroll Peabody College Department of Psychology Vanderbilt University University of North Carolina Nashville, Tennessee Chapel Hill, North Carolina Robert M. Gagne Don C. Charles Department of Educational Research Department of Psychology Florida State University Iowa State University Tallahassee, Florida Ames, Iowa Emily S. Davidson John A. Glover Department of Psychology Department of Educational Psychology Texas A & M University University of Nebraska College Station, Texas Lincoln, Nebraska v vi CONTRIBUTORS Don E. Hamachek Thomas R. Kratochwill Department of Counseling, Educational Department of Educational Psychology Psychology, and Special Education University of Wisconsin College of Education Madison, Wisconsin Michigan State University East Lansing, Michigan Richard E. Mayer Department of Psychology University of California, Santa Barbara Ernest R. Hilgard Santa Barbara, California Department of Psychology Stanford University Gerald J. Melican Stanford, California Educational Testing Service Princeton, New Jersey John E. Horrocks Barbara S. Plake Department of Psychology Department of Educational Psychology Ohio State University University of Nebraska Columbus, Ohio Lincoln, Nebraska Royce R. Ronning Lloyd G. Humphreys Department of Educational Psychology Department of Psychology University of Nebraska University of Illinois Lincoln, Nebraska Champaign, Illinois Mark A. Smylie Arthur R. Jensen Department of Curriculum Instruction and School of Education Evaluation University of California University of Illinois Berkeley, California Chicago, Illinois Robert L. Williams Jack J. Kramer Department of Educational and Counseling Department of Educational Psychology Psychology University of Nebraska University of Tennessee Lincoln, Nebraska Knoxville, Tennessee Preface This volume represents a beginning effort to compile a history of educational psychology The project began, innocuously enough, several years ago when we decided to add mon material about the history of educational psychology to the undergraduate course we were teaching. What seemed like a simple task became very complex as we searched in vain for a volume dealing with the topic. We ended up drawing on various histories of psychology that devoted anywhere from a few paragraphs to several pages to the topic and on a very few articles addressing the issue. We were startled, frankly, by the apparent lack of interest in the history of our field and decided to attempt to compile a history ourselves. As is the case with any edited volume, the contributing authors deserve credit for its positive features. They uniformly made every effort asked of them and taught us much about educational psychology. Any errors or omissions are our responsibility alone. In retrospect, it seems that we misread the field when we began working on this volume. That is, we presumed that educational psychology was a much more coherent and readily defined field than it is. In fact, there is little agreement about what educational psychology is and who or what educational psychologists are. The ambiguous nature of the field is not something new, arguments about its identity have been a part of the literature since the turn of the century. Even so, our attempt to piece together a history of educational psychology has been fascinating and given us far more insight into educa tional psychology than we could have gained in any other way. It is our hope that the readers of this volume will also gain a knowledge of the field different from what is available in the journal literature and traditional textbooks. Given the lack of agreement about what educational psychology is, we devoted the first chapter to defining the field and examining issues that influence its definition. The second chapter explored the development of early departments of educational psychology. Then, because of the diverse nature of the field, we were faced with a difficult decision. We could attempt to follow Chapter 2 with chapters on topics such as educational psychol ogy in the 1930s, educational psychology during World War II, or we could solicit chapters that focused on the history of specialties closely related to educational psychol ogy. We decided on the latter course. After reviewing available materials on the history of educational psychology, it seemed that our field was largely derivative, depending on work in individual differences, measurement, cognitive psychology, instructional design, and other areas for much of its growth. Because of this, we chose chapters on the history of specialty areas closely related vii viii PREFACE to educational psychology, with particular emphasis on how these areas influenced educa tional psychology. These chapters comprise the second section of the volume. Their topics, the child study movement, individual differences, measurement, the guidance movement, school psychology, behavioral psychology, humanistic psychology, instruc tional design, and the cognitive movement describe, in large part, what educational psychology has been and what it is becoming. The problem of defining educational psychology also led us to expand the volume beyond what we had originally envisioned. Rather than attempting to define the field as it is in the late 1980s, we decided to include a series of state-of-the-art chapters on topics representative of educational psychologists' interests. These chapters, dealing with read ing, teacher effectiveness, classroom management, measurement, evaluation, and prob lem solving, are not all inclusive but they do provide a sampling of the wide range of research interests incorporated in educational psychology. The last section of the volume provides a much more personalized attempt to deal with the history of the field and its status. Here, we asked notable contributors to educa tional psychology to give us their own perspectives. Each of these chapters is unique, offering insights into educational psychology not available from standard sources. The illness of some potential contributors, unfortunately, cut this section shorter than we had planned. A large number of people were involved in the development of this volume-too many to list in this brief space. Grateful thanks, however, must be extended to some scholars who were especially helpful. We thank Cecil R. Reynolds for helping get the project off the ground and a whole series of discussions about the shape of the volume. We thank J. B. Stroud for his many insights into the evolution of the field. A very large debt of gratitude is owed to David C. Berliner for his grace, good will, and analytic skills in evaluating a wide-ranging discussion of the history of educational psychology. We are also grateful to E. Paul Torrance and Terry B. Gutkin for thoughtful analyses of the project. We also must express our appreciation and heartfelt gratitude to a very special group of scholars who graciously gave their time and expertise to reviewing chapters in this volume: Larry A. Braskamp, Roger H. Bruning, Joel Dill, Robert L. Egbert, Gene V. Glass, Elizabeth M. Goetz, Robert L. Linn, Wesley C. Mierhenry, William J. Moore, Wayne C. Piersel, Ernst Z. Rothkopf, and John W. Zimmer, Finally, we also must thank our editor at Plenum, Eliot Werner, whose unflagging enthusiasm helped us enormously. We view this volume as a first step. As with any project, hindsight shows gaps and omissions that should have been foreseen but that were not. In particular, we hope to be able to devote a future volume to a decade-by-decade chronology of educational psychol ogy with specific emphasis on educational psychology's relationship to professional orga nizations. We also hope to be able to expand the individual perspectives on the field, which we believe give otherwise unobtainable information. We do hope that our readers will find the history we present to be as fascinating and illuminating as we did. JOHN A. GLOVER ROYCE R. RONNING Contents PART I BEGINNINGS Chapter I Introduction... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 John A. Glover and Royce R. Ronning Definitions of Educational Psychology ................................... 5 Influences on the Definition of Educational Psychology ..................... 6 Who Are Educational Psychologists? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Summary.................. ............ ............................. 14 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Chapter 2 The Emergence of Educational Psychology. . ............. . . . . . 17 Don C. Charles Nineteenth-Century Psychology and Its Role in Education ................... 19 The Turn of the Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 21 The New Discipline .................................................. 27 Development of Educational Psychology in Principal Institutions . . . . . . . . . . . . .. 28 Concluding Observations .............................................. 35 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 36 PART II THE DEVELOPMENT OF EDUCATIONAL PSYCHOLOGY Chapter 3 A History of the Child Study Movement in America 41 Emily S. Davidson and Ludy T. Benjamin, Jr. Eighteenth- and Nineteenth-Century Views of Education. . . . . . . . . . . . . . . . . . . .. 41 The Industrial Revolution and the Growth of Cities . . . . . . . . . . . . . . . . . . . . . . . .. 44 The Founding of Child Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 46 ix
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