Handbook of Educational Theories for Theoretical Frameworks

by Beverly J Irby (Editor), Genevieve Brown (Editor), Rafael Lara-Aiecio (Editor), Shirley Jackson (Editor)

Overview

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.

Product Details

ISBN-13:	9781617358654
Publisher:	Information Age Publishing, Inc.
Publication date:	01/17/2013
Edition description:	New Edition
Pages:	1164
Product dimensions:	8.50(w) x 11.00(h) x 2.28(d)

Table of 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