EducationalTheoryAssignment

LaurenDaus,BrianDinh,PriscillaFarinas,IsaacOlvera,JasmineWang
Theory MainIdeas Author(s),
(Year
Published)
Title KeyVocabulary Course
Behaviorist
Theory
Learningoccursthrough
sequencingandreinforcement.
Wehavemadesurethat
effectsdooccurandthatthey
occurunderconditionswhich
areoptimalforproducingthe
changescalledlearning(10).
Skinner,B.,
(1968)
TheTechnologyofTeaching Sequencing
Reinforcement
(Positive/Negative)
ED407
Childand
Adolescent
Development
Theory
Betweentheagesof6and14
childrenmakestridestoward
adulthoodbybecoming
competent,independent,
selfaware,andinvolvedinthe
worldbeyondtheirfamilies
(30).
Eccles,J.,
(1999)
TheDevelopmentof
ChildrenAges6to14
Adolescent
development
Selfconcept
ED407
Social
Reproduction
Theory
Observationalandsurveystudy
thatlookedatstudentsdifferent
meaningsofAfricanAmerican
identityandhowthese
meaningsweredifferentially
relatedtoacademic
achievementandengagement
Nasir,N.,
McLaughlin,
M.W.,Jones,
A.,(2009)
WhatDoesItMeantoBe
AfricanAmerican?
ConstructionsofRaceand
AcademicIdentityinan
UrbanPublicHighSchool

Racialidentity
Urbanschools
AfricanAmerican
students
ED406
Sociocultural
Learning
Theory
Everyoneismulticultural.
Studentsculturalbackgrounds
cannotbepresumedonthe
basisoftheirethnicity,social
class,andmothertongue
spokenathome(16).
Erickson,E. CultureandEducation

Border(intermsof
culturaldifference)
Boundary(interms
ofculturaldifference)
Culturallyresponsive
teachingapproaches
ED406
Culturalmodelling
Thirdspaceinthe
classroom
Sociocultural
Learning
Theory
Learningasthinkingand
understandinglearningissocial
andcultural
Oakes,J.,
Lipton,M.
ContemporaryLearning
TheoriesinTheBestfor
OurChildren:Critical
PerspectivesonLiteracyfor
LatinoChildren
Spiralcurriculum
Equilibration:
lesseningoftension
asmoreinformationis
acquired,andasa
balancebetweenwhat
oneknowsandneeds
toknowstabilized(p.
71)
Socialidentity

Sociocultural
Learning
Theory
Teachersas
Sociocultural,
Sociohistorical
Mediators
Socioeducationalcontexts
continuetheprocessof
developmentincriticaland
powerfulways.Andtheteacher
becomesthelinkbetween
studentssociocultural
experiencesathomeand
schools(32).Theteacher
becomesatool,amediating
device...sothatstudents
achievetheirfullestpotential
(33).
Teacheraslinkbetweenhome
lifeandschoollifewith
considerationtostudents
cognitive,social,andpersonal
development
Diaz,E.,
Flores,B.
(2001)
TeachingasSociocultural,
SociohistoricalMediator
Mediator
Socioculturaltheory
Lawofcultural
development
(Vygotsky)
Zoneofproximal
development(ZPD)
ED407
Sociocultural
Learning
Thezoneofproximal
development(ZPD),orthe
Vygotsky,L.
(1978)
Interactionbetweenlearning
anddevelopment
Zoneofproximal
development(ZPD)
ED407
Theory distancebetweentheactual
developmentallevelas
determinedbyindependent
problemsolvingandthelevelof
potentialdevelopmentas
determinedthroughproblem
solvingunderadultguidanceor
incollaborationwithmore
capablepeers(Vygotsky,1978,
p.33),isasociocultural
approachthathelpsexplainthe
interactionbetweenstudents
learninganddevelopment
Sociocultural
Learning
Theory,
Classroom
Instructionand
Classroom
Community
Theory,
Communityof
Learners
TransmissionTheory:learning
isviewedasaproductof
teachingorofadultsprovision
ofinformation(70)

AcquisitionTheory:
childrenareseenas
constructorsofknowledgeand
adultinvolvementisseenasa
potentialimpedimenttolearning
(71)

ParticipationTheory:what
peoplelearnisafunctionoftheir
transformingrolesandundering
intheactivitiestheyparticipate
in(69)
Rogoff,B.
(1994)
DevelopingUnderstandingof
IdeaofCommunitiesof
Learners
Transmissiontheory
(adultruninstruction)
Ccquisitiontheory
(childrenrun
instruction)
Participationtheory
(communityof
learners)

ED407
Gutierrez,K.,
Rogoff,B.,
(2003)
CulturalWaysofLearning:
IndividualTraitsor
RepertoiresofPractice
ED407
Hull,G.,
Rose,M.,
(1989)
Rethinking
RemediationTowarda
SocialCognitive
Understandingof
ProblematicReadingand
Writing
ED407
Social
Reproduction
Theory
Nations[liketheU.S.]are
restructuringtheireducation
systemsforhumancapital
developmenttoprepare
studentsfornewtypesofwork
andlaborrelations(3).
Neoliberalrestructuringofpublic
educationriseofpublicly
fundedbutprivatelyruncharter
schools,andtheweakeningof
teacherunionsandtopdown
accountability(2)

Lipman,P.,
(2011)
NeoliberalEducation
Restructuring
Neoliberal
restructuring
Charterschools
Educationmarkets
Humancapital
Unions
RacetotheTop
ED406
Sociocultural
Learning
Theory,Child/
Adolescent
Development
Theory
FiveCsofpositiveyouth
development:competence,
confidence,character,social
connection,and
caring/compassionhealthy
outcomesoffunctionally
appropriate(adaptive)
developmentalregulation(175)
Lerner,R.,
Dowling,E.,
Anderson,P.,
(2003)
PositiveYouth
Development:Thrivingas
theBasisofPersonhoodand
CivilSociety
Relativeplasticity
Developmental
regulation
Thriving
Positiveyouth
development
ED407
Theoryof
UrbanYouth
Policy
Policymakersoftenviewurban
youthascivicproblems(26).
Needforsocialjusticeinyouth
policypolicythatsupportrather
thanpunishyouthandallows
youthtoparticipateinpolicy
Ginwright,S.,
Cammarota,
J.,Noguera,
P.
Youth,SocialJustice,and
Communities:Towarda
TheoryofUrbanYouth
Policy
Problemdriven
approaches
Possibilitydriven
approaches
Socialjusticeyouth
policy
ED406
development Socialcapital
Cognitive
Theory,
Perceptual
Learning
Theory
Learningwasconsideredto
proceedrapidlyduetotheinitial
availabilityofexplorationof
patternsthatinfantsuseto
obtaininformationaboutthe
objectsandeventsofthe
perceptualworlds(Gibbons,
1969).
Bransford,J.
etal.,(2000)
HowPeopleLearn Metacognition
Zoneofproximal
development
Priorknowledge
Schemata
ED407
Cognitive
Theory,
Information
Processing
Theories
themetaphorofmindas
computer,information
processor,andproblemsolver
cameintowideusage(Newellet
al.,1958)andwasquickly
appliedtothestudyofcognitive
development
Bransford,J.
etal.(2000)
HowPeopleLearn Problemsolving
Cognitive
development
ED407
Cognitive
Theory,Theory
ofMultiple
Intelligences
Gardner(1983,1991)proposed
theexistenceofsevenrelatively
autonomousintelligences:
linguistic,logical,musical,
spatial,bodilykinesthetic,
interpersonal,andintrapersonal.
Recently,Gardner(1997)
proposedaneighthintelligence,
naturalistic.
Bransford,J.
etal.,(2000)
HowPeopleLearn Autonomous
Linguistic
Logical
Musical
Spatial
Bodilykinesthetic
Interpersonal
Intrapersonal
ED407
Cognitive
Theory,
Entitytheories
Childrenbelievethat
intelligenceisafixedpropertyof
individuals

Tendtoholdperformance
goalsinlearningsituations:they
strivetoperformwellorappear
toperformwell,attainpositive
Bransford,J.
etal.,(2000)
HowPeopleLearn Competence ED407
judgmentsoftheircompetence,
andavoidassessments.They
avoidchallengesthatwillreflect
theminpoorlight.Theyshow
littlepersistenceinthefaceof
failure.Theiraimistoperform
well.(Dweck,1989Dweckand
Elliot,1983DweckandLeggett,
1988)
Cognitive
Theory,
Incremental
Theories
Childrenbelievethat
intelligenceismalleable

Theybelievethatintelligence
canbeimprovedbyeffortand
will.Theyregardtheirown
increasingcompetenceastheir
goal.Theyseekchallengesand
showhighpersistence.
(Dweck,1989DweckandElliot,
1983DweckandLeggett,1988)
Bransford,J
etal.,(2000)
HowPeopleLearn Competence
Persistence
ED407
TheCultureof
Acquisition
Learningisanaturally
occurring,specifickindof
cognitivefunctioning,quite
separatefromengagementin
doingsomething

alsoreferstothepracticeof
socialscientistswhothinkthat
cultureissomethingtobe
acquired
Lave,J. TheCultureofAcquisition
andthePracticeof
Understanding
Cognitivefunctioning
Engagement
Culture
Acquired
ED407
Understanding
inPractice
Lave,J. TheCultureofAcquisition
andthePracticeof
Understanding
ED407
Language
Acquisition
Theories
InputHypothesis
(ComprehensionHypothesis)
languageisacquiredthrough
comprehendingmessages
(i+1).Acquisitionlearning
Hypothesistwoindependent
waystodependlanguageare
throughacquisition
(subconscious)andlearning
(conscious).Monitor
HypothesisWhenalearner
usesasecondlanguagethey
internallyselfcorrectand
selfmonitorerrorsbefore
speaking.AffectiveFilter
HypothesisAffectivevariables
directlyinfluencelanguage
acquisition.Examples:Lowering
theaffectivefilterbyhaving
studentsworkinpairsorhaving
thewholeclassworktogether.
Raisingtheaffectivefilterby
singlingoutastudent.
Krashen,S.
D.(1985)
TheInputHypothesis:
IssuesandImplications
Inputhypothesis
Languageacquisition
device(LAD)
Comprehensibleinput
(i+1)
Affectivefilter(lower
orraise)

ED409
Languageand
Identity
Connectingschoolrelated
identitywithhomebased
identity.Looksattherole
languageplaysintheearly
socializationofchildren.
Providesexamplesofwhen
languagepaysoffanddoesnt
payoffinschools.Childrenwill
notidentifywithteachersand
schoolstheyperceiveas
hostile,alien,oroppressiveto
theirhomebasedidentities.(p.
Gee,J.
(2004)
SituatedLanguageand
Learning:ACritiqueof
TraditionalSchooling
Earlyprototypesof
academiclanguage
Homebasedidentities
ED409
36)
Socialidentity
development
theory
Adaptationofblackidentity
developmenttheoryandwhite
identitydevelopmenttheory
influencedbyothertheoristsand
applicationstoothersocial
groupsattributesthatare
commontotheidentity
developmentprocessfor
membersofalltargetandagent
groups(23)
Hardiman&
Jackson
ConceptualFoundationsfor
SocialJustice
Blackidentity
Whiteidentity
Socialgroups
Identitydevelopment
process
Target
Agent
ED405B
Slantyrope
theory
Ifwesetaropeacrossaroom
atfourfeet,somekidscanget
overitandsomecant.Butifwe
slanttherope,theneveryone
canfindtheirwayoveratsome
point(251)
Weinstein&
Novodvorsky
Middle&Secondary
ClassroomManagement
ED360B
Experiential
learningtheory
restsontheimportanceofall
fourlearningmodalitiesfora
completeprocessoflearning
(320)
Adamsetal. KnowingOurStudents Learningmodalities ED405B
Social
cognitive
theory
helpsusanticipatethe
tendencyofmanystudentsto
dichotomizecomplexquestions,
reducemultipleperspectivesto
simpleeither/orchoices,ornot
seerelationsbetweenconcrete
examplesofpersonal
experienceandbroader
theoreticalprinciples(321)
Adamsetal.
(Perry,1981
Belenkyetal.,
1986)
KnowingOurStudents Dichotomize
Complex
Multipleperspectives
Concreteexamples
Personalexperience
Theoreticalprinciples
ED405B
Ecological
theories
usedtoexplaincomplexissues
surroundingparentinvolvement
Boutte&
Johnson
CommunityandFamily
InvolvementinUrban
Parentinvolvement
Schoolachievement
ED405B
andschool
achievement.focusonfamily,
friends,schoolcommunity,and
theschoolasimportant
influencesonanindividualslife
Schools Schoolcommunity
Influences
Three
Paradigmsof
HomeSchool
Partnerships
KlassenEndrizzidefinesthree
orientationsofhomeschool
partnerships:AvoidingTalking
toParents,Talkingto
Parents,andTalking,
Listening,andLearningwith
Parents.Regardingthethird
paradigm:Whenteachers
respectachildsyearsof
learningoutsidetheir
classroom,theybegineach
Septemberintentonbuilding
bridgesthatunitehome,
community,andschool
experiences.PArentsarevalued
asachildsfirstandmost
influentiallearningpartner,and
teachersdemonstratetofamily
memberstheirdesiretojoinan
establishedlearningpartnership
forninemonths(p.325).
KlassenEndr
izzi,C.
(2004)
Wevegottotalk:Redefining
ourworkwithfamilies
Parentinvolvement
Schoolachievement
Schoolcommunity
Influences
ED
405C
Problem
Posing
Education
Inproblemposingeducation,
peopledeveloptheirpowerto
perceivecriticallythewaythey
existintheworldwithwhichand
inwhichtheyfindthemselves
theycometoseetheworldnot
asastaticreality,butasa
realityintheprocess,in
Freire,P.
(1970).
PedagogyoftheOppressed Problemposing
Process
Dialogue
Transformation
ED360B
transformation(p.83).
Banking
Education
Themorecompletely[the
teacher]fillsthereceptacles,the
betterateachersheis.The
moremeeklythereceptacles
permitthemselvestobefilled,
thebetterstudentstheyare...In
thebankingconceptof
education,knowledgeisagift
bestowedbythosewho
considerthemselves
knowledgeableuponthose
whomtheyconsidertoknow
nothing(p.72).
Freire,P.
(1970)
PedagogyoftheOppressed Receptacles
Knowledge
Mythicizing
ED360B
Praxis theory+action+reflection(p.
87).
Freire,P.
(1970)
PedagogyoftheOppressed (Un)authenticword
Humility
Faith
Hope
Criticalthinking
Love
Reflection
Action
ED360B
CriticalMedia
Literacy,
Critical
Pedagogy,
Critical
Literacy
Thesetheoristssawpopular
cultureasasiteofstruggle
betweenthesubordinateand
thedominantgroupsinsociety.
Popularculture,theyarguedis
notanimposedmasscultureof
apeoplesculture,itismorea
terrainofexchangebetweenthe
two(p.73).Thus,popular
culturecanbeusedtoconnect
thelivesofurbanyouthtotheir
Morrell,E.
(2002)
Towardacriticalpedagogy
ofpopularculture:Literacy
developmentamongurban
youth
Criticalpedagogy
Criticalliteracy
Popularculture
ED466
educationalexperiences.
CriticalMedia
Literacy,
SchooltoPris
onPipeline
Thewidespreaddesignationof
AfricanAmericansas
pathologicallycriminaland
constantlydangerousinvisual
culturesitsinasymbiotic
relationshiptothestarkrealities
ofBlackmassincarceration.If
thecaseofTrayvonMartin
teachesusanythingitisthatthe
visualtransformationofAfrican
Americansintoperpetual
lawbreakers,atransformation
thatiscreatedthroughimage
culture,actuallycostslives(p.
6)
Ongiri,A.A.
(2013)
IamTrayvonMartin:
Visualculture,trauma,and
theincarcerationcrisis
AntiBlackviolence
Visualculture
Criminalization
Incarceration
ED466
CriticalMedia
Literacy
Jhally(2003)providedbrief
contextofthehistoryofan
imagesaturatedsociety(p.
250)asitdevelopedinthe
1920s.Also,advertisingis
embeddedwithsocialvalues.
Advertisingthusdoesnotwork
bycreatingvaluesandattitudes
outofnothingbutbydrawing
uponandrechanneling
concernsthattargetaudience
(andtheculture)already
shares(p.251).
Jhally,S.
(2003)
ImageBasedculture:
Advertisingandpopular
culture
Imagebased
culture
ED466

CriticalMedia
Literacy
Redefiningtheideasofmedia
frommassmediatonewmedia.
Understandingthenewroles
consumershaveinmediaas
Lievrouw,L.
(2012)
Alternative and Activist
New Media: Digital Media
and Society SEries
massmedia
newmedia
sctivistnewmedia

ED466
producersandconsumers.
Source:http://tepedtheory.wikispaces.com/