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.