Podcasts about Educational psychologist

Dr. Julie Sievers and Dr. Katherine Muenks join podcast host Dr. Jeff Greene to discuss their recent Educational Psychologist article, “How will I be graded? The past, present, and future of research on grading policies and student motivation in secondary and postsecondary education.” Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2026.2636491

Dr. Jeff Greene and Dr. Lisa Linnenbrink-Garcia sit down with guest host Dr. Tim Urdan for a special episode to discuss their tenure as Co-Editors for Educational Psychologist. Source Material: https://www.tandfonline.com/journals/hedp20

Dr. Kou Murayama and Dr. Luise von Keyserlingk join podcast host Dr. Jeff Greene to discuss their recent Educational Psychologist article, “A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate.” Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2473894

Today I am deLIGHTed to share this episode with Dr Maddi Popoola, an Educational Psychologist, Author, podcaster, cofounder of NottAlone In this imperfectly perfect conversation with Maddi, we focus on reimagining education and the concept of belonging in schools. Maddi shared her educational journey from working in 'challenging' UK schools to teaching in Shanghai, where she experienced inquiry-based learning approaches that empowered students. Together we discussed- how current education systems often stifle student motivation and autonomy, particularly through outdated curricula and hyper-individualised approaches that lack community. - Maddi explained self-determination theory's three core constructs of autonomy, competence, and relatedness, and how these are missing in many educational settings. We also explored: - how schools could become more inclusive communities where all students feel seen, heard, and valued, rather than just focusing on behavioural management.Our deep conversation highlighted the tension between systemic changes needed and practical local implementations, with Maddi planning a project to measure and enhance belonging in local schools.Thanks so much, Maddi for your time and insight. I loved every minute of our dialogue and really admire your work.Anybody interested in belonging in school - this conversation is definitely for you! Maddi's website can be found here: https://mp-psychology.co.uk/

Most women who are autistic don't find out until they're sitting in a room watching their child get diagnosed. And then everything clicks.And yet most of them navigated pregnancy and early parenthood without any evidence-based support specific to their experience, often without even knowing why things felt so much harder.In this episode of The Science of Motherhood, Dr Renee White sits down with Dr Abbey Love, Educational Psychologist and Research Fellow at Autism Spectrum Australia, to explore the lived experiences of autistic parents through the perinatal period and the research that led to the creation of the Aspect New Parents Hub. Together they unpack what the evidence actually shows about pregnancy, sensory experience, healthcare barriers and what genuine support can look like.The hub was built on Australian research co-produced with autistic parents themselves, and what they found has real implications for every neurodivergent woman navigating this season.This is Part 1 of The Science of Motherhood's three-part autism series, stay tuned for Parts 2 and 3 coming soon.You'll hear about:Why sensory experiences intensify during pregnancy for neurodivergent womenHow autistic parents shaped the research behind the Aspect hubWhat healthcare providers say gets in the way of delivering good careWhy continuity of care matters so much for neurodivergent familiesHow a birth plan can become a communication and advocacy toolYou don't need a diagnosis to find something useful in this conversation. What Dr Abbey Love and her team found is that neurodivergent parents bring enormous strength and competence to this season, and the gap isn't in them, it's in the support around them.If this episode resonated, share it with someone who might need to hear it. And subscribe so you don't miss the next episode of The Science of Motherhood.Resources & Links

The science of reading has made real progress in how schools think about decoding and language comprehension. But for a significant number of struggling readers, those two buckets don't explain what's getting in the way. Dr. Kelly Cartwright, Spangler Distinguished Professor of Early Child Literacy at UNC Charlotte, has spent her career mapping the territory other reading models leave out — specifically, the role executive functions play in coordinating what skilled readers do.In this conversation, Dr. Cartwright explains what executive functions (EF) actually are, why they matter for every reader and not just students with ADHD, and what her research reveals about the kind of EF interventions that actually move the needle on reading outcomes. She also makes the case that the field's tendency toward dichotomous thinking — decoding over here, comprehension over there — may be leaving a large group of students without the support they need.Check out the video recording of this conversation below, available to full subscribers. Join the community today!Show NotesResearch and Articles (links embedded in title)* Duke, N. K., & Cartwright, K. B. (2021). The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56(S1), S25–S44.* Cartwright, K. B., & Palian, S. R. (2024). Considering Roles of Executive Functions in the Science of Reading: A Meta-Analysis Highlighting Promises and Challenges of Reading-Specific Executive Functions. Educational Psychologist, 59(4), 263–290.* Wagner, R. K., et al. (2021). A Model-Based Meta-Analytic Examination of Specific Reading Comprehension Deficit. Annals of Dyslexia, 71(2), 260–281.* Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Scientific Studies of Reading, 26(3), 204-222.* Chi, M. T. H. (1978). Knowledge structures and memory development. In R. S. Siegler (Ed.), Children's thinking: What develops? (pp. 73–96). Lawrence Erlbaum Associates, Inc.Assessments Mentioned* Graphophonological Semantic Flexibility (GSF) Assessment — freely accessible; measures cognitive flexibility in managing letter-sound and meaning features of words simultaneously (from Chapter 4 of Executive Skills and Reading Comprehension - see below)Books Mentioned (embedded Bookshop links are an affiliate account)* Cartwright, K. B. (2023). Executive Skills and Reading Comprehension: A Guide for Educators (2nd ed.). Guilford Press. (Bookshop) (Guilford Press - download flyer for 25% discount)* Adams, M. J. (1990). Beginning to Read: Thinking and Learning About Print. MIT Press. (Bookshop)* Page, L. This Book Made Me Think of You (Bookshop) — recommended by Kelly Cartwright* Weir, A. Project Hail Mary (Bookshop) — recommended by Matt Renwick* Richtel, M. How We Grow Up (Bookshop) — recommended by Debra CrouchModel Referenced* The Active View of Reading (Duke & Cartwright, 2021) — diagram available via the Reading Research Quarterly article linked above (and below).Full TranscriptMatt RenwickHi, I'm Matt. Welcome to Read by Example, where teachers are leaders, and leaders know literacy. I am excited to have someone that I've been reading about in a pretty specific, but I think important subject area. I'm joined by Kelly Cartwright. Dr. Cartwright is the Spangler Distinguished Professor of Early Child Literacy at the University of North Carolina, Charlotte. She is the author of Executive Skills, Reading and Reading Comprehension, second edition through Guilford. Welcome, Kelly.Kelly CartwrightThank you. I'm so excited to be here with you today.Matt RenwickAnd Debra Crouch, author and co-author of Made for Learning with Brian Camborne, is also here. Excited to see Debra again. Are you in the classroom still, Debra?Debra CrouchNo, not right now. I'm actually supervising a couple of student teachers right now. That's what I'm up to.Matt RenwickAlright, but you were teaching second grade, right?Debra CrouchYes, second and third grade. Both grades.Kelly CartwrightAnd technically, you're in classrooms, so…Debra CrouchYes, always in classrooms.Matt RenwickSame here. Whenever I can get in, it's a treat. So, Kelly, I want to start with curiosity. Executive functions have not been a prominent part of the conversation around reading instruction. What made you think they should be? What about this field captured your interest and focus for your research?Kelly CartwrightThat's a great question. I started out in psychology, but I was interested in how reading works — how reading works in the brain, how our cognitive processes support our ability to read. I was learning about executive functions, learning about the fact that kids, when they are young, are learning to be flexible in thinking about things. It occurred to me that reading is super complex, and it requires that we think about words in lots of ways. I was reading Marilyn Adams' book, Beginning to Read, while in graduate school, and learning about all of these wonderful executive functions, and realizing that kids have to manage a ton. Grown-ups have to manage a ton of things in their heads, and I wondered about this connection. So, I started off my work in the area of looking at cognitive flexibility specific to reading — flexibility in thinking about words, sounds, and meanings — because kids have to think about words in a lot of ways to learn to be good readers, and we do it without thinking about it. Lots of people are looking at it now and realizing that being able to manage your thinking and manage your reading processes is a really important part of being a good reader.Matt RenwickAre you seeing more interest in this due to the world we currently live in, with constant connection and distraction? Do you see that contributing to this interest?Kelly CartwrightMaybe. I think that people are aware of executive functions in the context of special education, or when a child has ADHD in your classroom and the school psychologist has done assessments and says, “This child has a working memory problem,” or, “This child has an inhibition problem.” We've seen more and more diagnoses of executive skill difficulties, like ADHD, over the past few years. Is it connected to technology? I don't have data on that. But I think the piece that we don't always think about is that for a child who has executive skill difficulties, we see evidence that there's a problem — but when everything's going well, and your working memory and flexibility are supporting your reading processes, it's invisible. We don't see them. We see evidence for difficulty, not evidence for success. But being a successful reader means that you have those things in place.Matt RenwickADHD has been referred to as an invisible disability — or difference, however you want to term it — and that resonates with me, because kids don't always demonstrate it. It's often an internal kind of thing.Kelly CartwrightExactly.Matt RenwickYou mentioned executive functions, and I think when people hear that, they sometimes just resort to ADHD as a rule of thumb. But they're different. How would you describe executive functions in a way that's separate from a diagnosis like ADHD, and connects it to what every reader is trying to do?Kelly CartwrightExecutive functions, when you have difficulties with them, people see evidence of those things when you have a child who can't focus, or can't inhibit attention to all the things that are so interesting. But we recruit executive functions in all of our daily activities. Think about going to the supermarket. You need to keep your list of needed items in mind — you don't want to get home without the noodles for the spaghetti — and that's working memory, having to hold all that stuff in your head. You might make a list, but that kind of offloads the thinking onto a piece of paper. And you're still going to have to use it in a flexible way: you're looking at the shelf, you're looking at the list, maybe they don't have the brand you usually buy, or they're out of the fruit you were going to buy, and you have to flex the week's menu. You're also having to use that list to inhibit your attention to the shiny Oreos on the end cap, and not buy the things that are not on the list. That working memory, that cognitive flexibility, that inhibition — they play out in everything we do.In reading, we're building a mental model of text meaning in our head. As I make my way through a text and learn about a new event, or a character does something unexpected, I'm updating my mental model of the text's meaning as I go, while still hanging on to the things I've learned before. That's working memory. While we're doing that, we're also decoding — shifting between word reading and meaning-making constantly. Even as adults, we process all the letters and sounds. If we come upon a multisyllabic word we haven't seen, we're totally using our decoding processes, but we're doing those things under the level of conscious awareness and switching between them, and that takes flexibility. Or coming upon a word like “wind” — W-I-N-D — if you're reading about a mechanical toy, it becomes “wind,” but if you're reading about weather patterns, it's “wind,” and knowing how to flex that vowel pronunciation is another instance of cognitive flexibility specific to reading.Inhibition plays out in reading when you encounter words with multiple meanings, like “jam” and “traffic jam.” You can't think about the sticky stuff you put on toast — you have to only think about the congested traffic. All of those things are happening for skilled readers automatically. We don't notice them. But when children don't have the working memory capacity, they're not able to hold in mind the text pieces they need and supply their prior knowledge in order to make an inference. We can support that kind of thinking — put it on paper, use a graphic organizer like an inference map — but as skilled readers, we often expect kids to have the ability to do the things that we can do. Making inferences is so obvious to us, but it's not obvious when you don't have the ability to hold all the relevant pieces in your mind.Matt RenwickIf I'm reading a novel and trying to keep track of all these characters, I'm not going to pull out a character map — maybe I might, if it's a complex novel. But you're right, we don't reverse ourselves back to when we were learning to read when we teach. That's where these external tools can be really helpful to support that cognition.I personally have a hard time remembering all these different systems — it's hard to visualize. When you teach this, do you use some kind of mental model, metaphor, or imagery to help teachers hold that idea in mind?Kelly CartwrightYou've identified something the field probably needs. Models of reading are starting to incorporate executive functions. Nell Duke and I proposed the Active View of Reading — for those of you listening, maybe we can link this in the show notes. There's a green bubble off to the left that has your executive function and self-regulation abilities, and they are helping drive your ability to recognize words, that word recognition piece, and that language comprehension piece, and your ability to put it all together in service of reading comprehension. That visual heuristic helps teachers to think about the fact that these invisible things actually undergird and support the processes we know readers need. But if I continue to try to teach inference-making in all the typical ways to a child who has working memory difficulties, without thinking about how working memory shows up within reading or how I can support and strengthen those reading-specific working memory skills, then the child may not make the progress I need them to.For kids with ADHD, or adults with ADHD, all of these executive functions show up as difficulties in organization and planning. The child who comes with a backpack that isn't as organized as we'd like — with an executive function difficulty, the organization isn't there, and they may not be able to make that mental model of a text's meaning without concrete support, or a story map, or explicit text structure instruction, so that they can use that heuristic — putting that thinking on the table — to support the working memory where they can't do it all in their head.Matt RenwickI've used the Active View in presentations for school leaders on what they need to know about the science of reading. I'll start with the Simple View, and then go to your Active View, just to show how complex reading really is. And I like where you positioned executive function — before word recognition and language comprehension. I assume that's intentional. If you need executive functioning, you need strategic use of strategies. You can't just teach phonics.Kelly CartwrightYou have to know what to do with the phonics. The Simple View is amazing. It's elegant. It's 40 years old now, which is remarkable, and it has longevity in the field because it provides an amazing heuristic to help teachers understand that reading is more than just loving books. It came out at the height of the whole language movement, when phonics was not favored, and the Simple View does an excellent job of demonstrating that if our phonics knowledge — our ability to recognize words using that phonics knowledge systematically — if it's not there, we are not going to understand what we read. You can't understand what you read if you don't pull the words off the page. But likewise, if you can't understand what people say to you, you're not going to understand what you read.The Simple View does an excellent job with that. It's a great place for teachers to begin to see how that complexity works. But what I've seen in practice is phonics instruction happening over here in this part of the day, and instruction in language comprehension happening over there in that other part of the day, and never the twain shall meet. But when I'm a skilled reader, I'm doing these at the same time, and I'm having to put it all together. The Simple View — and the rope model is similar — shows these two buckets of skills. The rope goes further to say we do weave them together, but it doesn't say how. I think that's where executive functions come in. Executive functions and self-regulation help you to strategically deploy that word recognition knowledge and that language comprehension knowledge and weave them together in service of comprehension — which is a piece that's over and above each of those alone.I like to use the analogy of that old pat-your-head, rub-your-tummy thing we used to do as kids. I can pat my head by itself, just like I can decode — when assessed independently I do well. I can rub my tummy, and I can do well when assessed on language comprehension independently. But if I have to put them together, it requires some third coordination ability that's over and above the individual skills. That bridging or integration is represented in the Active View but isn't represented in the Simple View. The Simple View initially alluded to this idea that kids decode and then comprehend — like a sequential thing — but it's not. It's very much an all-at-the-same-time kind of thing.Matt RenwickYou're multitasking in some ways. It's why reading is so difficult for some kids.Kelly CartwrightAnd for grown-ups when we are tired.Matt RenwickRight — I've hit many mental roadblocks, and I'm like, I need a break, I need to go walk the dog. Movement helps me reset my thinking.We see new resources that are still referring to the Simple View, still framing things as decoding over here, language comprehension over there. Why has this binary been so sticky? Why has the field not progressed to what you're describing?Kelly CartwrightThis is what happens in fields all over the place — it's not just education. We like to group things. Cognitively, we like to sort things into groups. There's the old nature-nurture debate from human development: is a particular trait caused by nature, or is it caused by nurture? People tend to think about that in a really dichotomous way, when the truth is very much intertwined. Even reading disabilities are a great example. Reading disabilities have a heritable component, but environment plays a role too. If you get explicit, systematic phonics instruction, that's going to move the needle in a way that an environmental factor — not getting that instruction — won't.Another example: kids with lower socioeconomic resources tend to have more difficulty with reading, and with executive functions. Experience plays a role; heredity plays a role. It's not a simple either-or. But when we're thinking about doing something super complicated — Louisa Moats characterized teaching reading as rocket science — not only are we having to do all of those things at once as readers, but as an educator, you are having to help little people who have never understood how letters make words. You've got to help them decode, know what the words mean, know how to weave them into phrases and sentences and paragraphs, make mental pictures, make the inferences, deal with syntax and morphology. That's a lot. And so, to be able to group the things that I need to do as an educator into two buckets simplifies things and helps us organize our day. But it may not always be beneficial for students, because we know that multi-component interventions help students learn to do that integration.Matt RenwickI wish we would pay teachers like rocket scientists.Kelly CartwrightHear, hear. I agree.Matt RenwickIn your meta-analysis, you were looking at executive function interventions isolated from reading instruction and then asking: what's the effect? And you found that for EF interventions to be effective, they need to be embedded in reading instruction. You can't do executive functioning interventions in isolation and then expect them to generalize into reading. Why is that, and why does that matter for educators?Kelly CartwrightThere's a super basic study in cognitive psychology called the chess study. What they did was compare children who were chess experts with adults who were chess novices on two tasks: memory for chessboard arrangements, and memory for strings of numbers. Both are memory tasks, but one is specific to an area the kids have experience with and the adults do not. What they found — and this was a big deal at the time — is that the children outperformed the adults on chessboard arrangements. Children are not supposed to have better memory than adults, but they did on chess-specific memory. And on memory for letter strings, the adults outperformed the kids, as we would expect. That illustrates this idea of domain-specific or task-specific cognition: the thinking within that task gets better. Over time, playing chess helped those kids get better and better at remembering chessboard arrangements. That doesn't really relate to reading — I'm not saying go out and have people play chess — but within reading, it's requiring you to do a lot of mental work, a lot of mental gymnastics. Being flexible about pronunciations of words — there's something called “set for variability” — or being able to shift between thinking about words' sounds and words' meanings, or being able to hold aspects of text in mind and update them as you continue to make your way through. That's reading-specific working memory.So, if I'm doing an intervention that helps to strengthen the kinds of reading-specific executive skills, or the way executive skills show up within reading, that's going to help the child's reading — and also their executive skills within reading. But if I put a child over here on a working memory task that looks kind of like that Simon game we used to play as kids, where you're pushing buttons to remember sequences of tones — that's not going to help reading. It might help them remember sequences of colored buttons, but it's not going to transfer. The field went for a while, when executive functions and reading were shown to be related, toward: let's do executive function interventions, have them do computerized tasks, and it will transfer to reading. But we're not seeing that happen, because the work was being done in separate areas. When educators can identify the ways that working memory shows up within reading — like inference-making, or the flexibility we've talked about, or inhibiting inappropriate word meanings for context — and then intervene in those things to strengthen both the executive skills and the reading skills, then both improve.Matt RenwickWhen you talk about that, what comes up for me is “neurons that fire together wire together.” Is that why we see that?Kelly CartwrightI don't have all the data we need yet, but we know that reading interventions strengthen connectivity in the reading network. And we know that executive function networks help to connect up the hubs in the reading network in the brain. In a sense, yes, you're having them fire together — just like an intervention for a child with dyslexia. They need more explicit, systematic phonics instruction to get that letter-word form area in the visual cortex — that part of the brain we repurposed to become reading brain — to build up. When we give them more practice, it improves the connections and the processing. Interventions change brains, yes. But we do need more work to really say definitively, here's study after study. We don't have all of that yet.Matt RenwickI'm thinking about kids who have gone through a very isolated phonics intervention and come out as good word callers, but their comprehension hasn't kept up. It seems like a similar issue — we want the bridging processes, we want to bridge these activities so that kids are fully growing as readers.Kelly CartwrightThat brings up something for me, just thinking about reading difficulties. Dyslexia is one — those kids have word-reading difficulties. But the kids we typically call “word callers,” where they sound like great readers and fly under the radar because they sound awesome — the teacher hears them and thinks everything's going well, and then the end-of-grade assessment comes and they can't comprehend, and you're like, what's going on? Those children are children where executive skills show up as a difficulty. Kids with dyslexia also have executive skill difficulties, in different ways.A recent meta-analysis by Rick Wagner and colleagues at the Florida Center for Reading Research looked at kids with great word-reading ability but surprisingly poor comprehension. Using the Simple View framework, they examined how much word recognition and language comprehension contribute to reading comprehension for these kids. Those two buckets of skills explain about half of the variance in reading comprehension, and what they concluded was: there's got to be something else. We know that these students have executive skill difficulties — study after study shows it. This work matters for educators because, historically, we haven't known what to do with those children. You know what to do when they can't read the words. But when they can read the words and comprehension just isn't happening — executive skill-infused instruction helps these kids in ways that typical instruction sometimes does not.Matt RenwickAnd this is an equity issue. You mentioned that low socioeconomic status has an influence on executive functioning as well. I mean, I'm thinking about schools and their intervention banks — they're almost 100% either language comprehension or word recognition interventions. We are really potentially missing a lot of kids if we're not thinking about executive functioning.Kelly CartwrightAnd you said “either-or,” and that points to some new work that's coming out. I'll point to one particular study — Austin and colleagues out of University of Texas at Austin. They did an intervention study with 4th and 5th graders with dyslexia. One condition had 45-minute intensive phonics lessons — a series of lessons with multisyllabic words — and students learned to decode those words to fluency. The other group, randomly assigned, had 25 minutes of explicit phonics instruction for the same series of lessons, but also 20 minutes of meaning-focused instruction — so they learned what the words meant and were working with the meanings as well as the decoding. And as you might expect, the students with the multi-component intervention — dealing with both the sounds and the meanings of the words — actually outperformed their peers who received phonics alone. It's important to give kids the opportunities to deal with both at the same time.Matt RenwickWhat steps could an interventionist, or a classroom teacher, take to start redesigning core instruction and interventions with executive functions in mind? What might be a first good step or two?Kelly CartwrightOne way that we approach instruction is to put an anchor chart on the board or have an organizational tool for the child on the desk. There are certain graphic organizers that can help take cognitive load for students, and using them in that way — helping kids put the thinking on the table — really supports kids with working memory difficulties.You can also assess cognitive flexibility. I have an assessment — a Graphophonological Semantic Flexibility Assessment — that measures flexibility in thinking about letter sounds and meanings. It shows how well someone can shift back and forth between the word recognition piece and the meaning-focused piece. Kids and adults who are more flexible in considering both sounds and meanings of words are better comprehenders. Word-calling types of kids, kids with dyslexia, are not good at managing both. It's freely accessible, so that's another thing to think about.Fluency is another area. The way we operationalize and measure fluency — we're looking at rate. Rate just means they can decode automatically. Rate doesn't tell us whether they're also managing meaning at the same time. But prosody, or expressiveness, is harder to measure. We don't always measure it, but that's an indicator that they're weaving meaning together with their decoding. The old school thinking is: you get more automatic with word recognition, and it makes mental space for comprehension. But that doesn't mean you fill that space with comprehension if you don't know how. Matt RenwickSo oral reading fluency by itself may not be enough. It's a screener, but we want to investigate further — especially for our right-to-read states where reading fluency is the primary measure.Kelly CartwrightThere are options for examining prosody and expressiveness, but we don't always do that because it's just harder to assess. When I'm talking to students, I'll talk about it as expressiveness, or using your “movie star voices” and putting the feeling in — but you have to know what the text means to put the feeling in the right way.Matt RenwickLet's talk about a harder part of this conversation. You've expressed your position on the popular science of reading discourse. You note in the Active View of Reading article that popular SoR discourse, as currently practiced, may actually be masking complexity in ways that can hurt kids — particularly kids whose reading difficulties don't fit the decoding-or-comprehension frame. The walls come up, egos get hurt, resistance arises. How do you communicate these critiques effectively, so that people are actually hearing them and are willing to be responsive?Kelly CartwrightIt's difficult, because educators have put so, so much time and effort into retooling and learning and understanding. But the science — just like any science — is ever-evolving, and we continue to learn more so we can meet the needs of all learners. If we all share that goal, then we just have to keep working toward figuring out why all learners aren't growing the way we expect them to.If we're teaching word recognition over here and language comprehension over there in different parts of the school day, and not giving students the opportunity to put them together — to bridge them, as we know skilled readers need to do — then that doesn't help them do what they need to do as skilled readers. We're not equipping them in the same way. Like the Austin intervention study with 4th and 5th grade students with dyslexia: the ones who had the opportunity to deal with explicit, systematic phonics instruction and meaning did better on all of the outcome measures than the students who got the explicit systematic phonics instruction alone. If we look at word recognition and language comprehension, we'd say, “Oh, those kids need word recognition!” But the word recognition alone didn't lift them up as much as helping them learn to do that alongside other things. We have to look at the data on the kids and what they need, and try to avoid compartmentalized thinking. We need more work on multi-component interventions.Matt RenwickSharing the research and being a learner yourself. I've found similar results where I've shared a study, and the response is usually not defensive — it's more like, “Okay, I'll think about it,” and then they circle back around and I do see change in their practice. They may not admit that what they did in the past was not as effective, but I would agree: just share the research and be a learner. So, fun question to close things out. What are you reading right now?Kelly CartwrightI always have a fiction book on my bedside table — that's my break at the end of the day. I may only read two sentences and fall asleep, as we do sometimes. A literacy professor friend recommended a book titled This Book Made Me Think of You by Libby Page. It's great — I highly recommend it. I haven't finished it yet, but it's a great book.Matt RenwickI'm writing that down. I am reading Project Hail Mary. It just came out as a movie — science fiction. It's one of those “we gotta save the planet” kind of books. I always try to read the book before I see the movie, because once I see the movie, I picture that person as the character.Kelly CartwrightYou want to develop your own visual imagery — yes.Matt RenwickYes. Debra, what are you reading?Debra CrouchI am reading a book called How We Grow Up by Matt Richtel. It's all about adolescence and all the science and research coming out now about the brain. He's got some really interesting things to say, and he's just a fabulous writer — it doesn't matter what his topic is, I will always read him.Matt RenwickI'll put them in the notes. Well, thank you, Kelly, for being here. This was really informative. You read what someone writes and studies, but to hear them explain it is super helpful. I'm imagining your students really appreciate your instruction. Thank you for being here.Kelly CartwrightThank you so much. It was a pleasure. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

Dr. Marguerite E. Walsh joins podcast host Dr. Jeff Greene to discuss her Educational Psychologist article, “Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2486107

Teachers are burning out. Classrooms are becoming harder to manage. And children are struggling to regulate their emotions in school. In this episode, clinical psychologist Dr Marianne Trent speaks with educational psychologist Dr Adam McCartney about what educational psychologists actually do in schools - and how psychological thinking can help transform behaviour, emotional regulation and staff wellbeing across entire school systems. Using real case studies from UK schools, we explore classroom behaviour challenges, teacher burnout, SEND pressures and practical emotional regulation strategies that help children and teachers thrive. Whether you're an aspiring psychologist, teacher, SEN professional, or simply curious about how schools support children's emotional wellbeing, this episode provides a powerful look at psychology in action.Useful Book Mentioned in the Podcast: Gabor Mate, Hold on to your kids: https://amzn.to/4uhX30iHighlights00:00 Why teacher burnout and behaviour challenges are rising in schools01:21 What educational psychologists actually do in schools04:27 Case study: a school system in crisis and how psychology helped stabilise it06:08 Why role confusion in school staff fuels burnout and conflict09:59 Supporting distressed pupils while stabilising the wider school system13:04 The power of systemic thinking in educational psychology14:38 Why reflective practice is essential for teachers and school leaders17:30 Case study: a “difficult” Year 4 class and emotional regulation19:11 Observing classrooms and understanding teacher dynamics22:14 Teaching emotional literacy through the classroom “corners” strategy25:23 Why teacher relationships regulate children's nervous systems29:04 Why children sometimes seek attention from teachers31:59 Doing better when we know better in education32:03 What education might look like in the age of AI33:32 Why creativity, connection and collaboration will remain essential skillsLinks:Listen to Adam's Podcast, Between Two Psychs: https://www.dradammccartney.com/betweentwopsychs

From youth education in bonsai to elite alpine instruction where people's lives are on the line, Joshua Stewart is an educational psychologist who is applying his expertise to a multitude of projects and disciplines. Even though we've been working with Josh for several years now it took sitting down with him on the podcast to fully understand what exactly he does. Ryan and Josh discuss the process of applying psychology, how he processes information, and how Josh takes his knowledge and observations to create strategies that dramatically impact the individuals and organizations he works with. The tangible outcome of Mirai's collaboration with Josh is undeniable, and has created a template for youth education which continues to guide the way The One Tree Project approaches youth programs and participants.  Beyond the immediate and obvious, this conversation helped us also recognize the breadth of educational psychology and its limitless application across less considered arenas of thought. Could this field potentially contribute to the “subjective” nature of bonsai appreciation? Could educational psychology assist in improving objective judging? Even without a concrete answer, it's pretty clear applying educational psychology to the great conundrums of bonsai couldn't hurt, and might just be able to help explain some of the greater questions we wrestle with. Who knows, maybe we would even gain a better understanding of ourselves in the process. If you enjoyed the episode, be sure to check out Josh's podcast Evidence in the Wild here to hear from other experts and colleagues in his world of educational psychology.

Today I’m joined by the incredible Rajes Harper — an Educational and Developmental Psychologist whose career spans more than two decades of supporting children, families, schools, and communities. Rajes holds a Doctor of Philosophy and a Master of Psychology in Educational and Developmental Psychology from Monash University. Since 2009, she has been a Trainer for Triple P International, teaching health, allied health, and educational professionals around the world how to deliver the Triple P — Positive Parenting Program. Her work has taken her across Australia, the UK, Canada, and Singapore, shaping the way practitioners support families globally. Connect with Rajes here: https://radiantminds.com.au/about-us/ Disclaimer: The content in the podcast is not intended to constitute or be a substitute for professional medical advice, diagnosis or treatment. Always seek the advice of your health care provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have heard on the podcast. Useful links: www.mintclinic.com.au See omnystudio.com/listener for privacy information.

Kgomotso Modise (standing in for Relebogile Mabotja ) speaks to Dr Ken Resnick an Educational Psychologist about raising children as a parent with cognitive or developmental disabilities.702 Afternoons with Relebogile Mabotja is broadcast live on Johannesburg based talk radio station 702 every weekday afternoon. Relebogile brings a lighter touch to some of the issues of the day as well as a mix of lifestyle topics and a peak into the worlds of entertainment and leisure. Thank you for listening to a 702 Afternoons with Relebogile Mabotja podcast. Listen live on Primedia+ weekdays from 13:00 to 15:00 (SA Time) to Afternoons with Relebogile Mabotja broadcast on 702 https://buff.ly/gk3y0Kj For more from the show go to https://buff.ly/2qKsEfu or find all the catch-up podcasts here https://buff.ly/DTykncj Subscribe to the 702 Daily and Weekly Newsletters https://buff.ly/v5mfetc Follow us on social media: 702 on Facebook https://www.facebook.com/TalkRadio702 702 on TikTok: https://www.tiktok.com/@talkradio702 702 on Instagram: https://www.instagram.com/talkradio702/ 702 on X: https://x.com/Radio702 702 on YouTube: https://www.youtube.com/@radio702 See omnystudio.com/listener for privacy information.

The impact of parentification on children Guest:Rivendri Govender,Educational Psychologist by Radio Islam

Dr. Wendy Castillo and Dr. Sarah Gillborn join podcast host Dr. Jeff Greene to discuss their recent Educational Psychologist article, "Leveraging QuantCrit to expose and challenge systemic racism in educational psychology." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2561336

I've come to the conclusion that Sweller's Cognitive Load Theory is the single most important thing for teachers to know – Dylan Wiliam   On this episode Lars speaks with John Sweller, professor emeritus at University of New South Wales in Australia, about the field of cognitive load theory, a research field in educational psychology that John has been developing since the early eighties.  We talk about the cognitive architecture, how working memory and long term memory interact, and how this interaction and its limits make out the foundational insight that is explored in cognitive load theory; how our cognition is shaped by evolution, how David Geary's theory about biologically primary and secondary skills helped John put cognitive load theory into a bigger picture; some of the main effect that have been identified, like element interaction effect, worked examples, redundancy, split attention, and much more.    Recommended books and articles Ashman, G. (2023). A little guide for teachers: Cognitive load theory. Corwin UK. Carlson, J. S., & Levin, J. R. (2007). Educating the evolved mind : conceptual foundations for an evolutionary educational psychology. Information Age Pub. Geary, D. C. (2024). The evolved mind and modern education: Status of evolutionary educational psychology. Cambridge University Press. https://doi.org/10.1017/9781009454858          Geary, D. C. (2008). An evolutionarily informed education science. Educational Psychologist, 43(4), 179–195. https://doi.org/10.1080/00461520802392133  Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.  Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R., J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213–233. Lovell, O. (2020). Sweller's Cognitive Load Theory in Action. John Catt Educational. Paas, F., & Sweller, J. (2012). An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks. Educational Psychology Review, 24(1), 27–45. https://doi.org/10.1007/s10648-011-9179-2 Sweller, J. (2008). Instructional Implications of David C. Geary's Evolutionary Educational Psychology. Educational Psychologist, 43(4), 214–216. https://doi.org/10.1080/00461520802392208 Sweller, J. (2023). The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion. Educational Psychology Review, 35(4). https://doi.org/10.1007/s10648-023-09817-2  Sweller, J. (2024). Cognitive Load Theory and Individual Differences. Learning and Individual Differences, 110(1), 102423–102423. https://doi.org/10.1016/j.lindif.2024.102423  Sweller, J. et al (2024). Response to De Jong et al.'s (2023) paper "Let's talk evidence – The case for combining inquiry-based and direct instruction". Educational Research Review, 42, 100584. https://doi.org/10.1016/j.edurev.2023.100584    ---------------------------- Our logo is by Sveinung Sudbø, see his works on originalkopi.com The music is by Arne Kjelsrud Mathisen, see the facebook page Nygrenda Vev og Dur for more info.  ---------------------------- Thank you for listening. Please send feedback and questions to larsogpaal@gmail.com There is no better way for the podcast to gain new interested listener than by you sharing it with friends, so if you find what we do interesting and useful, please consider doing just that. The podcast is still most in Norwegian, but we have a lot of episodes coming out in English.  Our blogs: https://paljabekk.com/ https://larssandaker.blogspot.com/ Alt godt, hilsen Lars og Pål

Dr. Terrell R. Morton, Dr. Whitney N. McCoy, & Dr. ReAnna S. Roby join podcast host Dr. Jeff Greene to discuss their recent Educational Psychologist article, "Black girl embodied motivation: A critically, race-gender reimagined motivation theory." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2560375

Dette er del to av vår lille innføring i kognitiv belastningsteori, bedre kjent som cognitive load theory (CLT). Selv om teorien først ble formulert på 80-tallet, så er det først i de siste par årene at den begynt å få større oppmerksomhet i utdanningsfeltet.  Vi snakker om de studiene som ledet John Sweller til å utforme teorien, om arbeidsminne og langtidsminne, ulike kilder til kunnskap, evolusjonær psykologi og hvordan Sweller inkluderte David Gearys distinksjon om biologisk primære og sekundære ferdigheter, generelle og domenespesifikke ferdigheter, kritisk tenking, indre og ytre belastning ved læring, og en rekke av de mest sentrale effekter som er kartlagt i CLT, og litt om kritikken som er blitt rettet mot teorien.  I en tredje episode i denne lille serien, som vil komme ut litt etter disse to innføringsepisodene, vil vi også publisere et intervju som Lars gjorde med opphavsmannen til cognitive load theory, John Sweller.    Anbefalinger nevnt i episoden: Willingham, D. T. (2023). Outsmart your brain: Why learning is hard and how you can make it easy. Gallery Books. Ashman, G. (2022). A little guide for teachers: Cognitive load theory. Corwin. Sweller, J. (2008). Instructional implications of David C. Geary's evolutionary educational psychology. Educational Psychologist, 43(4), 214–216. https://doi.org/10.1080/00461520802392208 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1   Annet nevnt i episoden: Jorge Louis Borges, Mannen med den gode hukommelsen, fra samlingen Labyrinter Magnus Karlsens hukommelse blir testet: https://www.youtube.com/watch?v=eC1BAcOzHyY  Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322–330. https://doi.org/10.1016/j.cognition.2010.10.001  Morningside Academy: https://morningsideacademy.org/  Podkasten Sold a Story: https://features.apmreports.org/sold-a-story/    Tidligere Lars og Pål-episoder om relaterte tema:  Episode 149 Den gamle skolen møter ny forskning, med Morten Brattbakk Episode 141 Hva vi har lært om læring så langt Episode 139 Stanislaw Pstrokonski from Education Bookcast Episode 135 Natalie Wexler on the role of knowledge in education Episode 127 Cro-Magnon på skolebenken     ---------------------------- Logoen vår er laget av Sveinung Sudbø, se hans arbeider på originalkopi.com Musikken er av Arne Kjelsrud Mathisen, se facebooksiden Nygrenda Vev og Dur for mer info. ----------------------------    Takk for at du hører på. Ta kontakt med oss på larsogpaal@gmail.com   Det finnes ingen bedre måte å få spredt podkasten vår til flere enn via dere lyttere, så takk om du deler eller forteller andre om oss.  Både Lars og Pål skriver nå på hver sin blogg, med litt varierende regelmessighet. Du finner dem på disse nettsidene: https://paljabekk.com/ https://larssandaker.blogspot.com/   Alt godt, hilsen Lars og Pål

What if the next chapter of your life didn't require more effort, but deeper embodiment and trust in the miracles already unfolding?In this final episode of 2025, Ashley reflects on a year defined by expansion and shares her powerful new word for 2026: embodiment. She opens up about slowing down, grounding into presence, and allowing her work to flow around her life rather than override it. This deeply personal reflection sets the tone for an expansive conversation with returning guest Hazel Ortega, a Master of Miracles, serial entrepreneur, and Educational Psychologist specializing in Vocational Rehabilitation.Hazel returns to the podcast five years after her first appearance to share how her life and impact have grown through intentional manifestation, healing, and unwavering belief. Together, Ashley and Hazel explore what it truly means to dream without limits, shift beyond old stories, and trust the unseen forces guiding us toward our highest potential.Tune in to Episode 298 of Uncover Your Magic for powerful blend of reflection, vision, and activation. Ashley shares her personal shift into embodiment and introduces the creation of the I Am Agency, a new mission-driven venture focused on helping children, teens, and athletes build grounded confidence through mindset and energy work. She also explains why the podcast will evolve in 2026 as she follows this calling with clarity and trust.Hazel expands on the difference between goals, dreams, and miracles, explaining why miracles allow us to dream beyond logic and conditioning. She shares stories from her work with incarcerated individuals, entrepreneurs, and global leaders, illustrating how healing the past and raising energetic frequency accelerates manifestation. Hazel also teaches why drawing your vision, rather than cutting images from magazines, activates the heart instead of the fear-based mind.Throughout the conversation, both women emphasize that manifestation is not about force, hustle, or proving worth. It is about remembering who you are, releasing old narratives, and aligning your thoughts, emotions, and energy with the life you want to live. This episode serves as both a closing of one chapter and an invitation into a more embodied, intentional, and miraculous new year.You don't need to become more to receive more. When you embody who you already are, miracles naturally meet you there.Episode Takeaways (timestamps)00:01 – Ashley introduces embodiment as her word for 2026 and reflects on her personal shift00:08 – Why Hazel Ortega is the perfect guest to close out the year00:26 – The difference between goals, dreams, and miracles00:46 – Why healing the past and raising frequency accelerates manifestation01:10 – Creating a vision from the heart instead of the mindResources:Connect with Hazel: Website • Instagram • FacebookRecommended Reading: From Bounced Checks to Private Jets: The Mastery of Miracles by Hazel OrtegaConnect with Ashley: Website • Instagram • FacebookYour Next Move: Subscribe to the PodcastShare with a Friend: Forward or tag on socialFree Gift: Download your Easy Magical Morning Routine Hosted on Acast. See acast.com/privacy for more information.

I denne og neste episode gir Lars og Pål en middels kort innføring i kognitiv belastningsteori, bedre kjent som cognitive load theory (CLT). Selv om teorien først ble formulert på 80-tallet, så er det først i de siste par årene at den begynt å få større oppmerksomhet i utdanningsfeltet.  Vi snakker om de studiene som ledet John Sweller til å utforme teorien, om arbeidsminne og langtidsminne, ulike kilder til kunnskap, evolusjonær psykologi og hvordan Sweller inkluderte David Gearys distinksjon om biologisk primære og sekundære ferdigheter, generelle og domenespesifikke ferdigheter, kritisk tenking, indre og ytre belastning ved læring, og en rekke av de mest sentrale effekter som er kartlagt i CLT, og litt om kritikken som er blitt rettet mot teorien.  I en tredje episode i denne lille serien, som vil komme ut litt etter disse to innføringsepisodene, vil vi også publisere et intervju som Lars gjorde med opphavsmannen til cognitive load theory, John Sweller.    Anbefalinger nevnt i episoden: Willingham, D. T. (2023). Outsmart your brain: Why learning is hard and how you can make it easy. Gallery Books. Ashman, G. (2022). A little guide for teachers: Cognitive load theory. Corwin. Sweller, J. (2008). Instructional implications of David C. Geary's evolutionary educational psychology. Educational Psychologist, 43(4), 214–216. https://doi.org/10.1080/00461520802392208 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1   Annet nevnt i episoden: Jorge Louis Borges, Mannen med den gode hukommelsen, fra samlingen Labyrinter Magnus Karlsens hukommelse blir testet: https://www.youtube.com/watch?v=eC1BAcOzHyY  Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322–330. https://doi.org/10.1016/j.cognition.2010.10.001  Morningside Academy: https://morningsideacademy.org/  Podkasten Sold a Story: https://features.apmreports.org/sold-a-story/    Tidligere Lars og Pål-episoder om relaterte tema:  Episode 149 Den gamle skolen møter ny forskning, med Morten Brattbakk Episode 141 Hva vi har lært om læring så langt Episode 139 Stanislaw Pstrokonski from Education Bookcast Episode 135 Natalie Wexler on the role of knowledge in education Episode 127 Cro-Magnon på skolebenken ---------------------------- Logoen vår er laget av Sveinung Sudbø, se hans arbeider på originalkopi.com Musikken er av Arne Kjelsrud Mathisen, se facebooksiden Nygrenda Vev og Dur for mer info. ----------------------------  Takk for at du hører på. Ta kontakt med oss på larsogpaal@gmail.com Det finnes ingen bedre måte å få spredt podkasten vår til flere enn via dere lyttere, så takk om du deler eller forteller andre om oss.  Både Lars og Pål skriver nå på hver sin blogg, med litt varierende regelmessighet. Du finner dem på disse nettsidene: https://paljabekk.com/ https://larssandaker.blogspot.com/   Alt godt, hilsen Lars og Pål

Becca and Stephen are joined by Dr Ben Levy who is and Educational Psychologist and magician who has developed a framework to enhance pupil engagement and performance. They discuss the 5 aspects of the framework and how it can be applied in early years environments.

For this week's Kids Health Check, Ciara Doherty is joined by Dr Elaine McCarthy, Senior Child and Educational Psychologist, to discuss what to do if your child has an emotional outburst after getting home from school…

Dr. Dionne Cross Francis and Dr. Francesca López join podcast host Dr. Jeff Greene to discuss their recent Educational Psychologist article, "A humanizing approach to race-focused research in educational psychology." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2561336

Dr. Christina Barbieri and Dr. Jessica Rodrigues join podcast host Dr. Jeff Greene to discuss their Educational Psychologist article, “Leveraging cognitive load theory to support students with mathematics difficulty." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2486138

Infants and children can experience brain injuries in many ways.What signs can parents keep an eye out for and what can you do to prevent traumatic brain injuries (TBIs)? Tune in to hear Jessica talk about childhood brain injuries with Dr. Sue Wolf, an Educational Psychologist with Empowerment Research. Learn about causes, signs, prevention, and recovery. Host:Jessica Stewart-Gonzalez is the Chief of the Office of Children's Health at the Arizona Department of Health Services. She is married, has two young children, and loves reading (anything except parenting books!) and watching movies and TV.  She enjoys spending time with her kids (when they aren't driving her crazy) and celebrating all of their little, and big, accomplishments. Jessica has been in the field of family and child development for over 20 years, focused on normalizing the hard work of parenting and making it easier to ask the hard questions.Links: Strong Families AZHost: Jessica Stewart-GonzalezGuest: Dr. Sue WolfEmpowerment ResearchEncircle FamiliesBrain Injury Association of ArizonaAZ Department of Education: TBI Training 

Dr. Samantha G. Daley joins podcast host Dr. Jeff Greene to discuss her Educational Psychologist article, “Universal design of educational psychology? Improving theory and application by focusing on students with disabilities." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2441661

"I'm no Psychologist - there's some who will insist."This segment of PSYCHOTIC BUMP SCHOOL was taken from Episode #203 originally broadcasted on May 30, 2022.DR CANDACE ELAINE, Clinical Psychologist/Consultant/Wellness Coach in Southern California (left bottom) & DR CHASE MOORE, Educational Psychologist in Northern California (center bottom) are joined by Houston Psychiatrist DR ALLISON McDADE (right bottom) to conclude the discussion about the late KEVIN SAMUELS (March 13, 1969 – May 5, 2022).

Youth Talk with Bibi Ayesha:Adoption & fostering Guest: Rivendri Govender, Educational Psychologist by Radio Islam

Dr. Ben Heddy and Dr. Alyssa Emery join podcast host Dr. Jeff Greene to discuss their Educational Psychologist article, “Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research." Source Material: https://www.tandfonline.com/doi/full/10.1080/00461520.2025.2511707

It has been a six-lesson day and there are still lots of jobs to do, but it's time for an afternoon of professional development. This time you'll be learning about managing student cognitive load. You hope to high heaven that the facilitator doesn't fall victim to the ultimate irony... cognitively overloading you! In this episode, I talk about cognitive load theory, and how I went about addressing it in professional development. Literature etc. I consulted for this episode includes: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4  Ward, M. & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7(1), 1-39. Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205 Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1 Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2 If you have a topic you would like covered, write to me: hello@spongeeducation.com. Visit the website: https://www.spongeeducation.com.

ADHD in early childhood can be difficult to recognise, and many parents have questions about what's typical behaviour and what might need further support. In this episode of the My Baba podcast, host Ellie Thompson speaks with Dr Sasha Hall, a Senior Educational Psychologist with over 19 years' experience in the education system, about the early signs of ADHD in little ones, and the important role schools play in the diagnosis journey. About Dr Sasha Hall Dr Sasha Hall is a Senior Educational Psychologist with over 19 years of experience in the education system. She began her career as a nursery nurse before moving into primary teaching, later embarking on a professional doctorate in Education and Child Psychology in 2010. Sasha now divides her time between working as a Senior Educational Psychologist for a local authority and running her own private practice. Alongside this, she is the Lead Visitor for the HCPC and a guest lecturer and fieldwork tutor at several of London's leading universities. Follow Dr Hall on Instagram: @_drhall_ Email us at info@mybaba.com Follow us on Instagram @mybabainsta and @mybabagram Show notes Follow Dr Hall on Instagram: @_drhall_ What is My Baba? My Baba provides the daily scoop on family, food and lifestyle - we're not just experts at all things parenting. Visit mybaba.com  The Content on this podcast is provided by My Baba and represents our sole opinions and views. For more information on our terms and conditions please refer to the website: https://www.mybaba.com/terms-conditions/

Welcome back! Sorry for our long hiatus. In this episode, Clark and Matt explore GENERATIVE LEARNING. Early on, Clark brings up Craik and Lockhart's research about how information is processed on different levels (Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.) The paper can be found here. Throughout the podcast we talk about our colleagues and friends, John Sweller and Paul Kirschner several times. Some of the references we allude to are: LDA Podcast. (2024, January 25). The “What the Skills” Episode. Interview with Paul Kirschner by Matthew Richter. https://ldaccelerator.com/podcast. Sweller, J. (2016). Cognitive Load Theory: What We Learn and How We Learn. In M. Spector, B. Lockee, & M. Childress (Eds.), Learning, design, and technology (pp. 1–28). Springer. https://doi.org/10.1007/978-3-319-17727-4_50-1 Sweller, J., van Merrienboer, J.J.G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. Another hero of ours is Richard Mayer. A favorite source from Rich, along with his long-time colleague and our LDA friend, Ruth Clark, is: Clark, R. C., & Mayer, R. E. (2024). E‑Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (5th ed.). Wiley. Clark relays a story of working with Kathy Fisher during his time as a graduate student, discussing her use of semantic networking with biology students to help them represent their understandings: Fisher, K. (1992). Semantic networking: the new kid on the block. In P. A. M. Kommers, D. H. Jonassen, & J. T. Mayes (Eds.) Mindtools: Cognitive Technologies for Modelling Knowledge. Berlin: Springer-Verlag. At one point we discuss the human information processing loop. While Sweller (and Kirschner) are super explainers of the Loop– as John refers to it, a part of the cognitive architecture, others have come before... Atkinson, R.C.; Shiffrin, R.M. (1968). Human Memory: A Proposed System and its Control Processes. Psychology of Learning and Motivation. Vol. 2. pp. 89–195. doi:10.1016/S0079-7421(08)60422-3 Baddeley, A. D., & Hitch, G. J. (1974). Working Memory. In G. A. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47-89). New York: Academic Press.  Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158  Sweller and Kishner soon come up again, but this time with their co-author, Richard Clark, during a heated discussion of their groundbreaking (and Matt favorite) paper about the issues with constructivist learning called “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching” which can be found here: Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1 Next, we discuss how to confirm whether the learners are able to retrieve the information being conveyed to them. Clark shares the work of teacher and cognitive scientist, Pooja Aggerwal: Agarwal, P.K. (2019). Retrieval Practice & Bloom's Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? Journal of Educational Psychology, Vol. 111 (2), 189–209. We hope you enjoy!

Dr. Jeff Vomund joins host Dr. Jeff Greene to discuss his Educational Psychologist article, "The promise and process of adaptive teacher empathy to support equity in diverse classrooms." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2418070

This is the July episode of the Aussie Book Club where our Australian colleagues discuss one article in depth once a month. This month the article discussed is below:Kirschner, P. A., Sweller, J., Clark, R. E., Kirschner, P. A., & Clark, R. E. (2010). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructuvist, Discovery, Problem-Based, Experimental, and Inquiry-Based Teaching. Educational Psychologist, 42(2), 75-86.

Dr. Robert William Danielson joins host Dr. Jeff Greene to discuss his Educational Psychologist article, "The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2365628

Lauren Berlin is a Parent Success Catalyst, Certified Coach, Board-Certified Behavior Analyst, and Educational Psychologist with over twenty years of experience helping families thrive. Lauren is a go-to resource for parents seeking practical science-backed strategies such as mindful parenting, effective communication, and stress management.  Today Lauren and Julie discuss how to have difficult conversations, resolve conflict, and handle client problems with grace and clarity.  Learn more about Lauren laurenberlincoaching.com Contact Julie at theveterinarylifecoach.com

Episode 3: Unpacking why people brush off weather warnings, how our thinking plays a role Relebogile Mabotja speaks to Dr Tshepiso Matentjie an Educational Psychologist and Life Coach, Matentjie Consulting unpacking why people brush off weather warnings, how our thinking plays a role, and what simple steps we can take to stay safe and avoid unexpected costs. 702 Afternoons with Relebogile Mabotja is broadcast live on Johannesburg based talk radio station 702 every weekday afternoon. Relebogile brings a lighter touch to some of the issues of the day as well as a mix of lifestyle topics and a peak into the worlds of entertainment and leisure. Thank you for listening to a 702 Afternoons with Relebogile Mabotja podcast. Listen live on Primedia+ weekdays from 13:00 to 15:00 (SA Time) to Afternoons with Relebogile Mabotja broadcast on 702 https://buff.ly/gk3y0Kj For more from the show go to https://buff.ly/2qKsEfu or find all the catch-up podcasts here https://buff.ly/DTykncj Subscribe to the 702 Daily and Weekly Newsletters https://buff.ly/v5mfetc Follow us on social media: 702 on Facebook https://www.facebook.com/TalkRadio702 702 on TikTok: https://www.tiktok.com/@talkradio702 702 on Instagram: https://www.instagram.com/talkradio702/ 702 on X: https://x.com/Radio702 702 on YouTube: https://www.youtube.com/@radio702 See omnystudio.com/listener for privacy information.

In this episode we explores the impact of perfectionism on exam anxiety, particularly among neurodivergent individuals. Dr. Tracey Donachie, a lecturer in sports and exercise psychology, discusses the components and prevalence of perfectionism, highlighting its psychological and behavioral effects. Maciej Matejko, from the Re-Star Project, shares his perspective on perfectionism in relation to autism, while consultant Julia Gudinchet offers strategies for managing perfectionistic tendencies in individuals with ADHD and autism. The episode provides valuable insights and practical advice for educators and students to foster healthier attitudes towards achievement. Find out more: Dr Tracy Donachie: https://www.ncl.ac.uk/psychology/people/profile/tracydonachie.html Julia Gudinchet, Sunflower Autism Consultancy: https://sunflowerautismconsultancy.co.uk Pomodoro Technique: https://changingstatesofmind.libsyn.com/how-effective-is-the-pomodoro-technique RE-STAR project (Maciej Matejko): https://www.kcl.ac.uk/research/re-star Time Stamps: Expert Insight on Perfectionism (00:01:15)   Dr. Tracey Donachie discusses her extensive experience with managing exam stress and perfectionism & explains two main components of perfectionism: high standards and self-criticism. Prevalence of Perfectionism (00:02:58)   Discussion on the rising rates of socially prescribed perfectionism among students and its debilitating effects. Good vs. Bad Perfectionism (00:06:00)   Exploration of the spectrum of perfectionism, distinguishing between striving for excellence and harmful perfectionism. Long-Term Psychological Effects (00:07:39)   Discussion on burnout and other psychological issues linked to chronic perfectionism. Impact Beyond Academics (00:09:31)   Perfectionism's effects on sports, body image, and interpersonal relationships are examined. Strategies for Teachers (00:13:49)   Recommendations for teachers to help students manage perfectionism and foster a growth mindset. Advice for Students During Exam Season (00:16:15)   Practical tips for students to combat perfectionism during high-stress exam periods.  Understanding Autism and Perfectionism (00:19:00)   Discussion on autism and its relationship with perfectionism, featuring insights from Maciej. Understanding Perfectionism in Neurodivergent Individuals (00:20:02)   Discussion on how perfectionism can stem from positive qualities but become problematic, especially for neurodivergent individuals. Perfectionism as a Coping Mechanism (00:22:20)   Exploration of how perfectionism can serve as a response to social difficulties and low self-esteem. Personal Experiences with Perfectionism (00:23:36)   Insights into the speaker's personal struggles with perfectionism and its draining effects. Advice on Managing Perfectionism (00:29:30): Changing Relationships with Failure (00:30:09)  , Exploring Interests to Reduce Pressure (00:32:14), The Need for Recovery Time (00:34:17), Exploring Neurodiversity (00:35:15), Seeking Mental Health Support (00:38:02)   Final Thoughts on Perfectionism (00:40:07)   Reflection on the need to help students foster a healthy relationship with failure and imperfection.

Quinton Adams has been building informal houses in Freedom Farm, Cape Town for 15 years. He joins Mike Wills to share the story behind The Backyard Varsity – a bold and unconventional skills training programme that equips young people with practical construction and leadership skills while restoring dignity through decent housing. With more than 500 youth trained, over 120 shacks rebuilt, and partnerships with global universities, The Shackbuilder is redefining education, one shack at a time. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

Youth Talk with Bibi Ayesha:Help! My child is a bully Guest: Gavin Frank, Educational psychologist by Radio Islam

Mums and their daughters Guest: Nabeela Gangat, Educational Psychologist by Radio Islam

Dr. Christine Lee Bae and Dr. John Fife join host Dr. Jeff Greene to discuss their Educational Psychologist article, "Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2370549

Aubrey converses with Dr Ken Resnick, Educational Psychologist and Founder of the SmartChoiceParenting Programme, about choosing your subject for Grade 10 to Grade 12. How do parents’ guide their kids through choosing subjects? What shapes a learner’s ability to choose the right subjects and does our education system support the wide range of interests young people have today, like digital art or AI?See omnystudio.com/listener for privacy information.

 "It's not just about accessing education—parents want more than that for their kids. A lot of times, they want to know what can make their children thrive." —Bethany Deniz"There was just this big web, and we lost a year to two years with kids missing intervention. And what we know developmentally is that kids need it early, and they need it often." —Annalise PuentesLearning differences are not roadblocks but pathways to extraordinary understanding and growth. When we shift from seeing challenges as limitations to viewing them as opportunities, we unlock a child's true capacity for brilliance.Bethany Deniz and Annalise Puentes are school psychologists turned entrepreneurs who have dedicated their careers to transforming how families and educators approach learning differences. With over a decade of experience in public education and private practice, they specialize in comprehensive psychological assessments and empowerment strategies for children and families.Tune in as Heather, Annalise, and Bethany explore the transformative power of understanding learning differences, common special education challenges, the impact of technology on neurodivergent children, early intervention strategies, parental advocacy, and creating supportive educational environments that celebrate each child's unique cognitive profile.Connect with Heather: WebsiteFacebook InstagramLinkedInEpisode Highlights:01:32 Bethany and Annalise: Forming a Business Partnership07:42 Transitioning to Private Practice12:41 Services Offered 16:30 Challenges in the Education System26:39 The Impact of Tech on Children with ADHD31:53 Advocating for Children with Disabilities 34:26 The Importance of Social ConnectednessConnect with Annalise and Bethany: Annalise Puentes is a Licensed Educational Psychologist with a passion for empowering students, educators, and families. As a practicing Educational Psychologist in Sonoma County, her focus has been in psychoeducational assessments, behavior support, and staff training. She has worked with a wide range of students from preschool through age 22 in the public, non-public, and private school settings. Email: annalise@empoweredpsychservices.com Bethany Deniz is a Licensed Educational Psychologist dedicated to supporting the academic and emotional growth of students. Bethany has a breadth of experience in private, non-public, and public school settings, as well as private practice in assessing students with learning, developmental, and social-emotional disabilities. Her expertise is in identifying specific learning disabilities, consultations, and training with parents and staff.Email: bethany@empoweredpsychservices.com Connect with EmpowerED Educational Psychology Services: WebsiteInstagramSupport the show

Dr. Rachael Gabriel and Dr. Francesca López join host Dr. Jeff Greene to discuss their Educational Psychologist article, "The role of asset-based pedagogy in an interactive view of reading." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2394031

Dr. Elena Forzani joins host Dr. Jeff Greene to discuss her Educational Psychologist article, "Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2418400

Dr. Courtney Hattan and Dr. Panayiota Kendeou join host Dr. Jeff Greene to discuss their Educational Psychologist article, "Expanding the science of reading: Contributions from educational psychology." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2418048

Dr. Canmei Xu and Dr. Dieter Baeyens join host Dr. Jeff Greene to discuss their Educational Psychologist article, "The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2024.2315527#abstract

⭐️ Join the School for School Counselors Mastermind to build a "stress-less" careerIn this episode of the School for School Counselors podcast, host Steph Johnson addresses an issue many school counselors face: the overwhelming number of "urgent" student requests. She argues that constantly "saving the day" might actually hurt student development and introduces a framework for triaging student concerns. Drawing on research by Ryan and Deci on self-determination theory, she emphasizes the importance of fostering student autonomy for psychological well-being. Steph outlines key questions counselors can use to decide when to intervene or step back, aiming to balance immediate support needs with opportunities for student growth. The episode also touches on strategies for explaining this approach to school staff, keeping professional fluency, and joining the School for School Counselors Mastermind group to discuss and refine these practices.00:00 Introduction: The Overwhelmed School Counselor00:49 Welcome to the Podcast01:48 The Problem with Being a Superhero Counselor07:13 The Importance of Student Autonomy13:03 A Framework for Triage in School Counseling20:15 Implementing Autonomy Supportive Strategies28:45 Building Professional Fluency30:37 Conclusion and ResourcesLink to Decision-Making Question List**********************************Resources:Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems-level change. Journal of Educational and Psychological Consultation, 25(2-3), 160-177.Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Routledge.Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (8th ed.). Pearson.Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175.Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159-188.**********************************Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.Hang out in our Facebook groupJump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)Join the School for School Counselors MastermindThe Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!Did someone share this podcast with you? Be sure to subscribe for all the new episodes!!

In today's episode, we're exploring why mindset coaching isn't just a nice-to-have—it's essential for those serious about growth and personal success. Too often, people view coaching as an indulgence, something reserved for a select few. But in reality, it's a powerful tool that everyone can leverage to overcome self-limiting beliefs, elevate resilience, and unlock new levels of well-being.   We'll dive into the science and research that highlight how coaching and mindset work impact mental wellness and long-term satisfaction. From studies on growth mindsets by Stanford's Dr. Carol Dweck to insights into sustainable happiness, we're breaking down how regular self-development practices can help us achieve far more than we thought possible.   By the end of this episode, you'll understand why prioritizing mindset coaching is one of the best investments you can make in yourself. Whether you're just getting started with personal development or looking for a deeper dive into your goals, this episode offers insights and practical takeaways you won't want to miss.     WHAT YOU'LL LEARN IN THIS EPISODE: The misconceptions about mindset coaching and why it's more accessible than people think How a growth mindset helps build resilience and open doors to new opportunities Real-life examples and research that show how mindset shifts impact success Why making personal growth a priority can transform every area of your life, from career to relationships Practical tips to start integrating mindset coaching practices into your routine How to reframe personal development as a long-term investment rather than a short-term expense   Remember, personal growth isn't about perfection; it's about progress. By choosing to invest in your mindset, you're setting yourself up for a more fulfilling, balanced, and successful life. If you enjoyed this episode, please share it with someone who could benefit from this perspective. Don't forget to subscribe, leave a review, and stay tuned for more episodes that support you on your journey to living a life of purpose and possibility. References: 1. Stanford University and the Power of a Growth Mindset Reference: Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. Carol Dweck, a professor of psychology at Stanford, pioneered research on the growth vs. fixed mindset, showing that individuals who adopt a growth mindset—believing their abilities can develop with effort—tend to be more resilient and achieve higher levels of success across multiple areas of life. Further Reading: For more detailed studies, see "Implicit Theories and Achievement Goals" in The Handbook of Competence and Motivation (Elliot & Dweck, Eds.) and Dweck's Psychological Science publications.   2. Benefits of Regular Mental Wellness Practices Reference: American Psychological Association. (2017). The Role of Psychology in Achieving Health Equity.  Research from the APA highlights that engaging in consistent mental wellness activities—like mindset coaching, therapy, and self-reflective practices—correlates with improved emotional regulation, resilience, and overall mental well-being. The APA frequently reports on these topics, emphasizing the positive impacts of self-reflective practices and coaching on productivity, mental health, and stress management.   3. Impact of Belief Systems on Outcomes and Well-Being Reference: Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. This study illustrates how challenging limiting beliefs about self-worth or capabilities can significantly impact personal and professional success. Individuals who reshaped these beliefs and adopted positive self-views were able to perform better in multiple life domains. Further Reading: Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.   4. Mindset Coaching and Long-Term Benefits for Well-Being Reference: Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111–131. This research shows how mindset coaching and similar self-development techniques contribute to long-term happiness and personal growth. It emphasizes that sustainable well-being comes from changes in thinking patterns, which mindset coaching effectively addresses. Further Reading: Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-Being. Free Press. READY TO TAKE IT TO THE NEXT LEVEL?   If you're craving a transformative experience to reconnect with yourself and realign your life, join us for the Costa Rica Reinvention Retreat this March! This immersive retreat is designed to help you break free from the old routines holding you back, gain clarity on your next chapter, and embrace a renewed sense of purpose—all in the breathtaking surroundings of Costa Rica. Connect with a community of like-minded women, engage in guided workshops, and enjoy moments of relaxation and adventure. Spots are filling up quickly, so click here to reserve yours!   If you're ready to take your mindset transformation to the next level, consider joining my new & improved private coaching program! This program is designed to help you break through limiting beliefs, build sustainable confidence, and create a life that aligns with your true potential. With personalized support, proven strategies, and actionable tools, this one-on-one experience is perfect for anyone serious about prioritizing their growth and success. Spots are limited, so if you're interested, click here to learn more and schedule a consult today!   Use the power of meditation to shift your mindset, reduce overwhelm, and gain clarity in your personal and professional life. Download the Fall into Alignment Meditation Bundle today and create the mental space needed to achieve your goals!    

Dr. Cara Singh and Dr. Krista Muis join host Dr. Jeff Greene to discuss their Educational Psychologist article, "An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2023.2294881

Dr. Ji Hong, Dr. Dionne Cross Francis, & Dr. Paul A. Schutz join host Dr. Jeff Greene to discuss their Educational Psychologist article, "Reconceptualizing teacher identity development." Source material: https://www.tandfonline.com/doi/full/10.1080/00461520.2023.2292713