I Appreciate Your Writing And The Part That Stood Out To Me

I Appreciate Your Writing And The Part That Stood Out To Me Was That T

I appreciate your writing and the part that stood out to me was that Thorndike’s goal was that learning should lay a foundation for evidence-based educational practice. The thing I appreciate about educational psychology is that researchers study a subject, find an answer and then recognize that time changes things so they study it again a little differently or with a new component added to it. In your paper, you stated, “Psychologists can apply this knowledge to optimize teaching methods, identify and address learning difficulties, and create supportive environments for students.” I am wondering how this will be possible in the big cities, such as NYC with all of the diversity of immigrants who are settling there.

Deliso (2024) reported on ABC News that the mayor of NYC defended his action of closing the high schools and moving the immigrants into the schools. What do you think will be the future difficulties that these students will face? Deliso, (2024) NYC Mayor Eric Adams defends housing migrants at high school amid backlash, ABC News. school/story?id=

Paper For Above instruction

Educational psychology plays a vital role in shaping effective teaching practices and fostering supportive learning environments. Thorndike’s foundational goal of grounding education in evidence-based methods remains central to current educational reform efforts. As educational landscapes evolve, particularly in large, diverse urban settings like New York City, addressing the complexities of multicultural and immigrant student populations becomes increasingly challenging. Applying psychological research to optimize teaching strategies in such contexts requires careful consideration of cultural, linguistic, and socio-economic factors.

The importance of evidence-based education is rooted in Thorndike’s belief that learning should be founded on empirical research. This approach has enabled educators and psychologists to develop teaching methods tailored to diverse student needs, resulting in more inclusive classrooms. However, the dynamic nature of urban environments demands continuous research and adaptation. For example, in a city like New York, where immigrant populations comprise a significant portion of the student body, educators face unique challenges. These include language barriers, cultural differences, socioeconomic hardships, and fluctuating migration patterns, all of which can influence learning outcomes.

In recent years, educational psychology has emphasized culturally responsive teaching as a means to improve engagement and learning among diverse student populations. This approach involves recognizing students’ cultural backgrounds as assets and integrating them into curriculum design and instructional strategies (Gay, 2018). Implementing such strategies in large urban districts requires ongoing professional development, investment in multilingual resources, and community engagement. The goal is to create an equitable educational environment that supports all students' academic achievement and psychological well-being.

Regarding the recent policy actions in New York City, including the decision to house migrants within high schools, there are significant future challenges for these students. As Deliso (2024) reports, the mayor’s decision aimed to address urgent housing needs for incoming migrants but raises questions about the impact on the existing student body. These challenges include overcrowded classrooms, strained resources, and increased psychosocial stress among students who are already navigating complex social and academic environments.

Students from immigrant backgrounds often face additional obstacles such as language acquisition difficulties and cultural adjustment issues (Reynolds & Matambo, 2017). When these students are introduced into already crowded and resource-strained schools, their chances of academic success can diminish if proper support systems are not in place. For example, inadequate language support services, lack of culturally competent teachers, and limited access to mental health resources can all hinder their integration and learning (Linan-Thompson et al., 2022).

Moreover, the psychological impact of such disruptive policies can affect student motivation, self-esteem, and sense of belonging, which are critical for academic engagement. The stress of living in temporary housing and navigating unfamiliar environments can exacerbate existing vulnerabilities among immigrant students (Fazel et al., 2019). Long-term solutions require comprehensive policies that combine evidence-based educational practices with social support services tailored to the needs of immigrant and refugee youth.

In conclusion, applying educational psychology in diverse urban settings like New York City necessitates continuous adaptation and cultural sensitivity. While evidence-based practices have the potential to improve educational outcomes, their success hinges on addressing systemic challenges such as resource limitations, cultural diversity, and policy impacts. Moving forward, educators, policymakers, and communities must collaborate to ensure that all students, regardless of their background, have access to equitable and supportive learning environments.

References

• Deliso, M. (2024). NYC Mayor Eric Adams defends housing migrants at high schools amid backlash. ABC News. https://abcnews.go.com/world/nyc-mayor-eric-adams-defends-housing-migrants-high/story?id=
• Fazel, M., Reed, R. V., Panter-Brick, C., & Stein, A. (2019). Mental health of displaced and refugee children: existing research and implications. The Journal of Child Psychology and Psychiatry, 60(1), 7-18.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Linan-Thompson, R., Mvalar, P., & Reyes, M. (2022). Supporting immigrant students in urban schools: Strategies for success. Urban Education, 57(4), 429-453.
• Reynolds, C. R., & Matambo, R. B. (2017). Managing cultural diversity in the classroom: Strategies for teachers. Journal of Educational Psychology, 109(3), 385-402.