Search results for: Theories
Page 6/9 85 items
The article is a study of Hannah Arendt’s early essays, “Reflections on Little Rock” and “The Crisis in Education,” reading them through the lens of Thinking, the first volume of her final and posthumously published work, The Life of the Mind. The result of this study is the identification of educational thinking as occurring in the existential space of solitude where students, withdrawn from the continuity of everyday life, engage in an activity that enables them to reflect upon and critically reimagine the world and thereby prepare for world-caring.
Updated: May. 25, 2010
And Worldlessness, Alas, Is Always a Kind of Barbarism: Hannah Arendt and the Challenge of Educating in Worldless Times
This article is philosophical in nature, focusing on several of Hannah Arendt’s published works. The article examines Hannah Arendt’s analysis of the problem of modern world alienation, with particular attention to the ways in which predominant modes of thinking contribute to this problem. The author argues that educational research and practices must be grounded in an Arendtian conception of thinking if we are to reclaim the world.
Updated: May. 25, 2010
Two different ways of thinking the public meaning of school education are derived from Arendt’s text on the crisis in education. In the first, the school is conceived of as the space/time of introduction, having a public role in giving access to the public sphere. In the second line of thinking, the school is by itself a public space/time: a space/time of suspension and profanation.
Updated: May. 25, 2010
This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological shift in response to the civil rights movements of the mid-1900s. Three theoretical lenses help to differentiate what are really overlapping movements—namely, neoliberalism, Christian fundamentalism, and neoconservatism—that make attacks on public education and teacher education seem like “common sense.” Implications for reframing teacher education conclude the article.
Updated: Apr. 27, 2010
Alignment is a means for understanding the degree to which different components of an educational system work together to support a common goal. Alignment research is one method to demonstrate that state organizations, districts, and schools send a consistent message to teachers and students about what is required. The authors (1) discuss the importance of alignment for facilitating proper assessment and instruction, (2) describe the three most common methods for evaluating the alignment between state content standards and assessments, (3) discuss the relative strengths and limitations of these methods, and (4) discuss examples of applications of each method.
Updated: Feb. 21, 2010
The purpose of this paper is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from Art as Experience as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, the author suggests six themes that teachers can draw upon to help students attain engaged learning experiences.
Updated: Jan. 31, 2010
Situated Learning Theory and The Pedagogy of Teacher Education: Towards an Integrative View of Teacher Behavior and Teacher Learning
The aim of the present article is to examine the question of what the Lave and Wenger perspective could mean to teacher educators' and researchers' understanding of teacher behavior and teacher learning, and to the pedagogy used in teacher education. Based on their work, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory. This model leads to concrete implications for the pedagogy of teacher education.
Updated: Jan. 12, 2010
The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. The purpose of this article is to describe how social and educational psychology has contributed to educational practice.
Updated: Oct. 20, 2009
This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.
Updated: Oct. 19, 2009
In this paper, the authors investigate and critique education and teacher education as disciplines against the backdrop of teaching as a form of human flourishing connected to the virtue of eudaimonia, a kind of happiness.
Updated: Jul. 20, 2009