AERA TEPSig (Teaching Educational Psychology SIG)
@aeratepsig.bsky.social
The AERA Teaching Educational Psychology (TEP) SIG explores the teaching, learning, and application of ideas and practices related to educational psychology.
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
January 13, 2026 at 4:46 PM
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
To learn more about this tip:
Peacock, S., & Cowan, J. (2019). Promoting sense of belonging in online learning communities of inquiry in accredited courses. Online Learning, 23(2), 67–81. doi.org/10.24059/olj...
Peacock, S., & Cowan, J. (2019). Promoting sense of belonging in online learning communities of inquiry in accredited courses. Online Learning, 23(2), 67–81. doi.org/10.24059/olj...
Promoting a Sense of Belonging in Online Learning Communities of Inquiry
| Online Learning
doi.org
January 13, 2026 at 4:46 PM
To learn more about this tip:
Peacock, S., & Cowan, J. (2019). Promoting sense of belonging in online learning communities of inquiry in accredited courses. Online Learning, 23(2), 67–81. doi.org/10.24059/olj...
Peacock, S., & Cowan, J. (2019). Promoting sense of belonging in online learning communities of inquiry in accredited courses. Online Learning, 23(2), 67–81. doi.org/10.24059/olj...
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
December 2, 2025 at 6:47 PM
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
To learn more about this tip:
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22(6), 861–876. doi.org/10.1002/acp....
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22(6), 861–876. doi.org/10.1002/acp....
December 2, 2025 at 6:47 PM
To learn more about this tip:
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22(6), 861–876. doi.org/10.1002/acp....
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22(6), 861–876. doi.org/10.1002/acp....
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
November 25, 2025 at 4:54 PM
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
To learn more about this tip:
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.
Https://doi.org/10.1007/s10648-005-3951-0
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.
Https://doi.org/10.1007/s10648-005-3951-0
November 25, 2025 at 4:54 PM
To learn more about this tip:
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.
Https://doi.org/10.1007/s10648-005-3951-0
Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.
Https://doi.org/10.1007/s10648-005-3951-0
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
November 18, 2025 at 6:48 PM
Follow us for more Tuesday Teaching Tips (T3) or DM us to submit your own!
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
Each T3 has:
1. A definition of your teaching tip
2. Some concrete, readily implementable applications
3. A link to an article for deeper learning
To learn more about this tip:
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. www.tandfonline.com/doi/abs/10.1...
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. www.tandfonline.com/doi/abs/10.1...
Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership
In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking ...
www.tandfonline.com
November 18, 2025 at 6:46 PM
To learn more about this tip:
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. www.tandfonline.com/doi/abs/10.1...
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. www.tandfonline.com/doi/abs/10.1...
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April 27, 2025 at 4:56 PM
This is your previous communications coordinator @allisonmaster.bsky.social logging out; please welcome our new communications coordinator @yinchen.bsky.social!!!