With my future goals of becoming a scholar-practitioner in the area of school psychology, I need this final paper to be on the subject of the developmental history of educational psychology. I will begin my paper by focusing on topics such as the beginnings of educational psychology with its roots tied to ancient philosophy and how some experts find these ancient philosophical teachings to be the key to solving some modern educational issues (Murphy, 2003). In addition, I will compare and contrast some cross-cultural issues relating to the development of educational history around the world, especially in reference to comparative studies between Asian and American students based on a study discussed by Brown, Aoshima, Bolen, Chia, & Kohyama (2007). I will conclude my discussion on the future of educational psychology with discussions on identifying functional assessments of children with behavioral problems in school such as those introduced by Liaupsin, Umbreit, Ferro, Urso & Upreti, (2006) as well as a discussions relating to historical perspectives on personnel shortages and the growing demand for educational psychologists based on research by Fagan (2004). I will conclude my paper by tying all of these ideas together with a final discussion on ways to incorporate the many aspects of educational psychology history and research into practice backed up by ideas presented by Riley-Tillman, Chafouleas, Eckert, & Kelleher (2005) with an emphasis in multiple conceptual bases for transferring educational psychology research into practice. In addition, I will be comparing and contrasting some cross-cultural issues relating to the development of educational history around the world and tie these ideas together with how culture has changed, improved, or hindered educational psychology today in America. OUTLINE Title: The Historical Development of Educational Psychology General Introduction to the Topic A Brief History of Educational Psychology How Philosophy Developed Into and Influenced Educational Psychology The Ancient Philosophies of China and Greece -How These Ideas Shaped Education and Psychology around the World -The Effects Lost and Distorted Data Cross-Cultural Education and Psychology -Comparison of Eastern and Western Educational Methods -Cultural Influences on Education among Different Countries -The Influence of Philosophy and Cultural Differences on American Education The Future of Educational Psychology -The Growing Demand for Educational Psychologist in America -Bringing Philosophy Back into Education -Dealing with a Growing Diverse Culture and Ethnicity in American Education Summary and Conclusions References(THESE FOLLOWING REFERENCES NEED TO BE INCLUDED WITH OTHER YOU FIND) Brown, M., Aoshima, M., Bolen, L.,Chia, R., & Kohyama, T. (2007). Cross-Cultural Learning Approaches in Students from the USA, Japan and Taiwan. [Electronic Version]. School Psychology International, 28(5), 592-604. Retrieved June 27, 2008 from Academic Search Premier Database. Fagan, T. (2004). School psychology''s significant discrepancy: Historical perspectives on personnel shortages. [Electronic Version]. Psychology in the Schools, 41(4), 419-430. Retrieved July 4, 2008 from PsycINFO Database. Liaupsin, C., Umbreit, J., Ferro, J., Urso, A., & Upreti, G. (2006). Improving Academic Engagement through Systematic, Function-Based Intervention. [Electronic Version]. Education & Treatment of Children, 29(4), 573-591. Retrieved July 4, 2008 from Academic Search Premier Database. Murphy, K. (2003). The philosophy in thee: tracing philosophical influences in educational psychology. [Electronic Version]. Educational Psychologist, 38(3), 137-145. Retrieved June 27, 2008 from PsycINFO Database. Riley-Tillman, C., Chafouleas, S., Eckert, T., & Kelleher, C. (2005). Bridging the gap between research and practice: A framework for building research agendas in school psychology.