Research on Educational Innvoations

by Ellis, Arthur K.

• ISBN13: 9781930556966
• ISBN10: 1930556969
• Edition: 4th
• Format: Hardcover
• Copyright: 2005-06-30
• Publisher: Taylor & Francis

Summary

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.

Author Biography

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

Table of Contents

About the Author	iv
What Research Is of Most Worth?	1	(10)
Evidence-Based Education	3	(1)
The Current Scene	4	(7)
Nature of Educational Innovation	11	(10)
What Is an Innovation?	13	(1)
Where Are They Now?	13	(1)
Research Based?	14	(1)
How Educational Theories Develop	15	(3)
Level I	16	(1)
Level II	16	(1)
Level III	17	(1)
Conclusion	18	(3)
The Structure of Educational Innovation	21	(8)
Reaping the Whirlwind	23	(1)
The Hunter Model: ``One More Such Victory and We Are Undone''	24	(1)
In Retrospect	25	(4)
``The Research Says...''	29	(10)
What ``Kind'' of Research?	29	(1)
Level I Research	30	(2)
Level II Research	32	(1)
Level III Research	33	(2)
Summary	35	(1)
The Following Chapters	36	(3)
Setting Standards	39	(18)
What Standards?	40	(1)
It Was Better in the Old Days, or Was It?	41	(1)
Plus ca Change, Plus C'est la Meme Chose	41	(1)
The Movement Gathers Steam	41	(1)
The Role of the States	42	(2)
Accountability and Standards	44	(2)
Points of Origin: Level 1	46	(1)
Essentialist Goals, Progressive Means	47	(1)
Research at Levels II and III	48	(3)
The Critics' Corner	51	(4)
Where Does This Leave Us?	55	(2)
Innovations From Brain Research	57	(12)
The Pendulum Is Well Into Its Swing	59	(4)
Research on Education and the Brain	63	(4)
Conclusion	67	(2)
Self-Esteem and Self-Efficacy	69	(18)
What is Self-Esteem?	70	(2)
The Claims and the Programs	72	(4)
A New Vaccine?	73	(3)
The Critics	76	(1)
Level I Research	77	(5)
Levels II and III Research	82	(2)
Conclusion	84	(3)
Teaching for Intelligence	87	(12)
What is Intelligence?	88	(2)
Reuven Feuerstein's Instrumental Enrichment	90	(1)
Does It Work? The Research	91	(1)
Howard Gardner and the Theory of Multiple Intelligences	92	(3)
Research on Multiple Intelligences: A Bridge Too Far?	95	(1)
Robert Sternberg and the Triarchic Theory of Intelligence	96	(2)
Research on the Triarchic Model	98	(1)
Conclusion	98	(1)
Thinking Skills Programs	99	(18)
Thoughts About Thinking	100	(4)
Program Implementation	104	(2)
Talents Unlimited	104	(2)
The Georgia Critical Thinking Skills Program	106	(3)
Writing as a Thinking and Learning Tool	106	(3)
The Research Base for Thinking Skills Programs	109	(6)
Can We Get There From Here?	109	(1)
Basic Research on Thinking	110	(2)
Is There Any Evidence? Levels II and III Research	112	(3)
Conclusion	115	(2)
Direct Instruction	117	(12)
What is Direct Instruction?	118	(6)
The Critics	123	(1)
The Research Base for Direct Instruction	124	(4)
Level I Research	124	(2)
Levels II and III Research	126	(2)
Conclusion	128	(1)
Assessment	129	(14)
The Movement	129	(1)
Traditional Measures	130	(1)
Authentic Assessment	131	(4)
Alternative Assessment Strategies	135	(2)
Is It Working?	137	(3)
Educational Research and Alternative Assessment	140	(2)
Conclusion	142	(1)
Mastery Learning	143	(14)
Reductionism at Work	144	(4)
Reversing the Order of Things	148	(1)
Level II Research	149	(1)
Implementation of Mastery Learning	149	(3)
The Research Base for Mastery Learning	152	(2)
Conclusion	154	(3)
Curriculum Integration	157	(16)
All Things Are Connected	160	(2)
The Research Base for Curriculum Integration	162	(9)
Remember John Dewey?	162	(2)
Bold Claims---Little Evidence	164	(6)
Other Research	170	(1)
Conclusion	171	(2)
Cooperative Learning	173	(10)
Cooperative Learning Models	174	(3)
Learning Together	176	(1)
Student Team Learning	176	(1)
Other Models	177	(1)
The Research Base for Cooperative Learning	177	(5)
Theory Building	177	(1)
Empirical Studies	178	(3)
Program Evaluation	181	(1)
Conclusion	182	(1)
Literacy: Whole Language and Its Discontents	183	(16)
Grabbing Hold of a ``Slippery Quarry''	186	(2)
Politics and Whole Language	188	(2)
The Research Base for Whole Language	190	(1)
How Do We Do It?	191	(3)
What We Do Know	194	(2)
So Where Does This Leave Us?	196	(3)
Epilogue	199	(4)
The Graveyard of Lost Ships	200	(1)
Beyond Empiricism	201	(1)
Research Questions to Ask	202	(1)
A Closing Thought	202	(1)
References	203	(30)
Index	233