Relevant bibliographies by topics / Educational theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Educational theory"

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Yosef-Hassidim, Doron. "Independent educational theory." Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1326–27. http://dx.doi.org/10.1080/00131857.2018.1461361.

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Dewhurst, David, and Stephen Lamb. "Educational Stories: Engaging teachers in educational theory." Educational Philosophy and Theory 37, no. 6 (January 2005): 907–17. http://dx.doi.org/10.1111/j.1469-5812.2005.00165.x.

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Nordenbo, Sven Erik. "Reflexivity and Educational Theory." Danish Yearbook of Philosophy 22, no. 1 (August 20, 1985): 65–79. http://dx.doi.org/10.1163/24689300-02201004.

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Steiner, David. "Political Theory, Educational Practice." PS: Political Science and Politics 24, no. 3 (September 1991): 498. http://dx.doi.org/10.2307/420097.

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Smith, Philip L. "Individualism and Educational Theory." Journal of Higher Education 62, no. 5 (September 1991): 595–97. http://dx.doi.org/10.1080/00221546.1991.11774155.

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CARR, DAVID. "On Understanding Educational Theory." Educational Philosophy and Theory 17, no. 2 (January 1985): 19–28. http://dx.doi.org/10.1111/j.1469-5812.1985.tb00026.x.

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Tamura, Eileen H. "Theory in Educational History." History of Education Quarterly 51, no. 2 (May 2011): 145–47. http://dx.doi.org/10.1111/j.1748-5959.2011.00325.x.

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Tamura, Eileen H., Caroline Eick, and Roland Sintos Coloma. "Theory in Educational History." History of Education Quarterly 51, no. 2 (May 2011): 148–49. http://dx.doi.org/10.1111/j.1748-5959.2011.00326.x.

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Scott Johnston, James. "Rawls's Kantian Educational Theory." Educational Theory 55, no. 2 (May 2005): 201–18. http://dx.doi.org/10.1111/j.0013-2004.2005.00007.x.

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Steiner, David. "Political Theory, Educational Practice." PS: Political Science & Politics 24, no. 03 (September 1991): 498–501. http://dx.doi.org/10.1017/s1049096500051350.

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Dissertations / Theses on the topic "Educational theory"

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Hanhela, T. (Teemu). "Educational perspectives on recognition theory." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206516.

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Abstract The starting point for the research is to examine the educational perspectives of Axel Honneth’s recognition theory to find useful contents for educational institutions. The method of the thesis is conceptual analysis which gets a dual role: chapters two and three of the treatise define and analyse Honneth’s concept of recognition and its historic-philosophical context and with help of critical analyses, the articles (I, II and III) and chapter four of the dissertation connects the concept of recognition to the field of educational science. The starting points in the articles and the summary aim to respect Honneth’s own methodological starting points to discover new perspectives through criticism of criticism. Honneth’s methodological starting points, differing from the first and the second generations of critical theory, lie in a critique of critical theory resulting in the idea of normative reconstruction. The articles and chapter four elaborate on the central argument of the dissertation, demonstrating how social freedom as an ideal of democratic education leads to insurmountable problems. The argument is that from the perspective of education, Honneth’s idea of social freedom appears a rough initiation and socialisation to the prevailing culture. In these formulations, intentional pedagogical action vanishes in the background, and the process of Bildung gets a controversial character as an adaptation process. Education and Bildung are defined as homing processes on which the educator is unable to have an influence. This study concludes that this problem, peculiar to pragmatism, compels Honneth’s critical theory at a cross-roads; whether to follow the commitments to German idealism in the old critical theory or to abandon them by following pragmatism and Dewey. The danger is that by choosing the road of pragmatism, all the critical potential inherent in German idealism and old critical theory might be lost
Tiivistelmä Tutkimuksen lähtökohtana on selvittää Axel Honnethin kriittisen teorian kasvatuksellisia ja sivistyksellisiä ulottuvuuksia. Tutkielman metodologiassa sovelletaan käsiteanalyysin kaksoistulkinnallista luonnetta; toisaalta tutkimus analysoi Honnethin tunnustamisen käsitteen semanttisia rakenteita ja toisaalta historiallisen tarkastelun avulla sovittaa nämä määritelmät kansankielelle kytkien ne relevantteihin kasvatustieteellisiin diskursseihin. Tutkielman luvut kaksi ja kolme vastaavat tulkinnan ensimmäistä ulottuvuutta ja tutkielman artikkelit (I, II ja III) sekä neljäs luku toista ulottuvuutta. Tutkimuksen lähtökohdat pyrkivät tekemään kunniaa Honnethin omia lähtökohtia kohtaan; löytää kritiikillä kritiikistä hedelmällisiä näkökulmia. Honnethin kritiikin kritiikki, poiketen ensimmäisen ja toisen sukupolven kriittisestä teoriasta, kulminoituu normatiivisen rekonstruktion ideaan pyrkien palauttamaan Hegelin Oikeusfilosofialle ominaisen intention filosofis-normatiivisesta rekonstruktiosta, jota aikaisempi kriittinen teoria ei Honnethin mukaan kyennyt toteuttamaan. Tutkimuksen artikkelit ja luku neljä tuovat esille tutkimuksen keskeisimmän tuloksen osoittaen kuinka sosiaalinen vapaus demokratiakasvatuksen ideaalina johtaa ylitsepääsemättömiin ongelmiin. Honnethin muotoilema sosiaalisen vapauden idea näyttäytyy kasvatuksen kannalta pelkkänä initiaationa ja sosialisaationa olemassa olevaan kulttuuriin. Näin pedagogisen toiminnan kehittelyt jäävät taka-alalle ja sivistysprosessien kuvaukset muistuttavat luonnon prosesseille ominaista sopeutumista. Kasvatus ja sivistys kuvataan ongelmallisesti itsestään tapahtuvina prosesseina kasvattajan kykenemättä vaikuttamaan näihin prosesseihin. Tutkielman teesinä onkin, ajautuuko Honneth tienhaaraan sivuuttaessaan pragmatismin ongelmat – seuratako ensimmäisen sukupolven kriittistä teoriaa pysyen uskollisena saksalaiselle idealismille vai kulkeako pragmatismin tietä hyläten saksalaisen idealismin ja kriittisen teorian kriittinen potentiaali?
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Adams, Ian S. "Philosophy, ideology and educational theory." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6681/.

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This work is concerned with the nature and scope of ideology. It begins with an examination of the relationship between theory and practice in the relatively uncontentious area of education. An analysis of different kinds of educational theory reveals the nature of the most comprehensive form of such theorising to be problematic. It is argued that a solution to this problem depends upon the solution to the wider problem of the nature of political ideology, to which the discussion therefore shifts. Existing theories of political ideology being deemed inadequate, a fresh start is made by showing how this form of theory combines the descriptive and the evaluative in a particular way and with particular logical consequences. These consequences characterise ideology as a peculiar form of ethical understanding, involving a distinctive way of thinking and having a logical structure of its own. However, these characteristics which make ideology distinctive are not inherently political, and the possibility of there being several different forms of ideology is discussed. With these conclusions it becomes possible to return to the problem of comprehensive educational theory and show that it is composed of a number of forms of ideology, some related to political ideology and some not. The work concludes with some reflections upon the extent to which ideology is an inevitable component of all thinking about human affairs.
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Alkitani, Said S. "Exploring the role of educational theory in educational policy." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.

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Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Berner, Ashley Rogers. "Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944)." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.

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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.
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Gibson, Jeremy James. "Negotiating theory : problems of value in literary study, critical theory and educational politics." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260919.

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This dissertation is an attempt to map contradictions faced by the student in his/her experience of literary study. These contradictions coalesce around an apparent struggle between proponents of difference in critical theory and forces of regulation in educational politics. In mapping the tensions arising from the ideological struggle between differing cultural values, which are both represented in and conditioning forces around literatures and forms of study and assessment, this dissertation locates the interests and values most effective In defining the identity of literary studies at the present time. Through this, the possibility for different understandings of the practice and experience of literary studies is argued. The Introduction asks the preliminary question, "what is the function of theory in literary study? " and surveys a range of responses to establish the debate in which this project participates. In Part One, Chapter One, theories of deconstruction are explored as both powerfully influential in the field of literary study, and suggesting the possibility for an open-ended process of reading as distinct from more determinately organised forms of study. Chapter Two and Chapter Three theorise an Idea of the individual as a located subject through theories of postmodernity and subjectivity, in order to develop this understanding of reading in relation to other important theories and as an effective practice. Part Two addresses the cultural context within which these theoretical concerns are located, and resultant ideological tensions. Chapter Four deals with the specific location and practice of literary studies In the educational establishment, and moves towards a consideration of the larger questions of the political regulation of education in Chapter Five. Part Thre4 Chapter Sb4 places in tension the issues dealt with in Parts One and Two. The conclusions explore this situation in terms of the possibility for forms of literary study which activate the radical potential of critical theory in an increasingly rationalised environment, to provoke readings of critical value for students.
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Bertozzi, Eugenio <1978&gt. "Reconstructing Quantum Field Theory from an Educational Perspective." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/2689/.

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The research work concerns the analysis of the foundations of Quantum Field Theory carried out from an educational perspective. The whole research has been driven by two questions: • How the concept of object changes when moving from classical to contemporary physics? • How are the concepts of field and interaction shaped and conceptualized within contemporary physics? What makes quantum field and interaction similar to and what makes them different from the classical ones? The whole work has been developed through several studies: 1. A study aimed to analyze the formal and conceptual structures characterizing the description of the continuous systems that remain invariant in the transition from classical to contemporary physics. 2. A study aimed to analyze the changes in the meanings of the concepts of field and interaction in the transition to quantum field theory. 3. A detailed study of the Klein-Gordon equation aimed at analyzing, in a case considered emblematic, some interpretative (conceptual and didactical) problems in the concept of field that the university textbooks do not address explicitly. 4. A study concerning the application of the “Discipline-Culture” Model elaborated by I. Galili to the analysis of the Klein-Gordon equation, in order to reconstruct the meanings of the equation from a cultural perspective. 5. A critical analysis, in the light of the results of the studies mentioned above, of the existing proposals for teaching basic concepts of Quantum Field Theory and particle physics at the secondary school level or in introductory physics university courses.
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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
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Hinkle, Adrian. "Pedagogical theory of the Hebrew Bible : an application of educational theory to Biblical texts." Thesis, University of Wales Trinity Saint David, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683088.

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Grant, John Gerard. "Education studies and the uses of literary form : towards student engagement with educational theory." Thesis, University of Liverpool, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722137.

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Books on the topic "Educational theory"

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Hassaskhah, Jaleh. Educational theory. New york: Nova Science Publishers, 2011.

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Edwards, Anne Michaels. Educational theory as political theory. Aldershot, Hants, England: Avebury, 1996.

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Watt, John. Individualism and educational theory. Dordrecht: Kluwer Academic Publishers, 1989.

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Theory in educational administration. New York, NY: HarperCollins College Publishers, 1994.

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Semetsky, Inna, ed. Jung and Educational Theory. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118297308.

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Watt, John. Individualism and Educational Theory. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2460-4.

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Jung and educational theory. Chichester, West Sussex: John Wiley & Sons Inc., 2012.

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British Psychological Society. Education Section., ed. Research on teaching-learning processes: Theory into practice : practice into theory. [UK]: Education Section of the British Psychological Society, 1999.

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Uljens, Michael. Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education. Cham: Springer Nature, 2017.

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Educational psychology: Theory and practice. 8th ed. Boston: Pearson/Allyn & Bacon, 2006.

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Book chapters on the topic "Educational theory"

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Yang, Fan, and Zhenghong Dong. "Educational Theory." In Learning Path Construction in e-Learning, 15–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1944-9_2.

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Power, Edward J. "Christian Educational Theory." In Educational Philosophy, 31–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003249238-2.

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Waghid, Yusef, Faiq Waghid, and Zayd Waghid. "Educational Theory and Technology." In Educational Futures, 1–14. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-546-3_1.

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Sjølie, Ela. "Learning Educational Theory in Teacher Education." In Exploring Education and Professional Practice, 49–61. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2219-7_3.

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Wilkinson, Jane. "Reclaiming Education in Educational Leadership." In Practice Theory Perspectives on Pedagogy and Education, 231–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3130-4_12.

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Eacott, Scott. "Advancing Educational Administration Relationally." In Educational Leadership Theory, 263–76. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6568-2_17.

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Sajadieh, Narges. "Foucault and Educational Theory." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_146-1.

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Sajadieh, Narges. "Foucault and Educational Theory." In Encyclopedia of Educational Philosophy and Theory, 842–46. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_146.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Theory in educational research." In Research Methods in Education, 68–78. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-4.

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Masschelein, Jan, and Maarten Simons. "Educational Theorists." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_224-1.

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Conference papers on the topic "Educational theory"

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Lei, Qiaojuan. "Modern Educational Technology Theory and University Quality Education." In 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.58.

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CERCHEZ, Gabriela, Dan Ionuț PETRE, and Răzvan Ioan NEDELCU. "TRAINING THEORY-INTERACTIVE STRATEGIES IN THE EDUCATIONAL PROCESS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/05.16.

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In this paper we aim to analyse the extent to which the strategies used in online teaching influence students' learning. As a result, we wish to provide an image on the importance of how to approach teaching strategies that can influence the degree of understanding and learning of notions taught online and what are their advantages and disadvantages, given that online schooling is a completely different environment from physical school. The novelty of the paper is that it capitalizes on the strategy of learning through cooperation in online instructional and educational activities and adapting effective methods, especially in current conditions, when in today's society there is a strong evolutionary process that requires all social categories to keep up, including education. Online training is difficult to practice in the classroom. In the concrete conditions that our society makes available to the teaching process, teachers are aware of both the obvious virtues of the new approach in student education and the difficulties of its application in the classroom, especially in the online environment. The current context has shown that the digitization of the educational system involves more than adapting to a technological context. Digital pedagogy is not a simple material in pdf format presented on the screen, but a much more complex notion. Thus, we can conclude that online learning technology can play an important role in education, it can influence and generate in the future a new paradigm, as an integral part of the educational system.
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Doule, Ondrej. "Space Architecture - Theory and Educational Strategy." In 40th International Conference on Environmental Systems. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2010. http://dx.doi.org/10.2514/6.2010-6174.

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Davenport, Sheron. "Toward a Theory of Educational Marronage." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892421.

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Lomskov, M. A., N. V. Pimenov, A. M. Konovalov, and R. F. Ivannikova. "Theory of zoocultures in veterinary and biological education." In III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.771-777.

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The article presents a brief retrospective of the experience of teaching the educational discipline "Zooculture" to students of the Veterinary and Biological Faculty of the Moscow Veterinary Academy (FSBEI V MGAVMiB - MBA named after K.I. Scriabin). This subject is extremely relevant in the system of higher veterinary and biological education, since it comprehensively examines the issues of animal cultivation in modern conditions of anthropogenic transformation of the environment. The theoretical basis of the course currently taught at the Faculty of Veterinary Biology is the work of scientists of the Academy Gabuzov O.S., Lebedev I.G., Alpatov V.V., Pimenov N.V., Lomskov M.A. The information of the educational discipline "Zooculture" contributes to the deepening of knowledge in the unified system of integrated veterinary and biological education and is consistent with classical and applied disciplines studied both before the beginning of the development of the considered educational course, and after. Also, in addition to analyzing the experience of teaching the discipline "Zooculture", the authors of the article indicate possible prospects for the development of the course under consideration, based primarily on modern genetic engineering methods of biotechnological science. Thus, "Zooculture", being an interdisciplinary educational course, combines theoretical knowledge of such biological disciplines as, for example, "Ecology and rational nature management", "Zoology", "General Biology" with relevant practical methods and skills of applied disciplines of veterinary and biological profile ("Fundamentals of Veterinary Medicine", "Genetics", "Model animals in biotechnology", "Applied immunology", etc.).
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Veraksa, Nikolay. "Cultural-Historical Theory And Modern Educational Practice." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.1.

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Benson, Thomas, and Thomas Benson. "Interactive educational tool for classical airfoil theory." In 35th Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1997. http://dx.doi.org/10.2514/6.1997-849.

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DORATO, P., and R. YEDAVLLI. "Applications of robust control theory - Educational implications." In Astrodynamics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-4559.

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Kononenko, A. V., Y. S. Borisova, and V. V. Selezneva. "THEORY AND METHODS OF PHYSICAL EDUCATION." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/24.

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The article presents the results of a study to identify aspects of training various groups of the population to study the theory and methodology of physical education. The prepared study showed the nuances that should certainly be taken into account when conducting systematic physical exercise classes for preschool institutions, educational schools, secondary special and higher institutions, and medical institutions. The results obtained make it possible to speak about the importance of a deep and thorough study of the theory and methodology of physical education.
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Yuan, Meng. "Discussion on the Implementation of Large Chinese Education under Rogers Educational Theory." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.262.

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Reports on the topic "Educational theory"

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Grossman, Herschel, and Minseong Kim. Human Capital and Predation: A Positive Theory of Educational Policy. Cambridge, MA: National Bureau of Economic Research, February 1998. http://dx.doi.org/10.3386/w6403.

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Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, February 2020. http://dx.doi.org/10.15760/etd.7293.

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Moore, Mark. Creative Destruction or Idiot Winds: Schumpeterian Theory Meets the Educational Sector in Developing Countries. Research on Improving Systems of Education (RISE), March 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/029.

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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Ismailova, L. Yu, S. V. Kosikov, V. S. Zaytsev, and I. O. Sleptsov. educational computer game THE ADVENTURES OF THE GUSARIK" OR THE BASIS OF THE THEORY OF THE STATE AND LAW (version 1.0). SIB-Expertise, July 2022. http://dx.doi.org/10.12731/er0577.04072022.

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TRAINING GAME IS DESIGNED TO OBTAIN NEW AND TEST EXISTING KNOWLEDGE IN THE FIELD OF ONE OF THE MOST IMPORTANT LEGAL DISCIPLINES - THEORY OF STATE AND LAW. GAME ALLOWS TO TEST ITS FORCES IN INTERACTIVE MODE IN SOLVING A LARGE NUMBER OF THEORETICAL AND PRACTICAL QUESTIONS. THE STUDENT CAN WORK OUT NEW TOPICS USING NUMEROUS COMMENTS AND CHECK THE RESULTS OF THEIR ASSIMILATION. GAME CHARACTER'S CLUES AND FACIAL EXPRESSIONS MOTIVATE THE PLAYER TO CAREFULLY WORK WITH THE OBJECT AND ALLOW YOU TO INDEPENDENTLY WORK ON TOPICS THAT CAUSED DIFFICULTIES IN THE CONTROL MODE. GAME CONTENT COMPLIES WITH THE PROGRAM OF THE STATE STANDARD IN THE SPECIALTY "LAW." THE MAIN GOAL OF THE GAME IS TO HELP IN HIGHLIGHTING THEORETICAL LEGAL STRUCTURES IN PRACTICAL SITUATIONS, TO DEVELOP THE SKILLS OF LEGAL ANALYSIS OF THE TEXT OF LEGAL NORMS AND LAW ENFORCEMENT DOCUMENTS, AND THEREBY TO INCREASE THE EFFECTIVENESS OF THE APPLICATION OF LAW.IN ADDITION, THE EDucational GAME WILL INTRODUCE PROFESSIONAL LEGAL TERMINOLOGY IN THIS FIELD. THE GAME "THEORY OF STATE AND LAW" CAN BE USEFUL FOR STUDENTS OF LAW UNIVERSITIES AND FACULTIES, PRACTICING LAWYERS AND EVERYONE WISHING TO IMPROVE THEIR QUALIFICATIONS IN THE FIELD OF LAW. CERTAIN SECTIONS OF THE GAME WILL BE USEFUL FOR TRAINING IN THE UNIVERSITY IN LEGAL SPECIALTIES.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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