Individual differences |
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Careers in educational psychology
Education and training
A person may be considered an educational psychologist after completing a graduate degree in educational psychology or a closely related field. Universities establish educational dissertation psychology graduate programs in either psychology departments or, more commonly, faculties of education.
Educational psychologists work in a variety of settings. Some work in university settings where they carry out research on the cognitive and social processes of human development, learning and education. Educational psychologists may also work as consultants in designing and creating educational materials, classroom programs and online courses.
Educational psychologists who work in k-12 school settings (called school psychologists in the United States) are trained at the masters and doctoral levels. In addition to conducting assessments, school psychologists provide services such as academic and behavioral intervention, counseling, teacher consultation, and crisis intervention.
In the UK, status as a Chartered Educational Psychologist is gained by completing:
- an undergraduate degree in psychology permitting registration with the British Psychological Society
- two or three years experience working with children, young people and their families.
- a three-year professional doctorate in educational psychology.
The previous requirement to train and work for two years as a teacher has now been abandoned.
Employment for psychologists in the United States is expected to grow faster than most occupations through the year 2014, with anticipated growth of 18-26%. One in four psychologist are employed in educational settings. In the United States, the median salary for psychologists in primary and secondary schools is $58,360 as of May 2004.
In recent decades the participation of women as professional researchers in North American educational psychology has risen dramatically. The percentage of female authors of peer-reviewed journal articles doubled from 1976 (24%) to 1995 (51%), and has since remained constant. Female membership on educational psychology journal editorial boards increased from 17% in 1976 to 47% in 2004. Over the same period, the proportion of chief editor positions held by women increased from 22% to 70%.
|This page uses Creative Commons Licensed content from Wikipedia (view authors).|
<ref>tags exist, but no
<references/>tag was found