| Description |
1 online resource : illustrations |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; CHAPTERS; 1 Innovation Defined and Described; 2 What Research Is of Most Worth?; Scientifically Based, Evidence Based, or What?; The Current Scene; Conclusion; 3 The Nature of Educational Innovation; What Is Innovation?; Where Are They Now?; Research Based?; How Educational Theories Develop; Level I; Level II; Level III; Conclusion; 4 The Structure of Educational Innovation; Reaping the Whirlwind; The Hunter Model: "One More Such Victory and We Are Undone"; In Retrospect; 5 "The Research Says . . ."; What "Kind" of Research? |
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Level I ResearchLevel II Research; Level III Research; Summary; The Following Chapters; 6 Setting Standards: The Age of Common Core; What Standards?; It Was Better in the Old Days, or Was It?; Plus ça Change, Plus C'est la Même Chose; The Movement Gathers Steam; Accountability and Standards; Points of Origin: Level I; Essentialist Goals, Progressive Means; Research at Levels II and III; The Critics' Corner; Where Does This Leave Us?; 7 Innovations from Brain Research; Collaboration between Educators and Neuroscientists; The Pendulum Is Well into Its Swing; Neuromyths in Education |
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Examples of NeuromythsResearch Based or Faddism?; Brain-Based Learning; Research on Education and the Brain; MRIs and the "Black Box"; Concepts and Implications; IQ and Testing; Pressure of Funding; Conclusion; 8 Assessment; Alternative Assessment; Traditional Measures; Authentic Assessment; Alternative Assessment Strategies; Levels II and III Research; Conclusion; 9 Self-Esteem and Self-Efficacy; What Is Self-Esteem?; The Claims and the Programs; A New Vaccine or a Fad?; Research on Self-Esteem and Self-Efficacy; Level I Research; Level II Research; Level III Research; Conclusion |
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10 Direct InstructionWhat Is Direct Instruction?; The Critics; The Research Base for Direct Instruction; Level I Research; Levels II and III Research; Conclusion; 11 Cooperative Learning; Cooperative Learning Models; Learning Together; Student Team Learning; Other Models; The Research Base for Cooperative Learning; Theory Building; Empirical Studies; Application to Higher Education; International; Variety of Content Areas; Quasi-experimental; Program Evaluation; Conclusion; SNAPSHOTS; 1 Mastery Learning; Reductionism at Work; What about the Research?; Conclusion; 2 Curriculum Integration |
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What Is Curriculum Integration?History; Level I Theory; Level II Research-Bold Claims, Little Evidence; Conclusion; 3 Teaching for Intelligence; What Is Intelligence?; Charles Spearman; L.L. Thurstone; Richard Hernstein and Charles Murray; Daniel Goleman; Reuven Feuerstein; Howard Gardner; Robert Sternberg; Conclusion; 4 Instructional Time; Research on Instructional Time; Victor Lavy; Elena Silva; Tom Loveless; Conclusion; 5 Reflective Assessment; Reflective Assessment Strategies; "I Learned" Statements; Think Aloud Strategy; Clear and Unclear Windows; Journaling; Theory; Research II and III |
| Notes |
Print version record |
| Subject |
Education -- United States -- Experimental methods
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Educational innovations -- United States
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Education -- Research -- United States
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Education -- Experimental methods
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Education -- Research
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Educational innovations
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United States
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| Form |
Electronic book
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| ISBN |
1317207076 |
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9781317207078 |
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