TY - JOUR
T1 - Conversations with Three Highly Productive Educational Psychologists
T2 - Richard Anderson, Richard Mayer, and Michael Pressley
AU - Kiewra, Kenneth A.
AU - Creswell, John W.
N1 - Funding Information:
Richard Mayer is professor of psychology, University of California, Santa Barbara. Mayer’s chief focus is problem solving. He has examined how instructional variables such as advance organizers (Mayer, 1982), repetition (Bromage and Mayer, 1986), questions (Sagerman and Mayer, 1987), note taking (Shrager and Mayer, 1989), illustrations (Mayer and Gallini, 1990), and animation (Mayer and Anderson, 1992) influence problem solving in content areas such as science, math, and computer programming. Mayer has received over four million dollars in grant funding to support his research. He has authored texts on problem solving (Mayer, 1992), cognitive psychology (Mayer, 1981), computer programming (Mayer, 1980a, 1986), learning and memory (Tarpy and Mayer, 1978), critical thinking (Mayer & Goodchild, 1995), and educational psychology (Mayer, 1987, 1999).
PY - 2000
Y1 - 2000
N2 - This article seeks to answer the question, "What factors characterize highly productive educational psychologists?" Using qualitative research methods, we identified three top scholars in educational psychology - Richard Anderson, Richard Mayer, and Michael Pressley - and examined factors that influence their work. Although each scholar had a distinctive trademark characteristic, they had much in common. Each had an impressive lineage, gravitated to centers of excellence, was guided by routine, contributed significantly to educational service, pursued outside interests, strived for clarity in writing, collaborated heavily and effectively with students, and shared the same guiding philosophy regarding scholarly productivity. The article concludes with advice to budding educational psychologists and with unanswered questions that perhaps merit further research.
AB - This article seeks to answer the question, "What factors characterize highly productive educational psychologists?" Using qualitative research methods, we identified three top scholars in educational psychology - Richard Anderson, Richard Mayer, and Michael Pressley - and examined factors that influence their work. Although each scholar had a distinctive trademark characteristic, they had much in common. Each had an impressive lineage, gravitated to centers of excellence, was guided by routine, contributed significantly to educational service, pursued outside interests, strived for clarity in writing, collaborated heavily and effectively with students, and shared the same guiding philosophy regarding scholarly productivity. The article concludes with advice to budding educational psychologists and with unanswered questions that perhaps merit further research.
KW - Educational psychology
KW - Expertise
KW - Scholarly productivity
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U2 - 10.1023/A:1009041202079
DO - 10.1023/A:1009041202079
M3 - Article
AN - SCOPUS:0034421513
SN - 1040-726X
VL - 12
SP - 135
EP - 161
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 1
ER -