Group items tagged

From the Learning Theories Knowledgebase at Learning-Theories.com, n.d. This page presents brief entries on Social Development Theory (Vygotsky) and Communities of Practice (Lave and Wenger), with links to further details for each.

Originally bookmarked by Brenda. By Terry Anderson. Chapter 2 of The theory and practice of online learning, ed Terry Anderson, published by Athabasca University, 2E, 2008. In this chapter, Anderson looks at learning theories generally, in order to look at and develop more useful theories of online learning.

By Carl J. Jung (2005) in Journal of Developmental Education; 28.3 (2005): 2-11. Author's Abstract: The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import theories from outside the field. This article presents an alternative approach. Advantages and benefits of a practice-oriented approach are identified and briefly discussed. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Susan Imel, published in ERIC Digest No. 200, 1998. This paper traces the concept of "transformative learning" from its development by Mezirow in 1978 through Robert Boyd and other contemporary thinkers.

By Nicoletta Stame, in journal Evaluation 10 (1): pp. 58-76, 2004. An examination of theory-based evaluations. This page contains only the abstract. The full article is available for a fee, or you may be able to obtain through your local library's document delivery services.

By Richard Perez-Pena, Education section, New York Times, July 20 2012. This article profiles the New Community College, CUNY's newest 2-year college, set to begin classes in September 2012. The school has been developed to test several leading theories of how to make community colleges better, including stricter requirements, no remedial classes per se (but all include a remedial component), experiential and collaborative work, and much greater student support. See tag ncc for related articles.

Our August launch meeting will be held on the New Community College campus; here is more about what makes the New Community College "new."

Developmental Education - Beyond Remediation through Maricopa Center for Learning and Instruction. "The purpose of the Summer Institute is to give those who work with developmental students the theory and practical applications to improve the success, retention, and persistence rates of their students."

By Garr Reynolds on his blog Presentation Zen, Nov 28 2010. Reynolds interest is in presentations in general, but he feels that presentations are tied to teaching and learning, and so is interested in others' theories on education. He highlights a 30 minute presentation by physicist Dr. Tae about the difficulties in teaching in large (100s+) lecture halls, and the needs for connection and engagement in such settings.

By Heather Kanuka, chapter 4 of Theory and Practice of Online Learning, ed. Terry Anderson, published by Athabasca University, 2E, 2008. The author suggests that, before evaluating whether new e-learning technologies work, it is important to reflect upon philosophies of technology and education.

By Claire E. Weinstein, published in Handbook of College Teaching: Theory and Applications, ed. by Keith W. Prichard, R. Mclaran Sawyer. Greenwood Press, 1994. This is an excerpt of Weinstein's article. Her basic premise is that developmental ed students often must learn how to learn. Full chapter can be purchased from this link. The book might be available in your college library, or via interlibrary loan.

This entry, by Mark K. Smith and published in the Encyclopedia of informal education, provides background on Howard Gardner and outlines his theory of multiple intelligences. Further reading and references are provided.

SS references Gardner in the Jam's very first post about learning.

NADE seeks to improve the theory and practice of developmental education at all levels.

A discussion of Vygotsky (also known as Vykotsky) and theories of Constructivism from MathForum. Includes links to other references.

This entry, by Burke and published in the Encyclopedia of Informal Education, describes hooks' theories and the evolution of her thinking about education, 2004.

Dr. Vincent Tinto is a professor in the School of Education at Syracuse University. His most recent book, Leaving College (also tagged), "lays out a theory and policy perspective on student success that is considered the benchmark by which work on these issues are judged."

Tinto is quoted by RO, in terms of show students how important community and connection are to being successful in college.

By Thomas A. Angelo, DePaul University - School for New Learning. "This paper synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective."

Shared by Y.H. in January coffeeklatch

This article relates to assessments and the importance of constructing assessments that ask students to apply concepts. It also relates to our themes of contextualization and connection.

An important compilation of articles about contexts, theories, and practices for the teaching of basic writing.

Bartholomae and Petrosky's important work on the basic writing program at Pitt is an important early text in our field.

The full-text of this book, ed Terry Anderson, published by Athabasca University in 2008, is available for download in its entirety or by chapter, as PDF. Chapters 2 and 4 are bookmarked in our collection.