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An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world. Media literacy is not restricted to one medium and is understood as a set of competencies that are essential for work, life, and citizenship.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Transformative learning, as a theory, says that the process of "perspective transformation" has three dimensions: psychological, convictional, and behavioral.
Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; transformative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises.
Education policy consists of the principles and policy decisions that influence the field of education, as well as the collection of laws and rules that govern the operation of education systems. Education governance may be shared between the local, state, and federal government at varying levels. Some analysts see education policy in terms of social engineering.
In economics, a cycle of poverty or poverty trap is when poverty seems to be inherited causing subsequent generations to not be able to escape it. It is caused by self-reinforcing mechanisms that cause poverty, once it exists, to persist unless there is outside intervention. It can persist across generations, and when applied to developing countries, is also known as a development trap.
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.
Education in the performing arts is a key part of many primary and secondary education curricula and is also available as a specialisation at the tertiary level. The performing arts, which include, but are not limited to dance, music and theatre, are key elements of culture and engage participants at a number of levels.
Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology.
The Manhattanville Music Curriculum Project (MMCP) is a music education curricular plan that sought to improve music education through a child-centered approach.
Multicultural education is a set of educational strategies developed to provide students with knowledge about the histories, cultures, and contributions of diverse groups. It draws on insights from multiple fields, including ethnic studies and women studies, and reinterprets content from related academic disciplines. It is a way of teaching that promotes the principles of inclusion, diversity, democracy, skill acquisition, inquiry, critical thought, multiple perspectives, and self-reflection. One study found these strategies to be effective in promoting educational achievements among immigrant students.
Working class education is the education of working-class people.
The "Method of Currere" is an approach to education based on post-modern philosophy and psychoanalytical technique, first described in a 1975 paper by William Pinar.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Tara J. Yosso is a professor in the Graduate School of Education at the University of California, Riverside. Yosso's research and teaching apply the frameworks of critical race theory and critical media literacy to examine educational access and opportunity. Specifically, Yosso is interested in understanding how communities of color have historically utilized an array of cultural knowledge, skills, abilities and networks to overcome structural discrimination and pursue educational equality. She has authored numerous collaborative and interdisciplinary chapters and articles, publishing in venues such as the Harvard Educational Review,International Journal of Qualitative Studies in Education,Journal of Popular Film and Television and The Blackwell Companion to Social Inequalities. She has been awarded a Ford Foundation Postdoctoral Fellowship for Diversity and Excellence in University Teaching and honored with a Derrick Bell Legacy Award from the Critical Race Studies in Education Association. She is extensively cited within and beyond the field of education.
Shelley Hymel is a developmental/educational psychologist and professor at the University of British Columbia (UBC) in Vancouver, British Columbia, Canada. Her research focuses on issues related to school bullying, children's peer relationships, and social-emotional learning.
Michelle Melody Fine is a distinguished professor at the City University of New York and has her training in Social and Personality Psychology, Environmental Psychology, American Studies, and Urban Education. Her research includes the topics of social injustice and resistance and urban education. Fine is also an author and has written several works, one of her most known being Muslim American Youth (2008).
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise, benefits of self-explanations, and active learning in the classroom. Chi is the Regents Professor, Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University, where she directs the Learning and Cognition Lab.
References
- ↑ "Wire Side Chats: How Understanding Poverty Can Help Low-Income Children Learn". Education World. Retrieved 2017-02-23.
- ↑ "13 Goshen Alumni Changing the World". News & Events. 2015-09-22. Retrieved 2024-04-21.
- ↑ "Lecture Management - ruby payne". Lecturemgt.com. Retrieved 2017-02-23.
- ↑ "Fighting Poverty - Who We Are". aha! Process. Retrieved 2017-02-23.
- 1 2 3 Keller, Bess (3 May 2006). "Payne's Pursuit". Education Week.
- ↑ "Questioning Payne". Teaching Tolerance. 2016-01-09. Retrieved 2021-01-16.
- ↑ "Education guru Ruby Payne: Is she wrong about kids in poverty, or misunderstood?". Tampa Bay Times. Retrieved 2021-01-16.
- ↑ "Savage Unrealities : Uncovering Classism in Ruby Payne's Framework" (PDF). Edchange.org. Retrieved 2017-02-23.
- ↑ Ng, Jennifer C. (2008-01-14). "Article". Teachers College Record. TCRecord. Retrieved 2017-02-23.
- ↑ Bomer, Randy; Dworin, Joel E.; May, Laura; Semingson, Peggy (2008), "Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne's Claims about Poverty", Teachers College Record, 110 (12): 2497–2531, doi:10.1177/016146810811001201, S2CID 20651933 , retrieved 2020-03-15
- ↑ Ng, Jennifer C.; Rury, John L. (2009), "Problematizing Payne and Understanding Poverty: An Analysis with Data from the 2000 Census", Journal of Educational Controversy, 4 (1), retrieved 15 March 2020
