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Journal articles on the topic 'Theory of Developmental Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

New, William. "Autobiography, Developmental Theory, and Teacher Education." Journal of Narrative and Life History 6, no. 4 (1996): 323–47. http://dx.doi.org/10.1075/jnlh.6.4.02aut.

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Abstract Instrumental approaches to teaching human development ask students to learn about children at different ages and stages so as to plan appropriate instruction. An alternative approach stresses the connections between psychological theories of growth and the life experiences of the students themselves, with the goals of increasing intrapersonal awareness and identity achievement. In one such course, students wrote autobiographical texts, interviewed each other, and wrote essays on their texts and "official" texts in human development. This case study focuses on the narratives of one wom

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2

Smith, Leslie. "Developmental theory and teachers' practice." Instructional Science 16, no. 4 (1987): 307–17. http://dx.doi.org/10.1007/bf00117749.

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3

Smith, Leslie. "Developmental theory in the classroom." Instructional Science 16, no. 2 (1987): 151–67. http://dx.doi.org/10.1007/bf02310804.

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4

Demetriou, Andreas Panteli. "A Developmental Theory of Instruction: Bridging Educational Priorities with Developmental Priorities." Aula Abierta 49, no. 3 (2020): 217–24. http://dx.doi.org/10.17811/rifie.49.3.2020.217-224.

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5

CLARK, CHARLES. "The Follies of Developmental Theory." Journal of Philosophy of Education 23, no. 1 (1989): 135–43. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00633.x.

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6

Leroux, Janice A. "Making theory real: Developmental theory and implications for education of gifted adolescents." Roeper Review 9, no. 2 (1986): 72–77. http://dx.doi.org/10.1080/02783198609553012.

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7

Kang, Hyoung-Kil, and Eunsoon Lee. "Theory developmental process for dance and physical education students." Research in Dance and Physical Education 1, no. 1 (2017): 37–44. http://dx.doi.org/10.26584/rdpe.2017.1.1.37.

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8

Glaser, Barney G. "Conceptualization: On Theory and Theorizing Using Grounded Theory." International Journal of Qualitative Methods 1, no. 2 (2002): 23–38. http://dx.doi.org/10.1177/160940690200100203.

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This article explores the use of grounded theory to generate conceptualizations of emergent social patterns in research data. The naming of patterns and their abstraction across time, place and people, are discussed. The constant comparative method employed in grounded data analysis is offered as a developmental tool for enhancing researchers' abilities to conceptualize and form emergent theories. Conceptual levels, descriptions, power and flawed approaches to analysis are explored at length.

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9

Elder, Glen H. "The Life Course as Developmental Theory." Child Development 69, no. 1 (1998): 1–12. http://dx.doi.org/10.1111/j.1467-8624.1998.tb06128.x.

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10

Downs, Roger M., Lynn S. Liben, and Debra G. Daggs. "On Education and Geographers: The Role of Cognitive Developmental Theory in Geographic Education." Annals of the Association of American Geographers 78, no. 4 (1988): 680–700. http://dx.doi.org/10.1111/j.1467-8306.1988.tb00238.x.

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11

Lawson, Anton E. "What can developmental theory contribute to elementary science instruction?" Journal of Elementary Science Education 20, no. 4 (2008): 1–14. http://dx.doi.org/10.1007/bf03173673.

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12

Stein, John. "The magnocellular theory of developmental dyslexia." Dyslexia 7, no. 1 (2001): 12–36. http://dx.doi.org/10.1002/dys.186.

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13

Clark, James M., and Allan Paivio. "Dual coding theory and education." Educational Psychology Review 3, no. 3 (1991): 149–210. http://dx.doi.org/10.1007/bf01320076.

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14

Espinoza, Benjamin D., and Beverly Johnson-Miller. "Catechesis, Developmental Theory, and a Fresh Vision for Christian Education." Christian Education Journal: Research on Educational Ministry 11, no. 1 (2014): 8–23. http://dx.doi.org/10.1177/073989131401100102.

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15

Fry, Anne. "Growing minds: a developmental theory of intelligence, brain, and education." Educational Psychology in Practice 36, no. 3 (2020): 345–47. http://dx.doi.org/10.1080/02667363.2020.1763582.

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16

Mitchell, Alice A. "Developmental Theory and Career Newsletters." Journal of Career Development 15, no. 2 (1988): 110–20. http://dx.doi.org/10.1177/089484538801500204.

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17

Mitchell, Alice A. "Developmental theory and career newsletters." Journal of Career Development 15, no. 2 (1988): 110–20. http://dx.doi.org/10.1007/bf01321562.

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18

Lawson, Hal A. "Future Research on Physical Education Teacher Education Professors." Journal of Teaching in Physical Education 10, no. 3 (1991): 229–48. http://dx.doi.org/10.1123/jtpe.10.3.229.

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Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from re

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19

Plunkett, Kim, and Chris Sinha. "Connectionism and developmental theory." British Journal of Developmental Psychology 10, no. 3 (1992): 209–54. http://dx.doi.org/10.1111/j.2044-835x.1992.tb00575.x.

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20

Games, Paul A. "Theory-Free Statistics and Theory-Based Statistics." Journal of Experimental Education 57, no. 1 (1988): 45–58. http://dx.doi.org/10.1080/00220973.1988.10806495.

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21

Gravemeijer, Koeno. "Educational Development and Developmental Research in Mathematics Education." Journal for Research in Mathematics Education 25, no. 5 (1994): 443–71. http://dx.doi.org/10.5951/jresematheduc.25.5.0443.

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In light of anticipated changes in mathematics education, an alternative for the well-known “research-development-diffusion” model is presented. It is based on an integration of curriculum research and design embedded in “educational development.” In this context curriculum development is described as purposeful and sensible tinkering. It is argued that the theory production implied in this process may be exploited in “developmental research.” However, developmental research is not yet well established as a research discipline. The core of this article is an effort to explicate the characteris

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22

Edwards, Suzy. "from developmental-constructivism to socio-cultural theory and practice." Journal of Early Childhood Research 5, no. 1 (2007): 83–106. http://dx.doi.org/10.1177/1476718x07072155.

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23

Koschmann, Timothy. "Activity Theory." Journal of the Learning Sciences 7, no. 2 (1998): 239–40. http://dx.doi.org/10.1207/s15327809jls0702_4.

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24

van der Veen, Chiel, and Bert van Oers. "De Cultuurhistorische Onderwijspedagogiek als narratief : Een reflectie op 50 jaar theorie-gestuurde praktijkvernieuwing in het onderwijs." Pedagogiek 39, no. 3 (2019): 291–309. http://dx.doi.org/10.5117/ped2019.3.003.vand.

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Abstract Cultural historical pedagogy as a narrative about good education: a reflection on 50 years theory-guided innovation in educational practiceIn this article, we reflect on the contribution of cultural historical theory for the innovation and improvement of educational practice in the Netherlands. As a first step, we will show how different narratives about good education are constructed and passed on in educational discourse. Next, we will discuss the characteristics of a cultural historical narrative about good education. To illustrate this narrative, we will present one particular sto

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25

Brown, Robert D. "Supervising Evaluation Practicum and Intern Students: A Developmental Model." Educational Evaluation and Policy Analysis 7, no. 2 (1985): 161–67. http://dx.doi.org/10.3102/01623737007002161.

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Several professional areas, such as counseling and psychotherapy, have found a developmental perspective useful in understanding student professional and training needs. A developmental perspective on supervising evaluation practicum students suggests that students go through developmental stages as they enhance their evaluation skills. A three-stage model adapted from counseling training theory developmental perspective is illustrated for eight developmental tasks: competence, emotional awareness, autonomy, professional autonomy, purpose, motivation, individual differences, and ethical compet

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26

Porath, Marion. "Transforming gifts into talents: the DMGT as a developmental theory—a response." High Ability Studies 15, no. 2 (2004): 153–55. http://dx.doi.org/10.1080/1359813042000314718.

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27

Higbee, Jeanne L., David R. Arendale, and Dana Britt Lundell. "Using theory and research to improve access and retention in developmental education." New Directions for Community Colleges 2005, no. 129 (2005): 5–15. http://dx.doi.org/10.1002/cc.181.

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28

Lazarev, V. S. "Project Activities of Students as a Form of Developmental Teaching." Психологическая наука и образование 20, no. 3 (2015): 25–34. http://dx.doi.org/10.17759/pse.2015200304.

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Project activities of students regarded as a form of developmental teaching. Coping with domestic school crisis is possible using the activity-related forms of education. Author believes that initiating of students project activities widely used in the practice of the last decade should be assessed positively. In most cases, what is presented as “project activity”, in fact is not. Project activity contains significant opportunities for the realization of the idea of developmental education developed in the scientific school of cultural-historical psychology. Hypothesizing and experimental conf

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29

Devlin, James M., Jennifer Toof, Surabhi Jain, Keon Stewart, and Ronetta Mack. "Social Existence Theory." Journal of Humanistic Counseling 60, no. 1 (2021): 26–36. http://dx.doi.org/10.1002/johc.12149.

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30

Murray, Peter, and Ross Chapman. "From continuous improvement to organisational learning: developmental theory." Learning Organization 10, no. 5 (2003): 272–82. http://dx.doi.org/10.1108/09696470310486629.

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31

Eccles, Jacquelynne S., and Allan Wigfield. "From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation." Contemporary Educational Psychology 61 (April 2020): 101859. http://dx.doi.org/10.1016/j.cedpsych.2020.101859.

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32

Başkale, Hatice, Zuhal Bahar, Günsel Başer, and Meziyet Ari. "Use of Piaget's theory in preschool nutrition education." Revista de Nutrição 22, no. 6 (2009): 905–17. http://dx.doi.org/10.1590/s1415-52732009000600012.

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The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutritio

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33

Kroll, Linda, and Allen Black. "Developmental Theory and Teaching Methods: A Pilot Study of a Teacher Education Program." Elementary School Journal 93, no. 4 (1993): 417–41. http://dx.doi.org/10.1086/461732.

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34

Klaczynski, Paul A. "Education: Theory, practice, and the road less followed." Journal of Applied Developmental Psychology 28, no. 1 (2007): 80–83. http://dx.doi.org/10.1016/j.appdev.2006.10.002.

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35

Hagstrom, Fran. "Developmental Psychology as Alternative Doctoral Education for Academic Careers in Communication Sciences and Disorders." Perspectives on Issues in Higher Education 15, no. 2 (2012): 70–76. http://dx.doi.org/10.1044/ihe15.2.70.

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In this paper, I define and provide the basis of developmental psychology as an alternate doctoral pathway for individuals seeking an academic career in communication sciences and disorders. I describer mentor-based and discipline-based choices and interdisciplinary job searching from a personal perspective. I outline the ccontributions of developmental theories to the field of communication sciences and disorders, these include the classical developmental theories of Piaget, Vygotsky, and Werner, as well as the sociocultural theory of Wertsch. I discuss examples of theory to practice and clin

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36

Vicki (Baker) Sweitzer. "Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach." Journal of Higher Education 80, no. 1 (2008): 1–33. http://dx.doi.org/10.1353/jhe.0.0034.

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37

Wilson, Alex. "How We Find Ourselves: Identity Development and Two Spirit People." Harvard Educational Review 66, no. 2 (1996): 303–18. http://dx.doi.org/10.17763/haer.66.2.n551658577h927h4.

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Psychological theorists have typically treated sexual and racial identity as discrete and independent developmental pathways. While this simplifying division may make it easier to generate theory, it may also make it less likely that the resulting theory will describe people's real-life developmental experiences. In this article, Alex Wilson examines identity development from an Indigenous American perspective, grounded in the understanding that all aspects of identity (including sexuality, race and gender) are interconnected. Many lesbian, gay and bisexual Indigenous Americans use the term "t

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38

Thornton, Arland, Shawn F. Dorius, and Jeffrey Swindle. "Developmental Idealism." Sociology of Development 1, no. 2 (2015): 277–320. http://dx.doi.org/10.1525/sod.2015.1.2.277.

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This paper extends theory and research concerning cultural models of development beyond family and demographic matters to a broad range of additional factors, including government, education, human rights, daily social conventions, and religion. Developmental idealism is a cultural model—a set of beliefs and values—that identifies the appropriate goals of development and the ends for achieving these goals. It includes beliefs about positive cause-and-effect relationships among such factors as economic growth, educational achievement, health, and political governance, as well as strong values r

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39

Thornton, Arland, Shawn F. Dorius, and Jeffrey Swindle. "Developmental Idealism." Sociology of Development 1, no. 2 (2015): 69–112. http://dx.doi.org/10.1525/sod.2015.1.2.69.

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This paper extends theory and research concerning cultural models of development beyond family and demographic matters to a broad range of additional factors, including government, education, human rights, daily social conventions, and religion. Developmental idealism is a cultural model—a set of beliefs and values—that identifies the appropriate goals of development and the ends for achieving these goals. It includes beliefs about positive cause-and-effect relationships among such factors as economic growth, educational achievement, health, and political governance, as well as strong values r

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40

Allen, Josephine R., and Kristofer Kinsey. "Teaching Theory of Mind." Early Education & Development 24, no. 6 (2013): 865–76. http://dx.doi.org/10.1080/10409289.2013.745182.

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41

Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.

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This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2

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42

Matusov, Eugene. "The Theory of Developmental Learning Activity in Education: Dialectics of the Learning Content." Culture & Psychology 7, no. 2 (2001): 231–40. http://dx.doi.org/10.1177/1354067x0172007.

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43

Burney, Virginia H. "Applications of Social Cognitive Theory to Gifted Education." Roeper Review 30, no. 2 (2008): 130–39. http://dx.doi.org/10.1080/02783190801955335.

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44

Johansson, Eva, Anna-Maija Puroila, and Anette Emilson. "Values Education in Nordic Preschools: Theory and Practice." International Journal of Early Childhood 48, no. 2 (2016): 133–35. http://dx.doi.org/10.1007/s13158-016-0168-y.

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45

DRAGO-SEVERSON, ELEANOR, and JESSICA BLUM-DeSTEFANO. "The Self in Social Justice: A Developmental Lens on Race, Identity, and Transformation." Harvard Educational Review 87, no. 4 (2017): 457–81. http://dx.doi.org/10.17763/1943-5045-87.4.457.

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In this essay, Eleanor Drago-Severson and Jessica Blum-DeStefano add a new dimension to the literature on social justice in education and constructive-developmental theory by exploring how adult developmental theory can shed new light on the challenges and opportunities of teaching and leading for social justice. Drawing from their decades of research and teaching about leadership that supports educators' internal capacity building, they posit that adults' qualitatively different ways of knowing—or developmental meaning-making systems—will influence how they understand diversity of all kinds,

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46

Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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47

Pintrich, Paul R. "An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research." Contemporary Educational Psychology 25, no. 1 (2000): 92–104. http://dx.doi.org/10.1006/ceps.1999.1017.

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48

Smolucha, Larry, and Francine Smolucha. "Vygotsky’s theory in-play: early childhood education." Early Child Development and Care 191, no. 7-8 (2021): 1041–55. http://dx.doi.org/10.1080/03004430.2020.1843451.

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49

Walton, Marsha D. "Science and Values: Addressing Practical Issues in Developmental Psychology." Teaching of Psychology 14, no. 1 (1987): 50–51. http://dx.doi.org/10.1207/s15328023top1401_17.

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This article describes a group exercise to help students understand how science can and cannot be used to resolve questions of practical importance in developmental psychology. Students with similar value preferences work together on a project that requires them to compile research and theory covered during the term. They then compare their work to that of groups with different value preferences. The exercise seems to promote a better appreciation of the contributions and limitations of empirical data and theory for answering practical questions.

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50

Kozulin, Alex. "The concept of regression and Vygotskian developmental theory." Developmental Review 10, no. 2 (1990): 218–38. http://dx.doi.org/10.1016/0273-2297(90)90011-r.

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