Academic literature on the topic 'Theories; education; authors'
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Journal articles on the topic "Theories; education; authors"
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Altan, Servet, Jennie F. Lane, and Erskine Dottin. "Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions." Journal of Teacher Education 70, no. 2 (2017): 169–83. http://dx.doi.org/10.1177/0022487117736024.
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Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey’s epistemology to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The conclusion is that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.
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Goldman, Joanne, Andrea Smeraglio, Lisha Lo, Ayelet Kuper, and Brian M. Wong. "Theory in quality improvement and patient safety education: A scoping review." Perspectives on Medical Education 10, no. 6 (2021): 319–26. http://dx.doi.org/10.1007/s40037-021-00686-5.
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Abstract Introduction Theory plays an important role in education programming and research. However, its use in quality improvement and patient safety education has yet to be fully characterized. The authors undertook a scoping review to examine the use of theory in quality improvement and patient safety education. Methods Eligible articles used theory to inform the design or study of a quality improvement or patient safety curriculum. The authors followed scoping review methodology and searched articles referenced in 20 systematic reviews of quality improvement and patient safety education, or articles citing one of these reviews, and hand searched eligible article references. Data analysis involved descriptive and interpretive summaries of theories used and the perspectives the theories offered. Results Eligibility criteria were met by 28 articles, and 102 articles made superficial mention of theory. Eligible articles varied in professional group, learning stage and journal type. Theories fell into two broad categories: learning theories (n = 20) and social science theories (n = 11). Theory was used in the design (n = 12) or study (n = 17) of quality improvement and patient safety education. The range of theories shows the opportunity afforded by using more than one type of theory. Discussion Theory can guide decisions regarding quality improvement and patient safety education practices or play a role in selecting a methodology or lens through which to study educational processes and outcomes. Educators and researchers should make deliberate choices around the use of theory that relates to aspects of an educational program that they seek to illuminate.
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Maria, de Fátima Silveira Medeiros. "TEORIAS ATUAIS DA EDUCAÇÃO." Revistaft 27, no. 119 (2023): 63. https://doi.org/10.5281/zenodo.7679163.
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As teorias da educação com o tempo foram sendo atualizadas, mas muitos autores ao invés de retirar e/ou modificá-las foram apenas adicionando debates e questões mais atuais, visto que as principais correntes teóricas continuaram as mesmas. Com isso as teorias de Skinner, Construtivismo, Significativa, Construcionismo, Pedagogia da Autonomia e a Construtivista de Piaget foram sendo ampliadas, de modo que somariam e dariam mais ênfase nas mesmas.
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McBride, Mary E., Melvin C. Almodovar, Amy R. Florez, Annette Imprescia, Lillian Su, and Catherine K. Allan. "Applying Educational Theory to Interdisciplinary Education in Pediatric Cardiac Critical Care." World Journal for Pediatric and Congenital Heart Surgery 10, no. 6 (2019): 742–49. http://dx.doi.org/10.1177/2150135119881370.
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At the 14th Annual International Meeting for the Pediatric Cardiac Intensive Care Society, the authors presented a simulation workshop for junior multidisciplinary providers focused on cardiopulmonary interactions. We provide an overview of educational theories of particular relevance to curricular design for simulation-based or enhanced activities. We then demonstrate how these theories are applied to curriculum development for individuals to teams and for novice to experts. We review the role of simulation in cardiac intensive care education and the education theories that support its use. Finally, we demonstrate how a conceptual framework, SIMZones, can be applied to design effective simulation-based teaching.
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Doorman, Michiel. "Design and research for developing local instruction theories." Avances de Investigación en Educación Matemática, no. 15 (May 4, 2019): 29–42. http://dx.doi.org/10.35763/aiem.v0i15.266.
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Innovation in mathematics education needs the involvement of teachers, textbook authors, policy makers and researchers. This paper sketches the role and importance of instructional design aiming at new local instruction theories in mathematics education. The approach is shown with a study that investigated how students can be supported in the development of the basic principles of the mathematics of change. The study combines design and research in three successive phases. In the first phase a hypothetical learning trajectory and instructional activities are designed, in the teaching experiment phase the trajectory is acted out, and in the phase of the retrospective analysis the articulated hypotheses are reflected upon. In this way, a cyclic process of (re)design and development of innovative teaching is structured. The resulting local instruction theory is expected to create opportunities for teachers, textbook authors and researchers to consider contextual factors and to adapt results for their research or teaching.
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Hsueh, Yeh, Tenglong Liu, and Taylor Mule’. "Relocating the frame of reference for studying play: Reflections from fieldwork in Chinese rural preschools." Contemporary Issues in Early Childhood 22, no. 4 (2021): 374–78. http://dx.doi.org/10.1177/14639491211058763.
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Western play theories and practices have had a dominant role in creating China's current discursive condition for preschool play. They are also essential to current knowledge production about play. However, this dominance tends to be transferred into rural preschools, which have recently mushroomed and demanded play activities. The authors reflect on their own experience in conducting an ethnographic study of China's rural preschools to propose that the notion of “Asia as method” can help to reconceptualize play theories and practices in China. The authors also envision their study as an effort to relocate the frame of reference of play to transform the existing knowledge structure about play while transforming themselves in studying play in Chinese rural preschools.
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Silva, Francisco Marcones Moura, Edilene Ferreira de Sena, Ana Carla Araujo Barroso, and Luís Távora Ribeiro Furtado. "Theories of education and educational research: Contributions to the continuous education of teachers." Research, Society and Development 13, no. 1 (2024): e2013144672. http://dx.doi.org/10.33448/rsd-v13i1.44672.
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Scientific research in the educational field can become a great ally with regard to the construction of new knowledge and critical training for education professionals. It is through research that we will seek to become aware that we are producers of transforming knowledge, facilitating improvement and encouraging pedagogical work. Based on the above, this article aims to address the theories of education in some of its phases and its influence on the preparation of the educator, reflecting on the formation of teachers from the educational research which seeks to follow the course, maintaining a relationship dialectic between theory and practice, that is, from “understanding” to pedagogical “doing”. For the construction of the theoretical foundation of this research, we selected some authors, among them: Batista, Saviani, Suchodolski, Freire and Schnetzler. Discussions point out that teaching as a transforming action in society is renewed from teacher training, which is the result of research based on theories of education.
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Richards, K. Andrew R., Kim C. Graber, and Amelia Mays Woods. "Using Theory to Guide Research: Applications of Constructivist and Social Justice Theories." Kinesiology Review 7, no. 3 (2018): 218–25. http://dx.doi.org/10.1123/kr.2018-0018.
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Catherine Ennis was an educator, researcher, mentor, and innovator in the field of physical education. As mentor for doctoral students and early-career researchers, she advocated the importance of developing a research agenda to guide and connect one’s scholarship. The central feature of a research plan, she argued, was a guiding theoretical framework that helps scholars interpret their findings and make connections to larger bodies of literature. In this article, the authors discuss Ennis’s position that theory should guide and connect research in physical education and provide examples of how she developed complementary research agendas throughout her career that were connected to constructivist and social justice theories. The goal of both these research agendas was to improve the experiences of children and teachers in physical education programs. In concluding, the authors connect Ennis’s use of constructivist and social justice theories to the ethic of care and make recommendations for teacher education programs.
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Drake, Carolyn B., Lauren M. Heery, Jesse Burk-Rafel, Marc M. Triola, and Daniel J. Sartori. "A Theoretical Foundation to Inform the Implementation of Precision Education and Assessment." Academic Medicine 99, no. 4S (2023): S30—S34. https://doi.org/10.1097/acm.0000000000005604.
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Abstract Precision education (PE) uses personalized educational interventions to empower trainees and improve learning outcomes. While PE has the potential to represent a paradigm shift in medical education, a theoretical foundation to guide the effective implementation of PE strategies has not yet been described. Here, the authors introduce a theoretical foundation for the implementation of PE, integrating key learning theories with the digital tools that allow them to be operationalized. Specifically, the authors describe how the master adaptive learner (MAL) model, transformative learning theory, and self-determination theory can be harnessed in conjunction with nudge strategies and audit and feedback dashboards to drive learning and meaningful behavior change. The authors also provide practical examples of these theories and tools in action by describing precision interventions already in use at one academic medical center, concretizing PE’s potential in the current clinical environment. These examples illustrate how a firm theoretical grounding allows educators to most effectively tailor PE interventions to fit individual learners’ needs and goals, facilitating efficient learning and ultimately improving patient and health system outcomes.
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Thomas, Michael S. C. "Theories that develop." Bilingualism: Language and Cognition 5, no. 3 (2002): 216–17. http://dx.doi.org/10.1017/s1366728902273010.
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The target article represents a significant advance in the level of sophistication applied to models of bilingual word recognition, and Dijkstra and van Heuven are to be congratulated on this endeavour. Bearing in mind the success of the (computational) BIA model in capturing detailed patterns of experimental data, I look forward to future simulation results from the BIA+ when the proposals of this new framework are implemented. It is an essential step to draw a distinction between recognition systems and the decision mechanisms that drive responses, and the authors have provided a novel way of apportioning empirical evidence of context effects in bilingual word recognition across this divide. Given the explanatory weight now being placed on decision mechanisms rather than the word recognition system itself, perhaps indeed it is now time to make some simplifying assumptions about the recognition system and start building detailed computational models of the decision component of the system. Implementation will provide the clarity of theorisation and evaluation of theory viability that have been the hallmark of the BIA model thus far.
Books on the topic "Theories; education; authors"
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Pazuhina, Svetlana. Psychological and pedagogical theories and technologies of primary education (tasks and exercises for practical classes and independent work of students). INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002499.
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The educational and methodological manual on the discipline "Psychological and pedagogical theories and technologies of primary education" includes the development of practical classes; a set of tasks and exercises of different types for performing in the course of classroom and extracurricular work in subgroups, pairs, individually; a set of diagnostic and control and evaluation materials. Using the tasks developed by the authors in the course of organizing independent work will allow you to build an individual learning trajectory for each student, implement a differentiated approach in practice, introduce modern technologies for evaluating the educational achievements of future teachers and identifying the level of professional competencies. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the bachelor's degree programs "Pedagogical education", "Psychological and pedagogical education".
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Slowey, Maria, ed. Comparative Adult Education and Learning. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-422-0.
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This volume explores the topics of adult learning and education through the specific lens of comparative research. The book is divided into four chapters comprising two parts: an analytic essay followed by an anthology of readings from a selection of key texts intended to illustrate different perspectives, theories and/or approaches from varying perspectives in different countries. The book represents the second of a series dedicated to adult learning and education and developed within the ESRALE European project. Its companion books are: Empirical Research Methodology in Adult Learning and Education. Authors and Texts and Researches in Adult Learning and Education: the European dimension.
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Privalov, Nikolay. Methodology of scientific research. Moral Science. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2009646.
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The textbook systematically combines topical issues of the methodology of scientific research, taking into account the achievements of classical political economy, the German historical school, institutionalism and non-economic disciplines (history, political science, sociology, cybernetics, biology, psychology, mathematics, law, etc.). The main methodological principles of interdisciplinary relations are: consistency, focus on achieving social balance and morality. The instruments of scientific research are analyzed in the light of their adaptation to the cultural traditions of Russia by taking into account the institutional factors affecting the economy. The traditions of the university textbook are complemented by elements of monographic research, in particular on the creation of a new human model — the "traditional man" (homo traditium). The paper attempts to return to the roots of classical economic theories — the works of ancient Greek authors, A. Smith, A. Marshall and others, who combined their scientific methodological principles with morality and other non-traditional disciplines for modern economic theory, for example biology. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying economics and for anyone interested in the problems of the modern economy and Russia's place in world geopolitics.
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Chemodurov, Vladimir, and Ella Litvinova. Physical and mathematical modeling of building systems. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1014191.
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Physical and mathematical modeling is widely used in scientific research. This is due to the fact that field experiments on real construction sites are often impossible to organize for various reasons. The material included in the textbook is a summary of the authors ' experience in the field of system analysis. In the first section, the regularities of physical modeling of the functioning of objects based on the similarity and dimension theorems are considered. The second section presents modern models and methods for choosing optimal solutions: linear, nonlinear, stochastic, and statistical. The third section deals with experimental methods of system optimization based on the theory of experimental planning. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training 08.04.01 "Construction", and graduate students of higher educational institutions. It will be useful for specialists in the field of mathematical methods for the study of complex systems and their applications.
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Privalov, Nikolay. The philosophy of the economy. Moral Economics. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1946203.
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The textbook systematically combines topical issues of methodological and philosophical foundations of economics, taking into account the achievements of classical political economy, the German historical school, institutionalism and non-economic disciplines (history, political science, sociology, cybernetics, biology, psychology, law, etc.). The main methodological principles of interdisciplinary communication are consistency, focus on achieving social balance and morality. The instruments of scientific research are adapted to the cultural traditions of Russia by taking into account the institutional factors affecting the economy. Russian Russian cosmism The concept of philosophy of economy presented in the textbook (philosophy of the third way, or moral and religious neo-institutionalism) is in line with the tradition of Russian existentialism (Russian cosmism). The traditions of the university textbook are complemented by elements of monographic research, in particular, on the creation of a new model of man — the "traditional man" (homo traditium). The paper attempts to return to the roots of classical economic theories — the works of ancient Greek authors, A. Smith, A. Marshall and others, who combined their scientific methodological principles with morality and other non-traditional disciplines for modern economic theory, for example biology. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying economics and anyone interested in the problems of the modern economy and Russia's place in world geopolitics.
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Shishkin, Andrey. Introduction to the axiomatic theory of elementary functions. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1209581.
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Contains an exposition of the basic concepts and theorems of the axiomatic theory of the basic elementary functions of real and complex variables. The textbook is written on the basis of lectures given by the author for a number of years at the Armavir State Pedagogical University, at the Slavyansk-on-Kuban State Pedagogical Institute and at the branch of the Kuban State University in Slavyansk-on-Kuban. It is intended for students of natural-mathematical profiles of preparation of the direction "Pedagogical education". It can be used in the study of mathematical analysis, the theory of functions of a real variable, the theory of functions of a complex variable, etc.
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Elatskov, Aleksey. General Geopolitics: Theoretical and Methodological Issues in Geographical Interpretation. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2033550.
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This text is dedicated to the development of the general theory of geopolitics as a scientific discipline. The author discusses what geopolitics is, as well as its content and methodology, and investigates the principles of geopolitical zoning and modelling, the content and essence of geopolitical relations, geographical and geopolitical spaces, geopolitical thinking and geopolitical idealised models. Activity-geospatial and geo-adaptation approaches are utilised while considering geopolitical phenomena. The first focuses attention on the geopolitical relations existing between political activity and geographical space. This forms the methodological basis of the concept of the geospatial self-organisation of a society as a new theoretical paradigm regarding political geography and geopolitics. The book consists of the Introduction, four chapters and contains 41 figures, 9 tables and an extensive reference list. The first chapter deals with the basic theoretical questions of political geography and geopolitics: the concept of geopolitics, the essence of politics and political actors, the concept and structure of geographical space, as well as geopolitical space as a set of geopolitical relations. The author describes several types of geopolitical relations with sensitivity to distance and borders. It has been proven that the “geopolitical relations” category forms the basis for both geopolitics and political geography theories. The second chapter is dedicated to discussing the study of geopolitical space. The geo-adaptation (geoadaptation) approach is proposed for the study of geopolitics and related problems. Geopolitics is understood as a political type of geo-adaptation of society. The author argues that any geopolitical relations represent a kind of societal geo-adaptational relations. The author also discusses the concept of territory (in the Russian sense) and zoning principles. An extended typology of geographical regions has been proposed, which more accurately reflects specific geopolitical phenomena. Along with nodal (functional) and uniform (formal) regions, the author also proposes relational ones. In addition, the concept of geopolitical field as a field of geopolitical relations is described. The author examines the assessment types of fragmentation and integration of geopolitical spaces or fields, and also discusses the principles of research geopolitical location of a country. The third chapter examines the essence, genesis, levels, and types of geopolitical thinking from the viewpoint of the proposed approach. The author notes the principles of critical geopolitics and discusses the place of geopolitics in the system of scientific knowledge and its relation to current political geography, as well as the categorical framework of scientific geopolitics, the principles of forecasting and expert assessment, and special education issues. The fourth chapter discusses the essence of scientific geopolitical laws and principles of modelling. The author argues that the majority of "geopolitics laws" are statements that describe various types of geopolitical strategies. In addition, the author considers numerous idealised geopolitical models of natural-geographic, human-geographic, spatial-activity, functional-activity and chrono-geopolitical types in terms of the geo-adaptation approach. The effect of geographic isomorphisms in geopolitical models is also discussed. The fundamental concepts of physical geography and geomorphology may be used in conceptualising geopolitics. The book is intended for scientists, researchers, and students in the field of geopolitics and political geography. The book is available online at the electronic library system Znanium.com.
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Brooks, Jacqueline Grennon, and Martin G. Brooks. In Search of Understanding: The Case for Constructivist Classrooms, with a New Introduction By the Authors. Association for Supervision & Curriculum Development, 1999.
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Lampert, Jo, ed. Oxford Encyclopedia of Global Perspectives on Teacher Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/acref/9780190670221.001.0001.
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85 entries This collection of essays on teacher education encompasses the breadth of significant scholarship from some of the best-known educational scholars and emerging researchers in the field. It includes new foundational essays on the most pressing issues impacting teacher education and includes authors from across the globe. The collection offers critical overviews of key theories and methods in preparing effective teachers, global and comparative perspectives on contemporary issues and debates, and crucial essays on social justice and equity in teacher education, and features a number of scholars from Indigenous communities and the Global South.
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Elliott, Willliam, and Melinda Lewis. Making Education Work for the Poor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190621568.001.0001.
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Making Education Work for the Poor identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children.
Book chapters on the topic "Theories; education; authors"
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Evans, Terry, and Viktor Jakupec. "Classic Theories of Distance Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_7.
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AbstractThis chapter explores the influence of three of distance education’s classic theorists—Otto Peters, Börje Holmberg, and Michael Moore—on its subsequent conceptualization and practice. The classic theorists’ understanding of theory and theorizing is discussed critically in the context of the articulation of each’s particular theory. This is then contextualized in terms of the history of the development of distance education and its institutions, from Pitman’s correspondence courses on shorthand, through correspondence schooling and higher education external studies, to the rise of the United Kingdom Open University in the 1960s. The latter’s subsequent powerful influence on the theory and practice of open and distance education internationally is described as stimulating a fertile context for the classic theorists’ endeavors. Finally, consideration is given to more recent scholars’ interpretations and adaptations of the classic theories of distance education. This leads to a concluding reflection on the authors’ engagement with distance education theorizing and the prospects for the future of distance education’s theorizing and practice.
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Evans, Terry, and Viktor Jakupec. "Classic Theories of Distance Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_7-1.
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AbstractThis chapter explores the influence of three of distance education’s classic theorists—Otto Peters, Börje Holmberg, and Michael Moore—on its subsequent conceptualization and practice. The classic theorists’ understanding of theory and theorizing is discussed critically in the context of the articulation of each’s particular theory. This is then contextualized in terms of the history of the development of distance education and its institutions, from Pitman’s correspondence courses on shorthand, through correspondence schooling and higher education external studies, to the rise of the United Kingdom Open University in the 1960s. The latter’s subsequent powerful influence on the theory and practice of open and distance education internationally is described as stimulating a fertile context for the classic theorists’ endeavors. Finally, consideration is given to more recent scholars’ interpretations and adaptations of the classic theories of distance education. This leads to a concluding reflection on the authors’ engagement with distance education theorizing and the prospects for the future of distance education’s theorizing and practice.
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Low, Remy Y. S., and Suzanne Egan. "Other People’s Ideas: An Introduction to Using Social Theory in Higher Education." In Using Social Theory in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39817-9_1.
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AbstractIn this introductory chapter, we explore our transformative early encounters with social theories and discuss what social theory is, the different ways it can be used in the context of higher education, and its limitations. The chapter explains how the authors in this book put social theories to work to think through issues that are emerging as key social and political concerns in a higher education context. We provide a brief overview of each chapter and present the social theorists that each author engages with, including Indigenous Australian scholar Aileen Moreton-Robinson, Māori academic Linda Tuhiwai Smith, Belgian political theorist Chantal Mouffe, Slovenian philosopher Slavoj Žižek, British sociologist Nikolas Rose and Lebanese history of medicine scholar Joelle M Abi-Rached, and the Australian sociological theorist Raewyn Connell. Along the way, we offer some advice on how to (and how not to) think with theory.
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Connell, Raewyn. "The Good University Examined: A Response to Meenakshi Krishnaraj, Ren-Hao Xu, and Pat Norman." In Using Social Theory in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39817-9_21.
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AbstractIn her response to Meenakshi Krishnaraj, Ren-Hao Xu, and Pat Norman on The good university (2019), Raewyn Connell begins by offering some biographical background to her writing of the text. She then engages with each of the authors of the chapter on The good university, specifically the forces driving change in the work culture of higher education institutions as described by Norman, the alternative models of higher education and modes of teaching in India’s past and present raised by Krishnaraj, and the relationship between research and politics in Taiwanese history recounted by Xu. Along the way, Connell demonstrates two important points of about social theory. First, that while scholarly writing is valued for its tidiness and abstraction, social theories usually arise from authors’ and social groups’ lived and messy struggles. Second, that while the form of scholarly publications (e.g., books, journal articles) suggests a ‘finished’ quality to theories, as experiments in thought and imagination theories evolve and change, and do so through a continuing process of dialogue.
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Zawacki-Richter, Olaf, and Insung Jung. "Shaping the Field of Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-0351-9_94-2.
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AbstractThis chapter provides a brief overview of the overall structure by the Chief Editors of the Handbook of Open, Distance, and Digital Education (ODDE) published in Springer’s Major Reference Series. The handbook is organized along the lines of the 3M-Framework covering all important issues related to ODDE at the macro- (ODDE systems, theories, and methods), meso- (ODDE educational management and institutions), and micro- (teaching and learning) levels. Each level is addressed in one volume with two sections. Informed by the historical roots of ODDE, the editors and authors of this handbook are shaping the field of ODDE scholarship, theory, and practice.
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Zawacki-Richter, Olaf, and Insung Jung. "Shaping the Field of Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_94.
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AbstractThis chapter provides a brief overview of the overall structure by the Chief Editors of the Handbook of Open, Distance, and Digital Education (ODDE) published in Springer’s Major Reference Series. The handbook is organized along the lines of the 3M-Framework covering all important issues related to ODDE at the macro- (ODDE systems, theories, and methods), meso- (ODDE educational management and institutions), and micro- (teaching and learning) levels. Each level is addressed in one volume with two sections. Informed by the historical roots of ODDE, the editors and authors of this handbook are shaping the field of ODDE scholarship, theory, and practice.
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Zawacki-Richter, Olaf, and Insung Jung. "Shaping the Field of Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_94-1.
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AbstractThis chapter provides a brief overview of the overall structure by the Chief Editors of the Handbook of Open, Distance, and Digital Education (ODDE) published in Springer’s Major Reference Series. The handbook is organized along the lines of the 3M-Framework covering all important issues related to ODDE at the macro- (ODDE systems, theories, and methods), meso- (ODDE educational management and institutions), and micro- (teaching and learning) levels. Each level is addressed in one volume with two sections. Informed by the historical roots of ODDE, the editors and authors of this handbook are shaping the field of ODDE scholarship, theory, and practice.
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Wang, Victor X., and Marianne Robin Russo. "Higher Education Leadership." In Handbook of Research on Transnational Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch011.
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This chapter illustrates gaps that exist between leadership theories and practice. Well-reasoned theories are described in many academic books, yet they may not apply in practice. In higher education, these gaps may seem to be compounded by the lack of technical skills or leadership ethics. To demonstrate the true gaps between leadership theories and practice, the authors provide a scenario that illustrates this effect. While the different leadership theories are briefly reviewed, the authors’ intention is to demonstrate that applied theory to practice will assist leaders in guiding followers in the right direction for the benefit of these specific stakeholders as well as for the academe at large. A model is developed to help ameliorate the gap between leadership theory and practice in terms of teaching and leadership within the academe, inclusive of faculty and administration. The conceptual framework encapsulates: (a) the interaction of one’s teaching philosophies and teaching theories; (b) the interaction of one’s teaching philosophies and leadership theories; and (c) behaviors and interactions of leaders and followers to prevent leaders from ganging up on followers.
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Langa, Claudiu, and Adriana Nicoleta Lazar. "Educational Theories Related to Early Schooling Systems." In Modern Early Childhood Teacher Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0956-8.ch002.
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In an analytical approach, this chapter analyzes the educational paradigms and pedagogical premises of early education, which reinforce and support that the education and protection of early childhood favors individual development. The core of these approaches is the promotion and practice of a child-centered education, which contributes to healthy physical and mental development, and to the solid social and emotional development of the future adult. In this chapter, several dimensions outlined by the educational paradigms regarding early education will be analyzed, highlighting at the same time the open character of the approaches towards scientific research and later educational theories. The authors believe that some conceptual delineations regarding early education are useful, at least as a summary sequence to provide a basis for the arguments presented. The need for early intervention in child development has not been contested, but the support from some pedagogical theories completes the objectives assumed by educational policies.
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Brown, Megan E. L., Matthew H. V. Byrne, Helen R. Church, and Gabrielle M. Finn. "Theory in medical education." In Oxford Handbook of Medical Education in Practice. Oxford University PressOxford, 2025. https://doi.org/10.1093/med/9780192848710.003.0002.
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Abstract In this chapter, the authors explore the role and significance of theory within medical education. They begin by defining theory and considering the distinctions between theory and research paradigms. Reflecting on the importance of axiological, ontological, and epistemological positions, the authors examine how paradigms inform the way we view and use theories. Further, they discuss five common grand theories of learning: behaviourism, cognitivism, constructivism, humanism, and socioculturalism. They highlight their unique characteristics and discuss their suitability for different types of tasks and questions within medical education. By the end of this chapter, readers will have a solid foundation in educational theory and paradigms. They will gain a deeper understanding of the language and concepts used in medical education when discussing theory and be equipped with the knowledge to critically analyse and apply theories in their own teaching and research.
Conference papers on the topic "Theories; education; authors"
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Mitrović, Marijana, and Marija Gojković. "Sociological classics in the modern age." In Employment, Education and Entrepreneurship 2024. Faculty of Business Economics and Entrepreneurship, 2024. https://doi.org/10.5937/eee24039m.
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We are witnessing the great changes of human society that took place throughout history. Sociology, as a scientific science, cannot be freed from the fact that all its knowledge is directly related to social changes and social conditions of cognition. The progress of knowledge in social science presupposes the progress of knowledge. It simultaneously reviews social changes and the fate of sociological ideas in the applied conditions of knowledge. In the overall structure of sociological knowledge, sociological theories are very important. The importance of sociological classics is also indicated by the fact that all major world powers have produced their 'representatives' and their theories in order to resist changes. Observing modern society, we're asking ourselves how and if we can adapt the classical sociological theories in modern society. Considering modern tendencies, in this work the authors will mention several classical sociological theories and emphasize their application in a far more developed society than when they were made, and if they are still applicable today.
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Casany Guerrero, María José, and Marc Alier Forment. "Debates on tech-related moral dilemas usign ethical theories to teach engineering ethics." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1364.
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A significant number of universities where engineering is taught acknowledge the influence on society and the environment of the scientific and technological practice, as well as the ethical problems it presents, and the need to provide their students with courses covering this as a subject. The accelerated pace of innovation in these fields amplifies the issue. Computer Engineering schools are no exception. So, the IEEE/ACM Computer Science Curriculum 2013, identifies social issues and professional practice as key knowledge areas that computer undergraduate students must learn. Students should be knowledgeable about the interplay of ethical issues, technical problems, and aesthetic values that play an important part in the development of computing systems. The authors have taught for many years an optional course about the social, and environmental aspects of ICT as well as ethics. In this paper, the authors propose an approach to study ethics in Computer engineering schools. The approach consists in providing students with general ethic frameworks to reason about moral dilemmas as well as providing the basics of deontology. The lessons are complemented with case studies where technology is a key factor. Students are assigned roles to work on the cases and in the end, a discussion is done in the classroom. After the lessons, the authors have observed that students are able to understand and use the tools provided by the teachers to reason about moral dilemmas.
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D Berthot, Bryan. "Agile Supply Chain Management Theories, Empirical Data, and Future Directions." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5153.
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Aim/Purpose. This is a literature review that defines agile supply chain management (ASCM), discusses several competing theories (particularly ones with some empirical evidence), their research limitations (e.g., cultural and industry homogeneity), and future directions for research that would add to the field’s body of knowledge. Background. Agile supply chain management (ASCM) is a relatively recent phenomenon, with most academic articles published between 2001 and the present. However, the ASCM literature is quite fragmented, with no dominant theory. Both the ASCM literature and private industry would benefit from a heterogenous (i.e., multi-site, multi-industry) empirical study in the U.S. In this context, several forward-looking topics are considered as business “problems of practice”, including: 1) elaborating on existing agile supply chain rating instruments; and 2) generating empirical data from industry to support Zhu et al.’s (2022) EDGE supply chain framework. The challenges for supply chain managers are ones of assessing the agility of their firm’s supply chain and deciding on a theoretically based action plan for making targeted improvements. Methodology. The literature review was limited to refereed journals (i.e., does not include popular business journals, unpublished dissertations, etc.), yielding approximately 30 topic-relevant papers. The three-step review methodology (i.e., comprehensive material search, descriptive analysis and classification, theoretical and content analysis) attempts to replicate that of Shashi et al. (2020). Contribution. This paper defines ASCM and examines some of its key theoretical paradigms, including Christopher’s (2000) three-dimensional model for achieving agility, Lee’s (2004) Triple-A framework, and Lin et al.’s (2006) “route to agility” drivers-capabilities-goals model. It then discusses empirical support for the respective theories as well as some of their research limitations (e.g., cultural and industry homogeneity). Finally, it reviews some of the germane tools developed to assess the appropriateness of an agile approach in industry. This effort groups the literature into major theories with empirical support, identifies existing instruments to gauge an organization’s level of agile supply chain, and proposes several potential lines of research that would help the practitioner assess and improve the agility of the supply chain. Findings. In this context, several forward-looking topics are considered as business “problems of practice”, including: 1) elaborating on existing agile supply chain rating instruments; and 2) generating empirical data from industry to support Zhu et al.’s (2022) EDGE supply chain framework. Recommendations for Practitioners. The challenges for supply chain managers are ones of assessing the agility of the firm’s supply chain and deciding on a theoretically based action plan for making targeted improvements. Recommendations for Researchers. Here are some possibilities going forward: • Replicate the Balaji et al. (2015) TADS study with a more culturally and industrially diverse sample. In terms of theory, the TADS instrument has a link to Lin et al.’s (2006) notion of the SC agility index. The original pilot study used a small Indian steel industry sample. For example, a sample of 10 to 25 U.S.-based Institute of Supply Management (ISM) member companies might be used. Another variation from the original study might be varying the intervention intended to improve the firm's SC agility. • Operationalize the Hofman and Cecere (2005) proposed portfolio of agile SC metrics based on dimensions of speed, predictability, ease, and quality. In all likelihood, this would be a series of studies that would include development of scale items, questionnaire administration to an appropriate sample, and a factor analysis to evaluate item conceptual loadings. Here, the factor analysis ostensibly would be part of advancing the inherent theory. The next step would be an instrument reliability and validity study. • Conduct a correlational study to examine further the relationship between the agile SC and customer satisfaction. Such a study has its roots in the previous work of Jawahar et al. (2020), Kisperska-Moron and Swierczek (2009), and Power et al. (2001). • Advance Zhu et al.'s (2022) EDGE (i.e., enablers, suppliers, goals, and expertise) supply chain framework by doing a correlational study of firms whose agile SCs are blockchain and Internet of Things (IoT) capable. The authors themselves suggest this approach as no empirical data yet exists to support the EDGE model. • Similarly, conduct an empirical study to provide support to the Bamakan et al. (2021) six-layer evaluation system of service supply chain performance that is based on a blockchain-IoT-big data framework. Impact on Society. Despite the diverse theoretical perspectives, there are tools available for sup-ply chain managers to assess their firm’s supply chain agility. Future Research. This author recommends taking the direction suggested by Zhu et al. (2022), one of examining firms whose supply chains are blockchain and IoT capable. This approach would provide some empirical support to the EDGE supply chain framework.
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Afrin, Tahera, and Pauline Bishop. "An early childhood education lens on the practice of reflection in Aotearoa New Zealand." In Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2301003.
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Reflection is a well-researched concept in the field of education. However, the authors find the book resources are limited in terms of current practice in early childhood education (ECE) within the context of Aotearoa New Zealand. With the aim to develop a book chapter at a later stage, the authors conducted a literature review to understand the concept of reflection in teaching. The review has significance as it revealed unique concepts of reflection within the context of Aotearoa New Zealand for the sector of early childhood education. Informit was used and an advanced search was carried out between 2017 and 2022. About 40 peer-reviewed full-text articles were found. The articles were then reviewed to understand the nature and value of documented reflection. The themes that emerged from the literature search were related to 1) theories and professional development; 2) domain knowledge; 3) practice of kaiako (teachers); and 4) ECE settings. The findings from these four categories are discussed with a critical lens to indicate areas that could be important in the day-to-day practice of a kaiako, and to suggest including voices that may be missing in the current literature. The article also emphasises the importance of taking the reflections beyond an educational setting.
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Bernasconi, Claudia, and Libby Balter Blume. "Transformative Pedagogies: Trajectories Towards Transformative Design Education." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.22.
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How can architectural education prompt and supportstudents to embrace architecture as a transformativeprocess towards shared understandings and a call for sharedactions? Transformative pedagogy has been defined as “alearning process that seeks to contextualise contemporaryissues as active learning instruments for pro-activeresponse” (Salama 2015, 310). In this paper, the authorswill present three trajectories for promoting transformativepedagogy that comprise a non-self-referential approachto architectural education: Othering, Complementing,and De-gendering. The authors describe each trajectory inrelation to course offerings and learning experiences at theSchool of Architecture and Community Development (SACD),University of Detroit Mercy and illustrate the transformativepedagogical theories and practices that inform and support aneducational model and transdisciplinary content that is builtoutside-in versus inside-out. We conclude that adopting thistransformative pedagogical framework can support a radicalshift in architectural education that historically has prioritizeddisciplinary knowledge and skills rather than responsivenessto others, communities, and societies.
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Pinnelli, Stefania. "Internet Addiction Disorder and Identity on line: the Educational Relationship." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2557.
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In the mid 1990s people became fascinated with the Internet, a fact which has not only redesigned the geographic borders of communication within a totally new dimension, but has also created new profiles of personal identities. This paper aims to describe how identities are constructed in cyberspace and outline the risks and the opportunities of such an evolution of human identity. Moving from the identity concept from the theories of Goffman, Erikson and other authors, this paper intends to answer these questions and to discuss the problem of personal identity in the age of the Internet. The aim is to introduce and to discuss through a pedagogical point of view, a specific type of mental disturbance of the Internet age called Internet Addiction Disorder (IAD), a disturbance classified through the criteria of DSM IV as a new form of dependency.
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McKay, Elspeth, and Bill Martin. "The Scope of e-Learning: Expanded Horizons for Life-Long Learning." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2533.
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The purpose of this paper is to open a discourse on the broad scope of e-Learning. The authors provide an overview of a much larger debate—mindful that the consequential topics are far reaching. The discussion first deals with the need to utilize meta-knowledge within the context of Web-based learning providing the background for the process of scoping e-Learning. The e-Learning phenomenon we experience today provides courseware designers with an opportunity to revisit all the fundamentals of instructional science involving learning theories and human performance. In setting the scene for the reader, it is useful to drill into the background issues of the digital learning context. It will be shown that the scope of e-Learning is more comprehensive than the commonly accepted issue of electronic delivery of instructional/learning materials. Wise use of the technologies can provide the leverage human beings require at this point for expanding their horizons for life-long learning.
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A Grant, Kenneth, and Candace T Grant. "Developing a Model of Next Generation Knowledge Management." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3264.
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Knowledge Management exploded into visibility as a management topic in the mid-1990s with a significant impact in the IT applications area. It has had high visibility for the last decade and, in recent years, has come under some critical scrutiny - - questioning the success of many of the attempts to manage knowledge, especially those with an IT focus, as well as some suggestion that it was merely the latest management fad, now facing inevitable decline. As a counter to this, some experts have proposed the emergence of a "next" generation that both resolves the limitations of the previous generation and offers additional understanding that could lead to more successful ventures. A view of the evolution of Knowledge and Knowledge Management through four stages is presented and a composite model for Next Generation Knowledge Management (NGKM) is proposed, derived from the theories presented by several prominent authors.
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Nistor, Cristina mihaela, and Doina Comanetchi. "THE INCONVENIENTLY CONVENIENT ONLINE EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-031.
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In many ways, 2020 was the year that has made a difference in everybody's life, although one cannot say that it was all for the better. At the respective time, the very few who could afford to work remotely were corporate employees who had chosen to do so for various (mostly personal) reasons, and who were envied by many other types of workers. When, under the pressure of the COVID-19 rapidly spreading threat, education made the switch from the classroom to the online, it was hailed as the beginning of a new era, bringing it into the 21st century. As expected, commentators, most of them outside the educational field, claimed that education-by-screen was the future, with the internet offering endless possibilities for knowledge growth, which, in turn, would give rise to a new learner - and to a new type of teacher, as well. However, as it often happens with theories, when they take a reality check, bad news came soon: computers may have brought cutting-edge technology into the classroom, but that was not enough. More and more voices were heard making comments about online learning and its (in)convenient nature, dwelling on the idea that, over the past year, remote learning has painted a different picture, leading to the conclusion that in-person education cannot and should not be replaced. How open and willing are students to embrace this new form of education is a question most teachers have probably asked themselves. The authors of this article have tried to formulate an answer based on a questionnaire administered to first-year students.
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Barker, Jennifer L., and Wendy Griswold. "Building Failure Fluency for Successful Failures in Architectural Education." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.23.
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In the face of rapid change, instability, ambiguity and uncertainty,people require skill in adaptation and resiliency. Theseskills are applicable to the design profession and are a necessarypart of being a global citizen in today’s world.1 An essentialquality to adaptation and resiliency is failure fluency, a phrasethat builds out from the concept of successful failure. For theauthors, an interest in the phrases “successful failure” and“failure fluency” derive from narrative and grounded theoryresearch into the experience of architectural and communityeducators. Specifically, architectural educators expect thatstudents will be willing to explore, to fail, and to try again.2This expectation for a willingness and ability to fail—rootedin aspects of developing innovation and creativity3—oftenremains tacit, a desired outcome expected to arise out of thedesign process. Explicating the capacity for resilience developedthrough and within the design process, especially as itbuilds failure fluency for global citizenship, can be facilitatedby aspects of co-creative learning found in community education.Placing at its foundation the work on successful failureby Eve Weinbaum, this paper presents definitions for bothsuccessful failure and failure fluency as they are developedthrough adult and community education theories. The paperoutlines the process for that development and applies it tothe specific site of the design studio to support architecturaleducators who, like the authors, wish to apply it to theirteaching practice to develop agency in themselves and theirlearners. The paper concludes by tying back into the largerglobal goals of the conference.
Reports on the topic "Theories; education; authors"
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Padilla Vergara, Tatiana, Enrique Carlos Urzola Mestra, and David José Hernández Hoyos. Psychological aspects of human behavior. Ediciones Universidad Cooperativa de Colombia, 2023. https://doi.org/10.16925/gcnc.88.
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This class note presents the topics and units of study developed in the course “Psychological Aspects of Human Behavior.” The document briefly describes the theorists and authors that students should consider to better understand the concepts being studied, providing tools to professionals in the social sciences to comprehend the fundamental principles of human behavior (psychobiological, emotional, behavioral, and cognitive), and the practical application of some of these concepts in everyday social contexts, from a critical and competency-based educational methodology.
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Maiorino, Alexandre, William D'Andrea Fonseca, Ranny L. X. N. Michalski, and Olavo M. Silva. Book Reviews: Concert Halls and Opera Houses; Acoustic Array Systems: Theory, Implementation, and Application; Architectural Acoustics; and Acoustics - A Textbook for Engineers and Physicists (Vols. I & II). Sociedade Brasileira de Acústica, 2023. https://doi.org/10.55753/aev.v38e55.253.
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This text brings together four essential book reviews for professionals and students interested in acoustics, vibrations, and audio. The selected works range from fundamental principles to advanced applications, offering a comprehensive overview of subjects such as signal processing, microphone arrays, architectural acoustics, and practical studies. The first work, Concert Halls and Opera Houses: Music, Acoustics and Architecture by Leo Beranek, explores the relationship between musical art and the design of performance venues, highlighting how acoustics directly affects the listener’s experience. Next, Acoustic Array Systems: Theory, Implementation, and Application by Mingsian R. Bai, Jeong-Guon Ih, and Jacob Benesty, delves into microphone array technologies, examining beamforming theories and their practical applications. The third reference, Architectural Acoustics by Marshall Long, focuses on the principles of room planning and acoustic treatment, allowing greater control over noise and reverberations in different environments. Finally, Acoustics – A Textbook for Engineers and Physicists (Vols. I & II) by Jerry H. Ginsberg presents a comprehensive compendium on acoustics and vibrations, combining theory, computational modeling, and experiments. These concise and objective reviews provide initial insights into each author’s contributions, encouraging the complete reading of the works for a solid and up-to-date education in the field of acoustics.