Center for Psychology in Schools and Education (CPSE) update

New teaching modules examine the psychology behind teaching practices and a new module on teacher stress is coming soon, along with research-based practices for third-grade teachers

Teaching modules (application of psychological science to teaching and learning)

An APA task force identified the psychological science behind 10 areas of teacher practice and has developed an online module for each topic that includes: An Overview of the Topic, Dos and Don’ts, Evidence and Explanation, FAQs, For Whom Do the Interventions Work, and Resources for Additional Information. The modules can be found on the Curricular Materials page.

Coming soon!

Module on teacher stress

Isaac Prilleltensky, PhD, and his team at the University of Miami are developing an online module, based on the psychological literature relating to both general and teacher-specific stress. Recognizing that burnout is one of the primary causes of teacher dissatisfaction and retention, especially among early career educators, this module covers different definitions and sources of stress and provides survival strategies for the various types of stress. The module will take about 45 minutes to complete and will be professionally designed and presented as a PowerPoint program with voiceover narration.

Core Psychology for Teachers Project

CPSE, in collaboration with the Coalition for Psychology in Schools and Education and 20 deans of education who are psychologists, has been developing a project designed to identify and translate research from psychological science that is central to topics aspiring teachers should master to be effective in the third-grade science classroom. In collaboration with colleagues in science education, the project aspires to create a series of modules that apply psychological science from child development and learning, adult education and instructional design to the preparation of teachers in elementary science education. Small teams of researchers, scientists and teachers affiliated with Georgia State University, University of Maryland and Teach for America have been formed to consult in the development of the modules, each focusing on one to two evidence-based strategies that target individual differences in students found in the average third-grade classroom.