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CHAPTER 23

Research to Policy for Guiding Educational Reform

BARBARA L. M

C

COMBS

583

WHAT HAVE WE LEARNED ABOUT

LEARNING, TEACHING, COGNITION,

MOTIVATION, DEVELOPMENT, 

AND INDIVIDUAL DIFFERENCES?

584

Defining Educational Reform and the Status of

Twenty-First-Century Reform Efforts

584

The Role of Educational Psychology in

Reform Efforts

585

The Learner-Centered Psychological Principles

586

CONTRIBUTIONS OF EDUCATIONAL PSYCHOLOGY

TO EFFECTIVE REFORM

588

Dealing With Increased Student Diversity

588

Studying Development of Academic Motivation

589

Developing Students’ Metacognitive and

Self-Regulation Competencies

590

Redefining Intelligence and Giftedness

591

Understanding Components of Effective Teachers,

Teaching, and Teacher Development

592

Capitalizing on Advances in Teaching and

Learning Technologies

594

Building New Learning Communities and Cultures

595

WHAT RESEARCH DIRECTIONS ARE NEEDED?

596

Basic Research Directions

596

Applied Research Directions

596

Producing Credible Research: Implementation and

Evaluation Considerations

597

HOW CAN EDUCATIONAL PSYCHOLOGY’S KNOWLEDGE

BASE BEST BE APPLIED TO EDUCATIONAL REFORM

ISSUES IN THE TWENTY-FIRST CENTURY?

598

Implications for Application in Systemic

Reform Efforts

598

Implications for Application in Curriculum,

Instruction, and Assessment

599

Implications for Application in New Learning

Communities and Cultures

601

WHAT POLICY ISSUES ARE IMPLIED FROM THE

APPLICATION OF EDUCATIONAL PSYCHOLOGY’S

KNOWLEDGE BASE IN TWENTY-FIRST-CENTURY

REFORM EFFORTS?

601

Policy Issues Related to Definitions of Intelligence

and Ability

601

Policy Issues Related to New Teacher and Student Roles in

Teaching, Learning, and Assessment

602

Policy Issues Related to Individualization of Learning

Content and Experiences

602

Policy Issues Related to Content and Curriculum That Meet

Whole Learner Needs

602

Policy Issues Related to Diversity and Inclusion

of All Learners

602

Policy Issues Related to Testing 

and Accountability

603

REFERENCES

603

As I look across the impressive collection of work in this

volume on the contributions of educational psychology to our

understanding of teaching and learning, I am struck with how

important these contributions are to effective educational

reform. I am also struck by what others have identified as the

challenges we face in applying what we have learned—

challenges that span making our work more visible, acces-

sible, and credible to educators, policy makers, and the

public. In this chapter, my focus is on how educational

psychology’s knowledge base can best be applied to twenty-

first-century educational reform issues and—in so doing—

discuss what policy implications arise. I address this topic in

five parts:

1. What we have learned.

2. How work in educational psychology has contributed to

effective reform.

3. What research directions are still needed.

4. How our knowledge base can best address issues of

concern in the current reform agenda.

5. What policy issues must be addressed in twenty-first-

century educational reform efforts.

Prior to beginning these topics, however, I would like to clar-

ify what I understand to be the purpose and function of edu-

cational psychology as a credible knowledge base and

science.