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Preface | p. ix |
About Instructional-Design Theory | p. 1 |
What is Instructional-Design Theory and How is It Changing? | p. 5 |
References | p. 28 |
Some Thoughts About Theories, Perfection, and Instruction | p. 31 |
References | p. 46 |
Unit 2: Fostering Cognitive Development | p. 49 |
Cognitive Education and the Cognitive Domain | p. 51 |
References | p. 67 |
Multiple Approaches to Understanding © | p. 69 |
Teaching and Learning for Understanding | p. 91 |
References | p. 113 |
Open Learning Environments: Foundations, Methods, and Models | p. 115 |
References | p. 139 |
Designing Instruction for Constructivist Learning | p. 141 |
References | p. 157 |
Learning by Doing | p. 161 |
Toward the Development of Flexibly Adaptive Instructional Designs | p. 183 |
References | p. 212 |
Designing Constructivist Learning Environments 1 | p. 215 |
References | p. 237 |
Collaborative Problem Solving | p. 241 |
References | p. 267 |
Learning Communities in Classrooms: a Reconceptualization of Educational Practice | p. 269 |
References | p. 291 |
A Design Theory for Classroom Instruction in Self-Regulated Learning? | p. 293 |
References | p. 316 |
Systematically Using Powerful Learning Environments to Accelerate the Learning of Disadvantaged Students in Grades 4-8 | p. 319 |
Landamatics Instructional Design Theory and Methodology for Teaching General Methods of Thinking | p. 341 |
Integrated Thematic Instruction: from Brain Research to Application | p. 371 |
Instructional Transaction Theory (Itt): Instructional Design Based on Knowledge Objects | p. 397 |
The Elaboration Theory: Guidance for Scope and Sequence Decisions | p. 425 |
Fostering Psychomotor Development | p. 455 |
The Development of Physical Skills: Instruction in the Psychomotor Domain | p. 457 |
Fostering Affective Development | p. 483 |
Affective Education and the Affective Domain: Implications for Instructional-Design Theories and Models | p. 485 |
Recapturing Education's Full Mission: Educating for Social, Ethical, and Intellectual Development | p. 511 |
Self-Science: Emotional Intelligence for Children | p. 537 |
Structured Design for Attitudinal Instruction | p. 563 |
Character Education: the Cultivation of Virtue | p. 591 |
Adolescent Spiritual Development: Stages and Strategies | p. 613 |
Reflections and Future Research | p. 631 |
Formative Research: a Methodology for Creating and Improving Design Theories | p. 633 |
References | p. 650 |
Current Progress, Historical Perspective, and Some Tasks for the Future of Instructional Theory | p. 653 |
References | p. 673 |
Postscript | p. 675 |
Author Index | p. 677 |
Subject Index | p. 687 |
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