ABSTRACT
The development of psychology in the twentieth century can reasonably be seen as a success story. It has broadened and deepened its academic base as well as taking important steps as a profession. However, in the UK, psychology, which was once thought to make a significant contribution to the professional knowledge of teachers, is facing difficulties in influencing educational practices. In this paper I will examine some of the problems which we need to understand and overcome if future generations of learners are to benefit from the implementation of psychological research in educational contexts.
