ERIC Number: ED546865
Record Type: Non-Journal
Publication Date: 2014-Oct-15
Abstractor: As Provided
Reference Count: N/A
College of Education Graduate School Students Examine the Advantages of Integrating Research-Based Instructional Theories into Every Day Classroom Instruction
Costley, Kevin C.; Tyler, Brenda L.
College of Education students are always interested in the purpose and use of educational theories and what theories can be used to aid in classroom instruction and learning. This article contains written dialogues from of university educational graduate students elaborating on their personal perceptions of the usefulness of theories in public school classrooms and instruction. The topic was intriguing to these students who commonly agree that many theories can be useful in instruction and securing learner outcomes. After one on one sharing these comments in class, students became much more aware of the usefulness of theories resulting in cooperative dialogues of specific theories that are useful. One focus in the paper is that there is no one single theory that applies to all learners. This realization is the exciting part about studying and analyzing theories in depth. Through these in-class dialogues presented in this paper, students came to the understanding that a theory is an orderly, integrated set of statements that describes, explains, and predicts behavior. Theories are directly influenced by cultural values and give meaning to what teachers see. The consensus is that theories can be useful and helpful guiding instruction.
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A