Descripciones mejoradas de Syndetics:

The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and "faddish" ideas which lack a research base.

Tabla de contenidos provista por Syndetics

• About the Author(p. vii)
• Preface(p. ix)
• 1 The Nature of Educational Innovation(p. 1)
• What Is an Innovation?(p. 3)
• Where Are They Now?(p. 3)
• Research-Based?(p. 4)
• How Educational Theories Develop(p. 5)
• Level I(p. 6)
• Level II(p. 6)
• Level III(p. 7)
• Conclusion(p. 8)
• References(p. 9)
• 2 The Structure of Educational Innovation(p. 11)
• Reaping the Whirlwind(p. 13)
• One More Such Victory and We Are Undone(p. 14)
• In Retrospect(p. 16)
• The Long and Winding Road from Theory to Practice(p. 17)
• References(p. 18)
• 3 "The Research Says..."(p. 19)
• What "Kind" of Research?(p. 19)
• Level I Research(p. 20)
• Level II Research(p. 22)
• Level III Research(p. 23)
• Summary(p. 25)
• The Following Chapters(p. 26)
• References(p. 28)
• 4 Setting Standards(p. 29)
• It Was Better in the Old Days, or Was It?(p. 30)
• Plus ca Change, Plus C'est la Meme Chose(p. 31)
• The Movement Gathers Steam(p. 31)
• The Role of the States(p. 31)
• Accountability and Standards(p. 34)
• Points of Origin: Level I(p. 36)
• Essentialist Goals, Progressive Means(p. 37)
• Research at Levels II and III(p. 38)
• The Critics' Corner(p. 43)
• Where Does This Leave Us?(p. 45)
• References(p. 46)
• 5 Self-Esteem and Self-Efficacy(p. 49)
• What Is Self-Esteem?(p. 50)
• The Claims and the Programs(p. 52)
• The Critics(p. 56)
• Level I Research(p. 57)
• Levels II and III Research(p. 63)
• Conclusion(p. 65)
• References(p. 66)
• 6 Innovations from Brain Research(p. 69)
• The Pendulum is Well into Its Swing(p. 70)
• Research on Education and the Brain(p. 75)
• Conclusion(p. 80)
• References(p. 81)
• 7 Teaching for Intelligence(p. 85)
• What is Intelligence?(p. 86)
• Reuven Feuerstein's Instrumental Enrichment(p. 88)
• Does It Work? The Research(p. 90)
• Howard Gardner and the Theory of Multiple Intelligences(p. 91)
• Research on Multiple Intelligences: A Bridge Too Far?(p. 93)
• Robert Sternberg and the Triarchic Theory of Intelligence(p. 94)
• Research on the Triarchic Model(p. 96)
• Daniel Goleman and the Theory of Emotional Intelligence(p. 97)
• Conclusion(p. 100)
• References(p. 101)
• 8 Thinking Skills Programs(p. 105)
• Thoughts About Thinking(p. 106)
• Program Implementation(p. 114)
• MegaSkills(p. 114)
• Writing as a Thinking and Learning Tool(p. 116)
• The Research Base for Thinking Skills Programs(p. 118)
• Basic Research on Thinking(p. 119)
• Is There Any Evidence? Levels II and III Research(p. 121)
• Conclusion(p. 124)
• References(p. 125)
• 9 Whole-Language Learning(p. 129)
• A "Slippery Quarry"(p. 131)
• Whole Language in the Classroom(p. 132)
• Politics and Whole Language(p. 134)
• The Research Base for Whole Language(p. 136)
• How Do We Do It?(p. 138)
• What We Do Know(p. 140)
• So Where Does This Leave Us?(p. 142)
• The Search for Common Ground(p. 142)
• References(p. 144)
• 10 Elements of Styles: Learning, Thinking, Teaching(p. 147)
• Styles and Intelligence(p. 151)
• Implications for the Classroom(p. 151)
• The Research Base for Learning Styles(p. 154)
• The Search for Empirical Findings: Levels II and III(p. 156)
• Conclusion(p. 162)
• References(p. 162)
• 11 Curriculum Integration(p. 167)
• All Things Are Connected(p. 168)
• The Research Base for Curriculum Integration(p. 171)
• Remember John Dewey?(p. 171)
• Bold Claims--Little Evidence(p. 175)
• Other Research(p. 180)
• Conclusion(p. 181)
• References(p. 182)
• 12 Cooperative Learning(p. 185)
• Cooperative-Learning Models(p. 186)
• The Critics Corner(p. 190)
• The Research Base for Cooperative Learning(p. 190)
• Conclusion(p. 193)
• References(p. 194)
• 13 Success for All and Schoolwide Reform(p. 197)
• The Success for All Model(p. 198)
• Level I Theory and Research(p. 201)
• Level II and Level III Research(p. 202)
• The Continuing Controversy Over Success for All(p. 205)
• Enter the Web(p. 206)
• Answers to Critics(p. 207)
• Where Does This Leave Us?(p. 209)
• Conclusion(p. 210)
• References(p. 211)
• 14 Direct Instruction(p. 215)
• What Is Direct Instruction?(p. 216)
• The Critics(p. 221)
• The Research Base for Direct Instruction(p. 223)
• Level I Research(p. 223)
• Levels II and III Research(p. 224)
• Conclusion(p. 226)
• References(p. 227)
• 15 Authentic and Performance Assessment(p. 231)
• The Movement(p. 232)
• Traditional Measures(p. 232)
• Authentic Assessment(p. 234)
• Alternative Assessment Strategies(p. 237)
• Is It Working?(p. 242)
• Educational Research and Alternative Assessment(p. 246)
• Conclusion(p. 247)
• References(p. 248)
• Epilogue(p. 251)
• Hope Springs Eternal(p. 252)
• The Graveyard of Lost Ships(p. 253)
• Beyond Empiricism(p. 253)
• Research Questions to Ask(p. 254)
• Closing Thoughts and a Final Plea(p. 255)
• References(p. 256)
• Index(p. 257)

Notas de autor provistas por Syndetics

Arthur K. Ellis is Professor of Education and Director of the International Center for Curriculum Studies at Seattle Pacific University.