The lack of representation of educational psychology and school psychology in introductory psychology textbooks created by Jennifer L. Lucas, Melissa A. Blazek, Amber B. Raley and Christi Washington

By:

Lucas, Jennifer L [author]

Contributor(s):

Blazek, Melissa A [co-author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 25, number 4.Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Educational psychology -- School psychology -- Introductory psychology

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: The first goal of this study was to look at the representation of educational and school psychology in introductory psychology textbooks. Research into the representation of other sub‐fields of psychology has been conducted but no research has looked specifically at educational or school psychology. The second goal was to compare the representation of educational and school psychology in introductory psychology textbooks to see if one or the other is receiving more coverage. Third, the textbooks with the most coverage were listed in order to aid educational and school psychologists teaching introductory psychology courses in selecting textbooks that adequately cover material from their sub‐fields. A total of 57 introductory psychology textbooks were content analyzed: 65% of the introductory psychology textbooks had educational psychology material and 65% had school psychology material. However, in the textbooks containing this material the educational and school psychology material made up only .29% and .19% of the textbooks’ total content.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 25, no.4 (pages347-351)	Not for loan	For in house use only

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The first goal of this study was to look at the representation of educational and school psychology in introductory psychology textbooks. Research into the representation of other sub‐fields of psychology has been conducted but no research has looked specifically at educational or school psychology. The second goal was to compare the representation of educational and school psychology in introductory psychology textbooks to see if one or the other is receiving more coverage. Third, the textbooks with the most coverage were listed in order to aid educational and school psychologists teaching introductory psychology courses in selecting textbooks that adequately cover material from their sub‐fields. A total of 57 introductory psychology textbooks were content analyzed: 65% of the introductory psychology textbooks had educational psychology material and 65% had school psychology material. However, in the textbooks containing this material the educational and school psychology material made up only .29% and .19% of the textbooks’ total content.

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