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Exploring the historical origins of school psychology faculty.

机译:探索学校心理学系的历史渊源。

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摘要

The history of school psychology is difficult to understand because the field is derived from a variety of other disciplines of psychology and related fields. In addition, the development of the field has been further influenced by social and historical events, including compulsory education and World War II. As a result, it is difficult to determine where the true roots of school psychology lie. This study attempts to gain a better understanding of the historical roots of school psychology by examining the academic genealogy of current faculty members in school psychology doctoral training programs. A total of 294 tenure-track faculty of 80 doctoral-level school psychology training programs in the United States and Canada were included in this study. A total of 350 distinct academic lineages were identified and of those, 250 were completed (71.4% of the lineages). Overall, the field of school psychology was found to be derived from psychology, education, philosophy, entomology, and other fields. Most notably, 140 of the completed lineages (56.0%) were traced back to Wilhelm Wundt, the father of experimental psychology, with an additional 47 tracing back to other pioneers of psychology, including William James, Carl Stumpf, and James R. Angell. One surprising result is that certain major influences in the history of school psychology, such as Lightner Witmer, Henry H. Goddard, and Lewis M. Terman, were all or nearly absent from the overall academic genealogy. In general, the genealogy suggests that different people have influenced the development of the field in different ways. The implications of these findings and future directions for research are discussed.
机译:学校心理学的历史很难理解,因为该领域源于心理学和相关领域的其他各种学科。此外,该领域的发展还受到包括义务教育和第二次世界大战在内的社会和历史事件的影响。结果,很难确定学校心理学的真正根源在哪里。这项研究试图通过检查学校心理学博士培训课程中当前教师的学术谱系来更好地了解学校心理学的历史根源。这项研究包括美国和加拿大的294个终身制教师和80个博士水平的学校心理学培训计划。总共确定了350个不同的学术血统,其中250个已经完成(占血统的71.4%)。总体而言,发现学校心理学领域来自心理学,教育,哲学,昆虫学和其他领域。最值得注意的是,完成的谱系中有140个(56.0%)可以追溯到实验心理学之父Wilhelm Wundt,另外47个可以追溯到其他心理学先驱,包括William James,Carl Stumpf和James R. Angell。一个令人惊讶的结果是,在整个学校谱系中,学校心理学史上的某些主要影响力,例如莱特纳·威特默(Lightner Witmer),亨利·H·戈达德(Henry H. Goddard)和刘易斯·M·特曼(Lewis M. Terman)都没有或几乎没有。通常,家谱表明,不同的人以不同的方式影响了该领域的发展。讨论了这些发现的含义和研究的未来方向。

著录项

  • 作者

    McFarland, Laura A.;

  • 作者单位

    St. John's University (New York).;

  • 授予单位 St. John's University (New York).;
  • 学科 Education History of.;Education Educational Psychology.
  • 学位 Psy.D.
  • 年度 2012
  • 页码 196 p.
  • 总页数 196
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:43:38

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