Editing Educational psychology (section)

===1920–present===
The number of people receiving a high school and college education increased dramatically from 1920 to 1960.<ref name="zimmerman2"/> Because very few jobs were available to teens coming out of eighth grade, there was an increase in high school attendance in the 1930s.<ref name="zimmerman2"/> The progressive movement in the United States took off at this time and led to the idea of [[progressive education]]. John Flanagan, an educational psychologist, developed tests for combat trainees and instructions in combat training.<ref name="zimmerman2"/> In 1954 the work of Kenneth Clark and his wife on the effects of segregation on black and white children was influential in the Supreme Court case [[Brown v. Board of Education]].<ref name="hergenhahn"/> From the 1960s to present day, educational psychology has switched from a behaviorist perspective to a more cognitive-based perspective because of the influence and development of [[cognitive psychology]] at this time.<ref name="zimmerman2"/>

====Jerome Bruner====

[[Jerome Bruner]] is notable for integrating [[Jean Piaget|Piaget]]'s [[cognitive]] approaches into educational [[psychology]].<ref name="zimmerman2"/> He advocated for [[discovery learning]] where teachers create a [[problem solving]] environment that allows the student to question, [[explore]] and experiment.<ref name="zimmerman2"/> In his book ''[[The Process of Education]]'' Bruner stated that the structure of the material and the [[cognitive]] abilities of the person are important in [[learning]].<ref name="zimmerman2"/> He emphasized the importance of the subject matter. He also believed that how the subject was structured was important for the student's understanding of the subject and that it was the goal of the teacher to structure the subject in a way that was easy for the student to understand.<ref name="zimmerman2"/> In the early 1960s, Bruner went to [[Africa]] to teach math and science to school children, which influenced his view as schooling as a [[cultural]] institution. Bruner was also influential in the development of MACOS, [[Man: A Course of Study|Man: a Course of Study]], which was an educational program that combined [[anthropology]] and [[science]].<ref name="zimmerman2"/> The program explored [[human evolution]] and [[social behavior]]. He also helped with the development of the head start program. He was interested in the influence of culture on education and looked at the impact of poverty on educational development.<ref name="zimmerman2"/>

====Benjamin Bloom====

[[Benjamin Bloom]] (1903–1999) spent over 50 years at the [[University of Chicago]], where he worked in the department of education.<ref name="zimmerman2"/> He believed that all students can learn. He developed the [[taxonomy of educational objectives]].<ref name="zimmerman2"/> The objectives were divided into three domains: cognitive, affective, and psychomotor. The cognitive domain deals with how we think.<ref name=clark>Clark, D. (n.d.). Bloom's taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html</ref> It is divided into categories that are on a continuum from easiest to more complex.<ref name="clark"/> The categories are knowledge or recall, comprehension, application, analysis, synthesis, and evaluation.<ref name="clark"/> The affective domain deals with emotions and has 5 categories.<ref name="clark"/> The categories are receiving phenomenon, responding to that phenomenon, valuing, organization, and internalizing values.<ref name="clark"/> The psychomotor domain deals with the development of motor skills, movement, and coordination and has 7 categories that also go from simplest to most complex.<ref name="clark"/> The 7 categories of the psychomotor domain are perception, set, guided response, mechanism, complex overt response, adaptation, and origination.<ref name="clark"/> The taxonomy provided broad educational objectives that could be used to help expand the curriculum to match the ideas in the taxonomy.<ref name="zimmerman2"/> The taxonomy is considered to have a greater influence internationally than in the United States. Internationally, the taxonomy is used in every aspect of education from the training of the teachers to the development of testing material.<ref name="zimmerman2"/> Bloom believed in communicating clear learning goals and promoting an active student. He thought that teachers should provide feedback to the students on their strengths and weaknesses.<ref name="zimmerman2"/> Bloom also did research on college students and their problem-solving processes. He found that they differ in understanding the basis of the problem and the ideas in the problem. He also found that students differ in process of problem-solving in their approach and attitude toward the problem.<ref name="zimmerman2"/>

====Nathaniel Gage====

[[Nathaniel Gage]] (1917–2008) is an important figure in educational psychology as his research focused on improving teaching and understanding the processes involved in teaching.<ref name="zimmerman2"/> He edited the book ''Handbook of Research on Teaching'' (1963), which helped develop early research in teaching and educational psychology.<ref name="zimmerman2"/> Gage founded the Stanford Center for Research and Development in Teaching, which contributed research on teaching as well as influencing the education of important educational psychologists.<ref name="zimmerman2"/>