The handbook of educational theories

Última actualización - 2024-11-26

Fecha de revisión - 20140630

TOCDataText - Preface; Section 1: Philosophical education — Introduction; On the idea of educational theory / Gert J. J. Biesta / 5-15; Epistemology and education / Barbara J. Thayer-Bacon / 17-27; Ethics and moral education / Lynda Stone and Jennifer Job / 29-41; Aesthetics and education / Susan Laird / 43-56; Social philosophy, critical whiteness studies, and education / Barbara Applebaum / 57-65; Contemporary political theory and education / Natasha Levinson / 67-78; Philosophy of social science and educational research / Kenneth R. Howe / 79-86; Section 2: Learning theory — Introduction; Behaviorism and behavioral learning theory / Larry C. Bryant, Rhonda Vincent, Ali Shaqlaih, and Glenda Moss / 91-103; Cognitivism: Ways of knowing / Karen D. Paciotti / 105-113; Experiential learning theory / Anita Zijdemans-Boudreau, Glenda Moss, and Cheu-jey G. Lee / 115-123; Adult learning theory / Betty J. Alford / 125-131; Transformative learning theory / Mary V. Alfred, Catherine A. Cherrstrom, Petra A. Robinson, and Alicia R. Friday / 133-147; Stage theory of cognitive development / Janet Tareilo / 149-153; The cognitive theory of multimedia learning / Stephen D. Sorden / 155-167; Constructivism—Constructivist learning theory / Ratna Narayan, Cynthia Rodriguez, Juan Araujo, Ali Shaqlaih, and Glenda Moss / 169-183; Situated cognition theory / Patrick M. Jenlink / 185-198; Cooperative learning theory / Rebecca Fredrickson, Karen Dunlap, and Sarah McMahan / 199-210; Problem-based learning theory / Rebecca Fredrickson, Sarah McMahan, and Karen Dunlap / 211-217; Cultural-historical activity theory / Patrick M. Jenlink / 219-236; Section 3: Instructional theory — Introduction; Using cogenerative dialogues to expand and extend students' learning / Gillian U. Bayne and Kathryn Scantlebury / 239-249; The footsteps project for cultural identity: An instructional theory for teaching about student diversity in public schools / Pamela Fraser-Abder / 251-258; Folk belief theory: Accounting for the persistence of the achievement gap / Bruce Torff / 259-270; Constructivism: Transforming knowledge of how people learn into meaningful instruction / Jacqueline Grennon Brooks / 271-275; Defining teacher action research as an instructional theory in teacher education / Frances O'Connell Rust and Susan Hansen / 277-281; Using authentic data to teach secondary ecology: A theory for teaching the nature of science / Yael Wyner / 283-291; An instructional theory for English language learners: The 5R model for enhancing academic language development in inquiry-based science / Molly H. Weinburgh and Cecilia Silva / 293-303; Section 4: Curriculum theory — Introduction; A theory and practice of curriculum / Arthur Shapiro / 307-316; A theory and practice of constructivist curriculum / Arthur Shapiro / 317-328; Does practice itself know nothing? Probing teachers' felt experiences of mandated practice / Rodney Evans / 329-341; School board control of the curriculum: Democracy or censorship? / Patricia F. First and Patricia A. L. Ehrensal / 343-353; Maxwell's demon: The curriculum structure as a device to generate curriculum as a routine and to overcome the evil forces of organizational entropy / Arthur Shapiro / 355-365; Section 5: Literacy and language acquisition theory — Introduction; Cross-language transfer in bilingual and biliteracy development / Candise Y. Lin and Min Wang / 369-383; The development of theories of bilingual ism and school achievement / Colin Baker / 385-394; Language and literacy acquisition theories / Kathryn A. Davis, Carlos J. Ovando, and Masahiko Minami / 395-418; (Post) structural analyses of two notions of academic language: Discourse, dialect, and deficit / J. E. Petrovic / 419-428; Toward a policy-minded sociocultural theory of student literacy learning / Bryant Jensen and Eugene Garcia / 429-444; Meaning-based approaches to literacy education / Pamela Spycher / 445-456; Section 6: Counseling theory — Introduction; Adlerian counseling / Richard E. Watts / 459-472; Existential counseling / Richard C. Henriksen, Jr. / 473-480; Reality therapy / Robert E. Wubbolding / 481-489; Person-centered counseling / Jeffrey M. Sullivan and Hayley Stulmaker / 491-501; Family therapy / Mary Nichter and Rick Bruhn / 503-513; Collaborative learning communities: A postmodern perspective on teaching and learning / Harlene Anderson / 515-527; Feminist counseling theory / Amanda C. La Guardia and Amy T. Banner / 529-540; Counseling from a multiple heritage perspective: A theoretical framework / Richard C. Henriksen, Jr. / 541-548; Section 7: Moral development theory — Introduction; A moral conflict development theory based on child and teacher interactions: A cross cultural perspective / Maria Lourdes Majdalani and Rebecca A. Robles-Piña / 553-564; Combining values and knowledge education / Jean-Luc Potry, Alfred Weinberger, Sieglinde Weyringer, and Martina Nussbaumer / 565-579; Moral development / Susan Mogun-Jackson and John E. Burgette / 581-594; Social cognitive theory and practice of moral development in educational settings / Kelly Rizzo and Sandra Bosacki / 595-606; Moral development and the phenomenon of absent fathers / Angie D. Wilson and Richard C. Henriksen, Jr. / 607-614; The ethic of care: Theory and research / Eva E. A. Skoe / 615-628; Making a moral decision: A proposition for an integrated model of cognition, emotion, and social interaction / Lily Dyson, Paul Crawford, Sonya Frey, and Sarah Dykstra / 629-642; Moral development theory: Neo-Kohlbergian theory / Heather S. Mechler and Stephen J. Thoma / 643-651; Playful activity and thought as the medium for moral development: Implications for moral education / Doris Bergen and Darrel Davis / 653-666; The innocence of experience theory: Young adolescent encounters and life-long moral development / David L. Hough / 667-677; Section 8: Classroom management theory — Introduction; Marzano's evidence-based practices in classroom management: Four management factors for moving theory to practice / Jason R. Mixon / 681-689; Freedom through control: B. F. Skinner and classroom management theory / Craig Peck / 691-698; Control, choice, and the fulfillment of fundamental human needs: William Glasser's humanistic vision of individual, classroom, and schoolwide positive behavioral support / John A. Cassell and Thomas Nelson / 699-713; Beyond compliance and control: Creating caring classrooms—Alfie Kohn's alternative to discipline and management / Andrea M. Guillaume / 715-723; Haim Ginott-congruent communication / Peggy H. Yates and Hal Holloman / 725-733; Section 9: Assessment theory — Introduction; Individual norm-referenced standardized assessment: Cognitive and academic / John O. Willis, Ron Dumont, and Alan S. Kaufman / 739-749; Luria and learning: How neuropsychological theory translates into educational practice / Andrea N. Schneider, Daniel J. Parker, Emilie Crevier-Quintin, Hanna A. Kubas, and James B. Hale / 751-759; School neuropsychology conceptual model / Daniel C. Miller / 761-766; Individual differences in the ability to process information / W. Joel Schneider and Kevin S. McGrew / 767-782; Curriculum-based measurement / Mark R. Shinn / 783-791; Dynamic assessment: An intervention-based approach / Carol Robinson-Zañartu / 793-799; Section 10: Organizational theory — Introduction; Systems theory / James A. Vornberg / 805-813; Complexity theory / Timothy B. Jones / 815-819; Ethical sensitivity unfolding in educational settings / Lyse Langlois / 821-828; Legal theory and research / Martha McCarthy / 829-839; Other contemporary organizational theories / Fred C. Lunenburg / 841-854; Organizational theory in light of constructivist thinking / Arthur Shapiro and Steve Permuth / 855-869; Postmodernism—(The antitheory) / Fenwick English / 871-876; Ways of knowing through the realms of meaning: A postmodernist approach to teaching low-income students / William Allan Kritsonis / 877-885; Section 11: Leadership and management theory — Introduction; Classical management theory / Thu Suong Thi Nguyen and Gary M. Crow / 891-896; Trait theory / Kathleen M. Brown / 897-901; Discourse theories and school leadership / Autumn K. Cyprés / 903-907; Bureaucratic theory: Myths, theories, models, critiques / Eugenie A. Samier / 909-915; Contingency management and situational leadership theories / JoAnn Danelo Barbour / 917-921; Critical race theory and educational leadership / Floyd D. Beachum / 923-928; Rational choice theories in education administration / Ric Brown and Rosemary Papa / 929-934; Democratic administration / Lisa A. W. Kensler and Jeffrey S. Brooks / 935-944; The aesthetics of leadership and administration / Eugenie A. Samier / 945-952; Bourdieu's theory of misconnaissance or misrecognition by educational leaders / Cheryl L. Bolton / 953-957; The paradox of change in public schooling and education leadership / Carol A. Mullen / 959-968; Who moved my theory? A kitsch exploration of kitsch leadership texts / Rosemary Papa, Daniel L. Kain, and Ric Brown / 969-973; Critical feminist theory / Michelle D. Young and Catherine Marshall / 975-984; The synergistic leadership theory: An inclusive theory in the twenty-first century / Beverly J. Irby, Genevieve Brown, and LingLing Yang / 985-995; Section 12: Social justice theory — Introduction; Social justice in education: A theoretical overview / Jill Blackmore / 1001-1009; Education and social justice: A critical social theory perspective / Richard Bates / 1011-1018; Critical race theory / Thandeka K. Chapman, Adrienne Dixson, David Gillborn, Gloria Ladson-Billings / 1019-1026; The work of Nancy Fraser and a socially just education system / Martin Mills / 1027-1034; Theorizing democratic and social justice education: Conundrum or impossibility? / Carolyn M. Shields / 1035-1046; Michel Foucault: A theorist of and for social justice in education / Kari Dehli / 1047-1056; Section 13: Teaching and education delivery theory — Introduction; Teaching through the lens of resilience theory and black feminist theory / Janice L. Taylor / 1061-1069; Teaching for how people learn naturally / Geoffrey Caine and Renate N. Caine / 1071-1079; The Reggio Emilia approach to early childhood education / C. Miki Henderson / 1081-1084; Montessori philosophy, education, and bilingual education / Linda Rodriguez, Beverly J. Irby, Rafael Lara-Alecio, and Genevieve Brown / 1085-1095; Differentiated instruction: An integration of theory and practice / Carol Ann Tomlinson and Marcia B. Imbeau / 1097-1117; What makes giftedness? A four-part theory for the development of creative productive giftedness in young people / Joseph S. Renzulli / 1119-1128; The four-dimensional bilingual pedagogical theory / Rafael Lara-Alecio, Beverly J. Irby, and Fuhui Tong / 1129-1137; About the editors and section editors

PubXState - NC