The Handbook of Educational Theories

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The Handbook of Educational Theories

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 1164 p.
  • 言語 ENG
  • 商品コード 9781617358654
  • DDC分類 370.1

Full Description

Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to put such theories into a single, easily accessible volume.

A unique feature of the Handbook is the way in which it conveys the theories. The organization of the chapters within each section makes the volume an easy·to-use and tu1derstandable reference tool as researchers and practitioners seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century as well as presenting practical examples of the use of these theories in research from dissertations and published articles. An appendix which indicates which theories have instruments associated with them and where those instruments can be found is also included.

The Handbook consists of 12 sections. Section I provides the jntroduction with a focus on what constitutes good theory as well as how theory guides research and practice. The remaining sections address Philosophical Educational Constructs, Leaming Theory, Instructional Theory, Curriculum theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, and Leadership/Management Theory. Each section consists of an overview written by the section editor of the general theoretical concepts to be addressed by the chapter authors. Each chapter within the section will include (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles and be written by the original theorist or prominent contributors to the theory.

The Handbook is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social scierices would be an interested audience. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book has more meaning for practitioners.

Contents

Preface

Section I. Philosophical Education

Introduction, Barbara J. Thayer-Bacon

Chapter 1. On the Idea of Educational Theory, Gert J. J.

Chapter 2. Epistemology and Education, Barbara J. Thayer-Bacon

Chapter 3. Ethics and Moral Education, Lynda Stone and Jennifer Job

Chapter 4. Aesthetics and Education, Susan Laird

Chapter 5. Social Philosophy, Critical Whiteness Studies, and Education, Barbara Applebaum

Chapter 6. Contemporary Political Theory and Education, Natasha Levinson

Chapter 7. Philosophy of Social Science and Educational Research, Kenneth R. Howe

Section II. Learning Theory

Introduction, Patrick M. Jenlink

Chapter 8. Behaviorism and Behavioral Learning Theory, Larry C. Bryant, Rhonda Vincent, Ali Shaqlaih, and Glenda Moss

Chapter 9. Cognitivism: Ways of Knowing, Karen D. Paciotti

Chapter 10. Experiential Learning Theory, Anita Zijdemans-Boudreau, Glenda Moss, and Cheu-jey G. Lee

Chapter 11. Adult Learning Theory, Betty J. Alford

Chapter 12. Transformative Learning Theory, Mary V. Alfred, Catherine A. Cherrstrom, Petra A. Robinson, and Alicia R. Friday

Chapter 13. Stage Theory of Cognitive Development, Janet Tareilo

Chapter 14. The Cognitive Theory of Multimedia Learning, Stephen D. Sorden

Chapter 15. Constructivism—Constructivist Learning Theory, Ratna Narayan, Cynthia Rodriguez, Juan Araujo, Ali Shaqlaih, and Glenda Moss

Chapter 16. Situated Cognition Theory, Patrick M. Jenlink

Chapter 17. Cooperative Learning Theory, Rebecca Fredrickson, Karen Dunlap, and Sarah McMahan

Chapter 18. Problem-Based Learning Theory, Rebecca Fredrickson, Sarah McMahan, and Karen Dunlap

Chapter 19. Cultural-Historical Activity Theory, Patrick M. Jenlink

Section III. Instructional Theory

Introduction, Janice Koch

Chapter 20. Using Cogenerative Dialogues to Expand and Extend Students' Learning, Gillian U. Bayne and Kathryn Scantlebury

Chapter 21. The Footsteps Project for Cultural Identity: An Instructional Theory for Teaching About Student Diversity in Public Schools, Pamela Fraser-Abder

Chapter 22. Folk Belief Theory: Accounting for the Persistence of the Achievement Gap, Bruce Torff

Chapter 23. Constructivism: Transforming Knowledge of How People Learn Into Meaningful Instruction, Jacqueline Grennon Brooks

Chapter 24. Defining Teacher Action Research as an Instructional Theory in Teacher Education, Frances O'Connell Rust and Susan Hansen

Chapter 25. Using Authentic Data to Teach Secondary Ecology: A Theory for Teaching the Nature of Science, Yael Wyner

Chapter 26. 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

Section IV. Curriculum Theory

Introduction, Arthur Shapiro

Chapter 27. A Theory and Practice of Curriculum, Arthur Shapiro

Chapter 28. A Theory and Practice of Constructivist Curriculum, Arthur Shapiro

Chapter 29. Does Practice Itself Know Nothing? Probing Teachers' Felt Experiences of Mandated Practice, Rodney Evans

Chapter 30. School Board Control of the Curriculum: Democracy or Censorship?, Patricia F. First and Patricia A. L. Ehrensal

Chapter 31. 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

Section V. Literacy and Language Acquisition Theory

Introduction, Fuhui Tong

Chapter 32. Cross-Language Transfer in Bilingual and Biliteracy Development, Candise Y. Lin and Min Wang

Chapter 33. The Development of Theories of Bilingualism and School Achievement, Colin Baker

Chapter 34. Language and Literacy Acquisition Theories, Kathryn A. Davis, Carlos J. Ovando, and Masahiko Minami

Chapter 35. (Post) Structural Analyses of Two Notions of Academic Language: Discourse, Dialect, and Deficit, J. E. Petrovic

Chapter 36. Toward a Policy-Minded Sociocultural Theory of Student Literacy Learning, Bryant Jensen and Eugene Garcia

Chapter 37. Meaning-Based Approaches to Literacy Education, Pamela Spycher

Section VI. Counseling Theory

Introduction, Richard C. Henriksen Jr. and Mary Nichter

Chapter 38. Adlerian Counseling, Richard E. Watts

Chapter 39. Existential Counseling, Richard C. Henriksen, Jr.

Chapter 40. Reality Therapy, Robert E. Wubbolding

Chapter 41. Person-Centered Counseling, Jeffrey M. Sullivan and Hayley Stulmaker

Chapter 42. Family Therapy, Mary Nichter and Rick Bruhn

Chapter 43. Collaborative Learning Communities: A Postmodern Perspective on Teaching and Learning, Harlene Anderson

Chapter 44. Feminist Counseling Theory, Amanda C. La Guardia and Amy T. Banner

Chapter 45. Counseling From a Multiple Heritage Perspective: A Theoretical Framework, Richard C. Henriksen, Jr.

Section VII. Moral Development Theory

Introduction, Rebecca A. Robles-Piña

Chapter 46. A Moral Conflict Development Theory Based on Child and Teacher Interactions: A Cross-Cultural Perspective, Maria Lourdes Majdalani and Rebecca A. Robles-Piña

Chapter 47. Combining Values and Knowledge Education, Jean-Luc Patry, Alfred Weinberger, Sieglinde Weyringer, and Martina Nussbaumer

Chapter 48. Moral Development, Susan Magun-Jackson and John E. Burgette

Chapter 49. Social Cognitive Theory and Practice of Moral Development in Educational Settings, Kelly Rizzo and Sandra Bosacki

Chapter 50. Moral Development and the Phenomenon of Absent Fathers, Angie D. Wilson and Richard C. Henriksen, Jr.

Chapter 51. The Ethic of Care: Theory and Research, Eva E. A. Skoe

Chapter 52. 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

Chapter 53. Moral Development Theory: Neo-Kohlbergian Theory, Heather S. Mechler and Stephen J. Thoma

Chapter 54. Playful Activity and Thought as the Medium for Moral Development: Implications for Moral Education, Doris Bergen and Darrel Davis

Chapter 55. The Innocence of Experience Theory: Young Adolescent Encounters and Life-Long Moral Development, David L. Hough

Section VIII. Classroom Management Theory

Introduction, Patricia Williams, Sandra Harris, and Vicky Farrow

Chapter 56. Marzano's Evidence-Based Practices in Classroom Management: Four Management Factors for Moving Theory to Practice, Jason R. Mixon

Chapter 57. Freedom Through Control: B. F. Skinner and Classroom Management Theory, Craig Peck

Chapter 58. 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

Chapter 59. Beyond Compliance and Control: Creating Caring Classrooms—Alfie Kohn's Alternative to Discipline and Management, Andrea M. Guillaume

Chapter 60. Haim Ginott-Congruent Communication, Peggy H. Yates and Hal Holloman

Section IX. Assessment Theory

Introduction, Samuel O. Ortiz and Dawn P. Flanagan

Chapter 61. Individual Norm-Referenced Standardized Assessment: Cognitive and Academic, John O. Willis, Ron Dumont, and Alan S. Kaufman

Chapter 62. 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

Chapter 63. School Neuropsychology Conceptual Model, Daniel C. Miller

Chapter 64. Individual Differences in the Ability to Process Information, W. Joel Schneider and Kevin S. McGrew

Chapter 65. Curriculum-Based Measurement, Mark R. Shinn

Chapter 66. Dynamic Assessment: An Intervention-Based Approach, Carol Robinson-Zañartu

Section X. Organizational Theory

Introduction, Fred C. Lunenburg

Chapter 67. Systems Theory, James A. Vornberg

Chapter 68. Complexity Theory, Timothy B. Jones

Chapter 69. Ethical Sensitivity Unfolding in Educational Settings, Lyse Langlois

Chapter 70. Legal Theory and Research, Martha McCarthy

Chapter 71. Other Contemporary Organizational Theories, Fred C. Lunenburg

Chapter 72. Organizational Theory in Light of Constructivist Thinking, Arthur Shapiro and Steve Permuth

Chapter 73. Postmodernism—(The Antitheory), Fenwick English

Chapter 74. Ways of Knowing Through the Realms of Meaning: A Postmodernist Approach to Teaching Low-Income Students, William Allan Kritsonis

Section XI. Leadership and Management Theory

Introduction, Fenwick W. English

Chapter 75. Classical Management Theory, Thu Suong Thi Nguyen and Gary M. Crow

Chapter 76. Trait Theory, Kathleen M. Brown

Chapter 77. Discourse Theories and School Leadership, Autumn K. Cyprés

Chapter 78. Bureaucratic Theory: Myths, Theories, Models, Critiques, Eugenie A. Samier

Chapter 79. Contingency Management and Situational Leadership Theories, JoAnn Danelo Barbour

Chapter 80. Critical Race Theory and Educational Leadership, Floyd D. Beachum

Chapter 81. Rational Choice Theories in Education Administration, Ric Brown and Rosemary Papa

Chapter 82. Democratic Administration, Lisa A. W. Kensler and Jeffrey S. Brooks

Chapter 83. The Aesthetics of Leadership and Administration, Eugenie A. Samier

Chapter 84. Bourdieu's Theory of Misconnaissance or Misrecognition by Educational Leaders, Cheryl L. Bolton

Chapter 85. Mentoring Theories for Educational Practitioners, Carol A. Mullen

Chapter 86. Who Moved My Theory?: A Kitsch Exploration of Kitsch Leadership Texts, Rosemary Papa, Daniel L. Kain, and Ric Brown

Chapter 87. Critical Feminist Theory, Michelle D. Young and Catherine Marshall

Chapter 88. The Synergistic Leadership Theory: An Inclusive Theory in the Twenty-First Century, Beverly J. Irby, Genevieve Brown, and LingLing Yang

Section XII. Social Justice Theory

Introduction, Jill Blackmore

Chapter 89. Social Justice in Education: A Theoretical Overview, Jill Blackmore

Chapter 90. Education and Social Justice: A Critical Social Theory Perspective, Richard Bates

Chapter 91. Critical Race Theory, Thandeka K. Chapman, Adrienne Dixson, David Gillborn, Gloria Ladson-Billings

Chapter 92. The Work of Nancy Fraser and a Socially Just Education System, Martin Mills

Chapter 93. Theorizing Democratic and Social Justice Education: Conundrum or Impossibility?, Carolyn M. Shields

Chapter 94. Michel Foucault: A Theorist of and for Social Justice in Education, Kari Dehli

Section XIII. Teaching and Education Delivery Theory

Introduction, Shirley Jackson

Chapter 95. Teaching Through the Lens of Resilience Theory and Black Feminist Theory, Janice L. Taylor

Chapter 96. Teaching for How People Learn Naturally, Geoffrey Caine and Renate N. Caine

Chapter 97. The Reggio Emilia Approach to Early Childhood Education, C. Miki Henderson

Chapter 98. Montessori Philosophy, Education, and Bilingual Education, Linda Rodriguez, Beverly J. Irby, Rafael Lara-Alecio, and Genevieve Brown

Chapter 99. Differentiated Instruction: An Integration of Theory and Practice, Carol Ann Tomlinson and Marcia B. Imbeau

Chapter 100. What Makes Giftedness? A Four-Part Theory for the Development of Creative Productive Giftedness in Young People, Joseph S. Renzulli

Chapter 101. The Four-Dimensional Bilingual Pedagogical Theory, Rafael Lara-Alecio, Beverly J. Irby, and Fuhui Tong

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