Research on Educational InnovationsEllis (education, Seattle Pacific U.) updates his guide to distinguishing educational innovative programs backed up by sound research support, from faddish ideas that may pack a wad of political capital but lack a research base. Incorporating evidence-based education and the No Child Left Behind initiative, he explores which research is of most worth, the nature and structure of educational innovation, setting standards, teaching for intelligence, curriculum integration, cooperative learning, and other topics. No dates are noted for earlier editions. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com). |
Contents
The Pendulum Is Well Into Its Swing 59 | 59 |
Research on Education and the Brain 63 | 63 |
Conclusion 67 | 67 |
7 SelfEsteem and SelfEfficacy 69 | 69 |
What is SelfEsteem? 70 | 70 |
The Claims and the Programs 72 | 72 |
The Critics 76 | 76 |
Level I Research 77 | 77 |
Authentic Assessment 131 | 131 |
Alternative Assessment Strategies 135 | 135 |
Is It Working? 137 | 137 |
Educational Research and Alternative Assessment 140 | 140 |
Conclusion 142 | 142 |
12 Mastery Learning 143 | 143 |
Reductionism at Work 144 | 144 |
Reversing the Order of Things 148 | 148 |
Levels II and III Research 82 | 82 |
Conclusion 84 | 84 |
8 Teaching for Intelligence 87 | 87 |
What is Intelligence? 88 | 88 |
Reuven Feuersteins Instrumental Enrichment 90 | 90 |
Does It Work? The Research 91 | 91 |
Howard Gardner and the Theory of Multiple Intelligences 92 | 92 |
A Bridge Too Far? 95 | 95 |
Robert Sternberg and the Triarchic Theory of Intelligence 96 | 96 |
Conclusion 98 | 98 |
9 Thinking Skills Programs 99 | 99 |
Thoughts About Thinking 100 | 100 |
Program Implementation 104 | 104 |
The Georgia Critical Thinking Skills Program 106 | 106 |
The Research Base for Thinking Skills Programs 109 | 109 |
Conclusion 115 | 115 |
10 Direct Instruction 117 | 117 |
What is Direct Instruction? 118 | 118 |
The Research Base for Direct Instruction 124 | 124 |
Conclusion 128 | 128 |
11 Assessment 129 | 129 |
Traditional Measures 130 | 130 |
Implementation of Mastery Learning 149 | 149 |
The Research Base for Mastery Learning 152 | 152 |
Conclusion 154 | 154 |
13 Curriculum Integration 157 | 157 |
All Things Are Connected 160 | 160 |
The Research Base for Curriculum Integration 162 | 162 |
Conclusion 171 | 171 |
14 Cooperative Learning 173 | 173 |
Cooperative Learning Models 174 | 174 |
The Research Base for Cooperative Learning 177 | 177 |
Conclusion 182 | 182 |
Whole Language and Its Discontents 183 | 183 |
Grabbing Hold of a Slippery Quarry 186 | 186 |
Politics and Whole Language 188 | 188 |
The Research Base for Whole Language 190 | 190 |
How Do We Do It? 191 | 191 |
What We Do Know 194 | 194 |
So Where Does This Leave Us? 196 | 196 |
Epilogue 199 | 199 |
References 203 | 203 |
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Common terms and phrases
ability academic achievement Alfie Kohn alternative assessment applied approach areas basic behavior Benjamin Bloom Bloom brain research brain-based Carnine claims classroom cognitive concept conclusions conducted construct content standards cooperative learning critical thinking curriculum integration dents designed Direct Instruction DISTAR district educa educational innovations Educational Research effects emerged empirical essentialist evidence example experience Figure findings focus Gardner goal grade Guskey idea identified implementation improve individual integrated curriculum ITIP Johnson Journal knowledge learners Level II research literacy mastery learning mathematics measures ment metacognitive multiple intelligences noted outcome-based education outcomes performance practice problems program evaluation progressive psychology questions reading research base Robert Slavin Robert Sternberg self-concept self-efficacy self-esteem Slavin social standardized tests standards movement Sternberg strategies student learning studies task teachers teaching and learning theory thinking skills programs tion tional topic traditional validity whole language writing