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Journal articles on the topic 'Educational theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Smith, Philip L., and John Watt. "Individualism and Educational Theory." Journal of Higher Education 62, no. 5 (September 1991): 595. http://dx.doi.org/10.2307/1982211.

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12

Schoenfeld-Tacher, Regina, and Henry J. Baker. "Educational Theory and Practice." Journal of Veterinary Medical Education 40, no. 2 (June 2013): 94–95. http://dx.doi.org/10.3138/jvme.0313-051.

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13

Golding, Clinton. "Educational theory without labels." Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1630–31. http://dx.doi.org/10.1080/00131857.2018.1459501.

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14

Jin, Young-Seok. "Educational Theory and the Theory of Religion." Journal of Moral Education 21, no. 1 (August 31, 2009): 137. http://dx.doi.org/10.17715/jme.2009.08.21.1.137.

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15

Achkovska-Leshkovska, Elena, and Miovska Spaseva. "John Dewey's educational theory and educational implications of Howard Gardner's multiple intelligences theory." International Journal of Cognitive Research in Science, Engineering and Education 4, no. 2 (2016): 57–66. http://dx.doi.org/10.5937/ijcrsee1602057a.

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16

HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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17

류재철. "The Nature of Educational Practice in Oakeshott’s Educational Theory." Journal of Educational Idea 21, no. 2 (August 2007): 189–213. http://dx.doi.org/10.17283/jkedi.2007.21.2.189.

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18

Singh, Geeta. "Educational Consumers or Educational Partners: A Critical Theory Analysis." Critical Perspectives on Accounting 13, no. 5-6 (October 2002): 681–700. http://dx.doi.org/10.1006/cpac.2002.0552.

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19

Tubes, Nigel. "Hegel's Educational Theory and Practice." British Journal of Educational Studies 44, no. 2 (June 1996): 181. http://dx.doi.org/10.2307/3121731.

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20

Young, Michael. "Bridging divides in educational theory?" Journal of Curriculum Studies 53, no. 2 (March 4, 2021): 247–53. http://dx.doi.org/10.1080/00220272.2021.1893386.

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21

Kennedy, Margaret (Betsy) Babb, and Abby Luck Parish. "Educational Theory and Cognitive Science." Nursing Clinics of North America 56, no. 3 (September 2021): 401–12. http://dx.doi.org/10.1016/j.cnur.2021.04.006.

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22

Aberšek, Boris. "CHANGING EDUCATIONAL THEORY AND PRACTICE." Problems of Education in the 21st Century 66, no. 1 (August 25, 2015): 4–6. http://dx.doi.org/10.33225/pec/15.66.04.

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How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.

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23

Nicklis, Werner S. "Between Philosophy and Educational Theory." Philosophy and History 24, no. 1 (1991): 4. http://dx.doi.org/10.5840/philhist1991241/235.

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24

Pritchard, Malcolm. "Educational Theory and Social Change." Cambridge Journal of Education 18, no. 1 (January 1988): 99–109. http://dx.doi.org/10.1080/0305764880180108.

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25

Cianciolo, Anna T., and Glenn Regehr. "Learning Theory and Educational Intervention." Academic Medicine 94, no. 6 (June 2019): 789–94. http://dx.doi.org/10.1097/acm.0000000000002591.

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26

Schäfer, Alfred. "Imaginary Horizons of Educational Theory." Educational Philosophy and Theory 35, no. 2 (January 2003): 189–99. http://dx.doi.org/10.1111/1469-5812.00018.

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27

CARR, WILFRED. "Critical Theory and Educational Studies." Journal of Philosophy of Education 21, no. 2 (December 1987): 287–95. http://dx.doi.org/10.1111/j.1467-9752.1987.tb00169.x.

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28

Maras, Pam, and Louise Archer. "VII. Developmental/Educational Psychology: Theory." Feminism & Psychology 7, no. 2 (May 1997): 264–74. http://dx.doi.org/10.1177/0959353597072011.

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29

Milutinovic, Jovana. "Educational progressivism: Theory and practice." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 264–83. http://dx.doi.org/10.2298/zipi0902264m.

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The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.

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30

Jarvis, Adrian. "Theory building in educational research." Educational Research and Evaluation 18, no. 7 (October 2012): 689–90. http://dx.doi.org/10.1080/13803611.2012.683682.

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31

Stewart, Georgina, Sonja Arndt, Tina Besley, Nesta Devine, Daniella J. Forster, Andrew Gibbons, Elizabeth Grierson, et al. "Antipodean theory for educational research." Open Review of Educational Research 4, no. 1 (January 2017): 61–74. http://dx.doi.org/10.1080/23265507.2017.1337555.

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32

Tubbs, Nigel. "Hegel's educational theory and practice." British Journal of Educational Studies 44, no. 2 (June 1996): 181–99. http://dx.doi.org/10.1080/00071005.1996.9974067.

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33

Greig, P. R., and J. L. Darbyshire. "Medical educational theory in practice." BJA Education 19, no. 2 (February 2019): 40–46. http://dx.doi.org/10.1016/j.bjae.2018.10.003.

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34

Guang-Wei, Zou. "China's educational aim and theory." International Review of Education 31, no. 1 (December 1985): 189–203. http://dx.doi.org/10.1007/bf02262576.

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35

Johnson, Laurel. "Educational Applications of Attachment Theory." Irish Journal of Psychology 13, no. 2 (January 1992): 176–83. http://dx.doi.org/10.1080/03033910.1992.10557877.

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36

Swanwick, Keith. "Theory, Data and Educational Relevance." Research Studies in Music Education 6, no. 1 (June 1996): 18–26. http://dx.doi.org/10.1177/1321103x9600600103.

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37

Gorard, Stephen. "Theory building in educational research." Educational Review 63, no. 4 (November 2011): 505–6. http://dx.doi.org/10.1080/00131911.2011.619839.

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38

Hanson, Mark. "Institutional Theory and Educational Change." Educational Administration Quarterly 37, no. 5 (December 2001): 637–61. http://dx.doi.org/10.1177/00131610121969451.

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39

Paterson, Lindsay. "Liberals, Libertarians and Educational Theory." Études écossaises, no. 11 (January 30, 2008): 143–58. http://dx.doi.org/10.4000/etudesecossaises.80.

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40

Kim, In. "The Educational Theory of Mohist." Korean Society for the Study of Moral Education 31, no. 1 (March 31, 2019): 47–63. http://dx.doi.org/10.17715/jme.2019.3.31.1.47.

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41

Lewis, Tyson. "Biopolitical Utopianism in Educational Theory." Educational Philosophy and Theory 39, no. 7 (January 2007): 683–702. http://dx.doi.org/10.1111/j.1469-5812.2007.00316.x.

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42

Stables, Andrew. "After postmodernism in educational theory?" Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1568–69. http://dx.doi.org/10.1080/00131857.2018.1458775.

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43

Jagodzinski, Jan. "After postmodernism in educational theory?" Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1642–43. http://dx.doi.org/10.1080/00131857.2018.1461393.

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44

Wu, Manfred Man-fat. "After postmodernism in educational theory?" Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1406–7. http://dx.doi.org/10.1080/00131857.2018.1461426.

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45

Zembylas, Michalinos. "Mourning postmodernism in educational theory." Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1608–9. http://dx.doi.org/10.1080/00131857.2018.1462514.

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46

Higham, Rupert. "After postmodernism in educational theory?" Educational Philosophy and Theory 50, no. 14 (November 25, 2018): 1634–35. http://dx.doi.org/10.1080/00131857.2018.1462530.

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47

Apple, Michael W. "Whither (or Wither) Educational Theory?" Curriculum Studies 4, no. 1 (January 1996): 141–48. http://dx.doi.org/10.1080/0965975960040108.

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48

LAKOMSKI, GABRIELE. "CRITICAL THEORY AND EDUCATIONAL ADMINISTRATION." Journal of Educational Administration 25, no. 1 (January 1987): 85–100. http://dx.doi.org/10.1108/eb009927.

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49

Li, Yueyue. "John Locke’s Educational Theory on Gentlemen’s Language Learning." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.

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Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.

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50

장지원. "An Educational Interpretation on the Educational Theory of Plato’s Laches." Korean Journal of Philosophy of Education 38, no. 2 (June 2016): 119–38. http://dx.doi.org/10.15754/jkpe.2016.38.2.006.

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