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Educational psychology

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.

Knowledge Day in Donetsk, Ukraine, 2013
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology, in turn, informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).

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A school is an institution designed to provide learning spaces and learning environments for the teaching of students (or "pupils") under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory.[citation needed] In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below) but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught, is commonly called a university college or university.

In addition to these core schools, students in a given country may also attend schools before and after primary and secondary education. Kindergarten or pre-school provide some schooling to very young children (typically ages 3–5). University, vocational school, college or seminary may be available after secondary school. A school may be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods.

There are also non-government schools, called private schools. Private schools may be required when the government does not supply adequate, or special education. Other private schools can also be religious, such as Christian schools, madrasa, hawzas (Shi'a schools), yeshivas (Jewish schools), and others; or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions of corporate training, military education and training and business schools.

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SMA Negeri 1 Lendah

Drs. Marsudi Raharjo, kepala SMA Negeri 1 Lendah, mengungkapkan sekolahnya menerima siswa difabel. Keterangan itu dikemukakannya saat wawancara penilaian rintisan desa inklusi Kecamatan Lendah, Kulon Progon.

“Kami memang bukan sekolah yang ditunjuk oleh pemerintah sebagai sekolah inklusi, namun selama kami masih bisa melayani siswa difabel apa pun akan tetap kami layani. Kalau seperti Wahyu, salah satu siswa kami yang hanya memiliki kaki yang agak berbeda memang selama ini kami bisa malayani. Selain Wahyu, pernah ada pula siswa difabel yang memilki perbedaan pada tangan dan kami juga dapat melayaninya dengan baik,” ungkap Marsudi.

“Paling-paling kami cuma harus sabar, kalau seperti Wahyu kan memang kalau pelajaran olahraga gurunya harus sedikit lebih sabar, kalau Wahyunya tidak mampu melakukan ya tidak kami paksa. Ia kami beri tugas untuk ke perpustakaan membaca koran yang berkaitan dengan olahraga,” ungkap Marsudi

Marsudi mengungkapkan bahwa tidak menghalangi difabel jika ingin mendaftar di SMA Negeri 1 Lendah. “Misalnya nanti ada, akan kami usahakan dengan berbagai cara, misalnya ada tuli yang mendaftar atau kurang dapat melihat, maka mungkin akan kami usahakan untuk dapat duduk di depan agar dapat melihat gerak bibir dari gurunya atau dapat lebih jelas menerima materi pelajaran yang diberikan oleh guru,” pungkasnya. (Ajiwan Arief)

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Independent schools

Independent, or private, schools have flexibility in staff selection and educational approach. Many are Montessori and Waldorf schools (the latter also known as Steiner schools, after their founder Rudolf Steiner). Other independent schools include democratic or free schools, such as Clonlara School, which is the oldest, continually operating K-12 alternative school in the country, the Sudbury schools, open classroom schools, those based on experiential education and schools using an international curriculum such as the International Baccalaureate and Round Square schools.

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Homeschooling

Families seeking alternatives for educational, philosophical or religious reasons, or if there is no nearby educational alternative may opt for home-based education. A minor branch is unschooling, an approach based on interest rather than a curriculum. Others enroll in umbrella schools which provide a curriculum. Homeschool courses give students in-depth, personal attention in any subject with which they struggle or excel. Some homeschool families form a cooperative, where parents with expertise in a subject may teach children from a number of families while their children are taught by other parents

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Alternative Education

Alternative education grew up in response to the establishment of standardized and compulsory education over the last two to three centuries. Educators including Jean-Jacques Rousseau,[3] Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; founders of progressive education John Dewey and Francis Parker, and educational pioneers such as Friedrich Fröbel, Maria Montessori and Rudolf Steiner believed that education should cultivate the developing child on many levels: not only intellectually, but also morally and spiritually, emotionally and psychologically, and physically. After World War II an alternative Reggio Emilia approach to early-childhood education was developed in Italy, introduced by Loris Malaguzzi.

Cultural critics such as John Caldwell Holt, Paul Goodman, Frederick Mayer and George Dennison have examined education from individualist, anarchist, and libertarian perspectives.[citation needed] Other writers, from Paulo Freire to American educators Herbert Kohl and Jonathan Kozol, have criticized mainstream Western education from the viewpoint of liberal and radical politics. The argument for an approach catering to the interests and learning style of an individual is supported by research suggesting that a learner-responsible model is more effective than a teacher-responsible one.[4] Ron Miller has identified five elements common to educational alternatives:[5]

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