Editing Educational psychology (section)

===Teaching===

[[Image:FinnGerberBoydZaharias2005.png|right|thumb|A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation of students from low-income families.<ref name=finn>Finn, J.D.; Gerber, S.B.; Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. ''Journal of Educational Psychology'', 97, 214–33.</ref>]]
Research on [[classroom management]] and [[pedagogy]] is conducted to guide teaching practice and form a foundation for teacher education programs. The goals of classroom management are to create an environment conducive to learning and to develop students' self-management skills. More specifically, classroom management strives to create positive teacher-student and peer relationships, manage student groups to sustain on-task behavior, and use counseling and other psychological methods to aid students who present persistent psychosocial problems.<ref name=emmer>Emmer, E.T. & Stough, L.M. (2001). Classroom management: A critical part of educational psychology with implications for teacher education. ''Educational Psychologist'', 36, 103–12.</ref>

Introductory educational psychology is a commonly required area of study in most North American teacher education programs. When taught in that context, its content varies, but it typically emphasizes learning theories (especially cognitively oriented ones), issues about motivation, assessment of students' learning, and classroom management. A developing [[b:Contemporary Educational Psychology|Wikibook about educational psychology]] gives more detail about the educational psychology topics that are typically presented in preservice teacher education.
* [[Special education]]
* [[Secondary education in the United States|Secondary Education]]
* [[Lesson plan]]