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ERIC Number: ED352346
Record Type: Non-Journal
Publication Date: 1992
Pages: 91
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Instructional Theory: A Practical Context for Instructional Decisions.
Harmon, Frank W.
The instructional theory presented in this document provides an explanation and context for making instructional decisions. The theory's purpose is to facilitate continual inquiry in the real world of teaching; to facilitate the decision making role of teachers and researchers; and to enable teachers and scholars more clearly to describe and explain schooling. The theory is organized into three sections: (1) a rationale and justification for four kinds of statements found in the theory; (2) an outline of those four kinds of statements, which include empirical, logical, and normative instructional principles combined with a set of dilemmas inherent in using the principles to instruct; and (3) an elaboration of the principles and statements found in the outline. The logical principles are based on definitions of instructional objectives, and the normative principles are assumed to reflect the norms of democratic and intellectual communities. Dilemmas are inherent to any application of a set of principles; combining principles of instruction with the dilemmas that develop in applying the principles facilitates a sufficient description of reality to approximate reality and enables practitioners to anticipate the resolution of difficult dilemma conflicts and reduce the debilitating effects of those resolutions. (Author/LL)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A