Search results for: Theories
Page 5/9 85 items
This paper proposes a philosophical reconstruction of the subject of the educator as the agent of curriculum. This political ontology of the subject suggests a process of reconstruction consisting of several stages: the disclosure of ideology and complicity, the investigation of the process of interpellation, and the creation of a fundamentally collective educational practice. It is only on the basis of the effective staging of this crisis at the heart of the teaching subject that a meaningful critical pedagogy and curriculum can be articulated.
Updated: Nov. 23, 2010
Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
In this article, the authors re-conceptualize the way educational scholarship defines 'high achieving.' The authors use critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to examine the journeys of five self-identified Chicana women who attended a continuation high school in California. The authors highlight the resistance strategies these young women employ through their critique of social oppression. The authors conclude with recommendations to help educators and policy makers prepare this growing number of students for postsecondary schooling.
Updated: Nov. 10, 2010
In this conceptual article, the author considers two apparently contradictory dynamics in learning. First, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect. Second, an inversion of the first notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty.The author uses narratives from several contexts in her own educational history – a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator-to discuss these two notions.
Updated: Oct. 12, 2010
In this article, the authors seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate their own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from their analysis for other researchers. The authors conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals.
Updated: Jul. 13, 2010
This presentation aims at giving an overview of the state of the art, developing a general framework for theory and research, and outlining crucial topics for future theory and research. The presentation focuses on the influence of emotions on learning. First, theories about the impact of emotions on learning are introduced. Second, the importance of these theories for school learning are discussed. Third, empirical evidence resulting from school-based research about the role of emotions for learning is presented.
Updated: Jun. 29, 2010
Understanding Change in Teachers’ Ways of Being through Collaborative Action Research: A Cultural–Historical Activity Theory Analysis
The authors’ goal is to seek to understand the factors that affect changes in the teachers’ identities. The authors report on a study of teachers engaged in collaborative action research (CAR) to improve their implementation of digital photography in their teaching. The research design combines the use of ethnographic methods, participatory evaluation methods and action research. The authors use cultural–historical activity theory to understand why the data suggest that there was little change in the teachers’ identity by the end of the first cycle of action research, while those who participated in both the initial action research and the CAR group had a change in their identities.
Updated: Jun. 23, 2010
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism Through the Arts
The authors describe the collaborative theory-building process. This process is used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
Updated: Jun. 13, 2010
How Do School Peers Influence Student Educational Outcomes? Theory and Evidence From Economics and Other Social Sciences
This study describes and compares theories from multiple disciplines about how peers (classmates) influence one another. The study then compares the empirical predictions of the theories with empirical evidence about peer influences on student achievement and draws tentative conclusions about which theories are most consistent with the evidence. A new hybrid theory, group-based contagion, is proposed that seems most consistent with the evidence.
Updated: May. 30, 2010
Models and Predictors of Teacher Effectiveness: A Comparison of Research About Teaching and Other Occupations
This study compares research on the theoretical models and predictors of teacher effectiveness with those of other occupations. Four models of teaching are identified—labor, profession, craft, and art—each with its own (often implicit) objectives and theories about how learning takes place. In addition, there is considerable similarity between the teacher characteristics that predict teacher effectiveness and those predicting worker effectiveness in similarly complex occupations and professions. Specifically, cognitive ability and experience predict effectiveness for both groups, whereas personality and education are not predictive. These specific findings are informative for developing specific models of effectiveness.
Updated: May. 30, 2010
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
The purpose of this study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. The study implemented an intervention program to advance moral reasoning in undergraduate elementary and secondary education students. Results indicate that direct instruction in moral development theory and dilemma discussion advanced students’ moral reasoning scores. These results are preliminary and provide only partial information. To address this limitation, suggestions for future research are provided.
Updated: May. 25, 2010