Research on educational innovations:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2016
|
| Ausgabe: | Fifth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | x, 200 Seiten |
| ISBN: | 9781138671201 9781138671225 |
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Datensatz im Suchindex
| _version_ | 1804176705411088384 |
|---|---|
| adam_text | Contents
CHAPTERS..........................................................1
1 Innovation Defined and Described................................3
2 What Research Is of Most Worth?.................................8
Scientifically Based, Evidence Based, or What?.................11
The Current Scene..............................................14
Conclusion.....................................................15
3 The Nature of Educational Innovation...........................17
What Is Innovation?............................................19
Where Are They Now?............................................20
Research Based?................................................20
How Educational Theories Develop...............................22
Level 1...................................................22
Level II..................................................23
Level III.................................................23
Conclusion.....................................................25
4 The Structure of Educational Innovation........................27
Reaping the Whirlwind..........................................28
The Hunter Model: One More Such Victory and We Are Undone ....30
In Retrospect..................................................32
5 The Research Says — ..........................................34
What Kind of Research?.......................................34
Level I Research..........................................35
Level II Research.........................................37
Level III Research........................................38
Summary........................................................40
The Following Chapters.........................................41
6 Setting Standards: The Age of Common Core......................43
What Standards?................................................44
It Was Better in the Old Days, or Was It?......................45
Plus ça Change, Plus C est la Même Chose..................45
vi ♦ Contents
The Movement Gathers Steam......................................45
Accountability and Standards....................................46
Points of Origin: Level 1.......................................47
Essentialist Goals, Progressive Means...........................48
Research at Levels II and III...................................49
The Critics’ Comer..............................................51
Where Does This Leave Us?.......................................53
7 Innovations from Brain Research..................................54
Collaboration between Educators and Neuroscientists.............54
The Pendulum Is Well into Its Swing.............................57
Neuromyths in Education....................................... 58
Examples of Neuromyths..........................................58
Research Based or Faddism?......................................59
Brain-Based Learning............................................59
Research on Education and the Brain.............................60
MRIs and the “Black Box ........................................62
Concepts and Implications.......................................63
IQ and Testing..................................................63
Pressure of Funding.............................................63
Conclusion.......................................................64
8 Assessment.......................................................66
Alternative Assessment........................................ 67
Traditional Measures............................................67
Authentic Assessment............................................69
Alternative Assessment Strategies...............................73
Levels II and III Research......................................76
Conclusion.......................................................78
9 Self-Esteem and Self-Efficacy....................................79
What Is Self-Esteem?............................................80
The Claims and the Programs.....................................82
A New Vaccine or a Fad?.....................................83
Research on Self-Esteem and Self-Efficacy.......................84
Level I Research.......................................... 84
Level II Research...........................................87
Level III Research..........................................90
Conclusion.......................................................90
Contents ♦ vü
10 Direct Instruction..............................................92
What Is Direct Instruction?.....................................93
The Critics.................................................97
The Research Base for Direct Instruction........................98
Level I Research............................................98
Levels II and III Research.................................100
Conclusion.....................................................102
11 Cooperative Learning...........................................104
Cooperative Learning Models....................................106
Learning Together..............................................106
Student Team Learning..........................................108
Other Models...................................................108
The Research Base for Cooperative Learning.....................109
Theory Building............................................109
Empirical Studies..........................................110
Application to Higher Education............................Ill
International..............................................112
Variety of Content Areas...................................113
Quasi-experimental.........................................113
Program Evaluation.............................................115
Conclusion.....................................................117
SNAPSHOTS.........................................................119
1 Mastery Learning...............................................121
Reductionism at Work...........................................122
What about the Research?.......................................125
Conclusion.....................................................126
2 Curriculum Integration.........................................127
What Is Curriculum Integration?................................127
History........................................................128
Level I Theory.................................................129
Level II Research—Bold Claims, Little Evidence.................130
Conclusion.....................................................131
3 Teaching for Intelligence.....................................132
What Is Intelligence?..........................................133
Charles Spearman...........................................133
L.L. Thurstone.............................................134
viii ♦ Contents
Richard Hernstein and Charles Murray........................134
Daniel Goleman..............................................134
Reuven Feuerstein...........................................135
Howard Gardner............................................ 136
Robert Sternberg ...........................................137
Conclusion......................................................137
4 Instructional Time............................................. 139
Research on Instructional Time..................................140
Victor Lavy.................................................140
Elena Silva.................................................141
Tom Loveless.............................................. 142
Conclusion......................................................142
5 Reflective Assessment............................................143
Reflective Assessment Strategies................................143
I Learned Statements......................................144
Think Aloud Strategy........................................144
Clear and Unclear Windows...................................144
Journaling..................................................144
Theory..........................................................145
Research II and III.............................................145
Black and Wiliam............................................145
Wang, Haertel, and Walberg..................................145
Dignath and Biittner........................................146
Michalsky, Mevarech, and Haibi............................ 146
Conclusion......................................................146
6 Project-Based Learning...........................................147
Level I Theory................................................ 147
Levels II and III Research......................................148
Walker and Leary (2009).....................................148
Koparan and Guven (2015)....................................148
Finkelstein and Colleagues (2011)...........................148
White and Frederiksen (1998)................................148
Conclusion......................................................149
7 The Call for Free Preschool......................................150
Level I: The Theory.............................................150
Level II: Longitudinal Studies..................................151
Contents ♦ ix
Perry Preschool Project...................................151
Carolina Abecedarian Project..............................151
The Long Shadow...........................................152
Level III Research............................................152
Janicki and Banicky.......................................152
Greenberg and Domitrovich.................................153
Slaby, Loucks, and Stelwagon..............................153
Conclusion....................................................154
8 Engaging Parents...............................................155
Level 1.......................................................155
Level II......................................................156
Castro and Colleagues.....................................156
William H. Jeynes.........................................156
University of New Hampshire...............................157
Anne Henderson............................................157
Level III.....................................................157
Conclusion....................................................158
9 Teacher Evaluation and Student Achievement.....................159
Level I Theory................................................160
Level II Research.............................................160
American Statistical Association (2014)...................161
Polikoff and Porter (2014)................................161
Edward Haertel (2013)................................... 161
Concluding Thoughts ..........................................162
10 The Flipped Classroom..........................................163
What Is Flipped Learning?.....................................163
Level I Theory................................................164
Level II Research.............................................165
Bishop and Verleger (2013)................................165
Jensen, Kummer, and Godoy (2015)..........................166
Langdon, Sturges, and Schlote (2015)......................166
McEvoy and Colleagues (2014)..............................166
Shu (2015)................................................166
Level III Research............................................167
Conclusion....................................................167
x ♦ Contents
Epilogue...........................................................169
The Graveyard of Lost Ships....................................170
Beyond Empiricism..............................................171
Research Questions to Ask......................................172
A Closing Thought..............................................172
References.....................................................174
Index..........................................................194
Research on
Educational Innovations
For more than 20 years, Research on Educational Innovations has helped readers
draw distinctions between truly innovative educational programs backed by
sound empirical research and faddish policy trends of the day. Using a variety
of current and emerging topics as practical case studies, this book offers a
clear theoretical framework for program evaluation and for ways to delve
into the research base behind any educational innovation. From examining
the theoretical basis of a proposed program to understanding the nature
of the research done to document the validity of the proposed program, it
highlights the importance of differentiating opinions from results before
implementing educational policies of any size or scope.
Features and updates to the new edition include:
♦ Framework provides clarity to the research process, helping both
experts and novices in the field make reasonable assessments as
consumers.
♦ A fully revised and updated chapter on brain research provides an
overview of the unfolding research applications of neuroscience to
education.
♦ Snapshot features that offer brief summaries of highly current topics
such as problem-based learning, flipped classrooms, reflective
assessment, and curriculum integration.
|
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| author | Ellis, Arthur K. Bond, John B. |
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| dewey-search | 370/.7/2073 |
| dewey-sort | 3370 17 42073 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Fifth edition |
| format | Book |
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| indexdate | 2024-07-10T07:36:26Z |
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| isbn | 9781138671201 9781138671225 |
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| publisher | Routledge |
| record_format | marc |
| spelling | Ellis, Arthur K. Verfasser aut Research on educational innovations Arthur K. Ellis and John B. Bond Fifth edition New York ; London Routledge 2016 x, 200 Seiten txt rdacontent n rdamedia nc rdacarrier Erziehung Education Research United States Education United States Experimental methods Educational innovations United States Forschung (DE-588)4017894-8 gnd rswk-swf Innovation (DE-588)4027089-0 gnd rswk-swf Schulpädagogik (DE-588)4077208-1 gnd rswk-swf Bildungsforschung (DE-588)4122926-5 gnd rswk-swf Bildungsreform (DE-588)4006672-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Bildungsreform (DE-588)4006672-1 s Bildungsforschung (DE-588)4122926-5 s DE-604 Schulpädagogik (DE-588)4077208-1 s Innovation (DE-588)4027089-0 s 1\p DE-604 Forschung (DE-588)4017894-8 s 2\p DE-604 Bond, John B. Verfasser (DE-588)1113684992 aut Erscheint auch als Online-Ausgabe 978-1-315-61714-5 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029248567&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029248567&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Ellis, Arthur K. Bond, John B. Research on educational innovations Erziehung Education Research United States Education United States Experimental methods Educational innovations United States Forschung (DE-588)4017894-8 gnd Innovation (DE-588)4027089-0 gnd Schulpädagogik (DE-588)4077208-1 gnd Bildungsforschung (DE-588)4122926-5 gnd Bildungsreform (DE-588)4006672-1 gnd |
| subject_GND | (DE-588)4017894-8 (DE-588)4027089-0 (DE-588)4077208-1 (DE-588)4122926-5 (DE-588)4006672-1 (DE-588)4078704-7 |
| title | Research on educational innovations |
| title_auth | Research on educational innovations |
| title_exact_search | Research on educational innovations |
| title_full | Research on educational innovations Arthur K. Ellis and John B. Bond |
| title_fullStr | Research on educational innovations Arthur K. Ellis and John B. Bond |
| title_full_unstemmed | Research on educational innovations Arthur K. Ellis and John B. Bond |
| title_short | Research on educational innovations |
| title_sort | research on educational innovations |
| topic | Erziehung Education Research United States Education United States Experimental methods Educational innovations United States Forschung (DE-588)4017894-8 gnd Innovation (DE-588)4027089-0 gnd Schulpädagogik (DE-588)4077208-1 gnd Bildungsforschung (DE-588)4122926-5 gnd Bildungsreform (DE-588)4006672-1 gnd |
| topic_facet | Erziehung Education Research United States Education United States Experimental methods Educational innovations United States Forschung Innovation Schulpädagogik Bildungsforschung Bildungsreform USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029248567&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029248567&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT ellisarthurk researchoneducationalinnovations AT bondjohnb researchoneducationalinnovations |