Introduction To This Issue: Educational Psychology as a Policy Science

Résumé

First, I want to thank CJEAP for hosting this special issue on the role of educational psychology in educational policy. As an educational psychologist myself, I am delighted and honored to present the ideas of such a distinguished group of scholars, all of whom are known not only for their substantial contributions to research in the field, but for also for their continued efforts to "make a difference," to improve the teaching and learning that goes on in our schools, as thus ultimately improve the lives of children. Though this "conversation" uses mainly examples from the United States, I believe the issues addressed and the questions raised are equally applicable to similar educational problems and policy issues in Canada, and indeed in many industrialized countries struggling to educate an increasingly diverse population.