A Psychology of Education Reform.

Overview & Synopsis

The lack of progress in education reform initiatives may be the conspicuous absence of psychology in policy and planning for reform. Although psychological theory and research underlie much of educational practice, educational policy and the educational literature seldom cite psychological contributions to the improvement of education. This article advocates the use of psychological principles in meeting the six goals of national education reform. These national education goals have been promoted as a standard for American education to be attained by the year 2000, yet they actually constitute a broad pattern for comprehensive services for children and adults that address health, social needs, mental health, and development. It is believed that psychological principles, research and expertise are fundamental to effective planning and implementation of education goals. Psychological research on early childhood development, drop-out prevention, standards for psychological and educational assessment, use of scientific knowledge, contributions to adult learning, and increased school safety can make direct contributions to national education goals. Although psychology's role in education reform has not yet been prominently displayed, it can be an important component of educational improvement. (RJM)