to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

National Science Education Standards

Although the chapters that appear in this book have been previously published separately in different places at different
times, they have been revised by the author for their publication as a book and are all related to the problem of
historical representation. By putting together essays on Droysen, Foucault, Jameson and Ricoeur, Hayden White hasmanaged to give an encompassing account of a problematic issue that has been one of the major concerns of
historical studies as well as of many other areas of the human sciences: that of the importance of narrative representation in the description or explanation of the “object” of study of
the human sciences. Although the authors mentioned deal with this subject in different ways, White finds in them
common characteristics which confirm the point made by him that historical narratives are, from a semiological
perspective, concerned with the production of meanings.

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The content of the Form: narrative discourse and historical representation

Learning in Adulthood: A Comprehensive Guide (3rd ed.)

There has been much discussion about quantitative and qualitative approaches to research in different disciplines. In the behavioural and social sciences, these two paradigms are compared to reveal their relative strengths and weaknesses. But the debate about both traditions has commonly taken place in academic books. It is hard to find an article that deals with the generic issues related to the quantitative and qualitative divide by drawing on distinguished research literature. Interested in addressing this need, this article aims to explain the essential characteristics of quantitative and qualitative research approaches with an emphasis on their underlying epistemological, theoretical, and methodological differences. It elucidates the research design issues and concepts in relation to both research paradigms, from planning research to collecting and analyzing data, and reporting findings. The criteria that are used to evaluate research strategies and findings are also discussed.

Comparison of Quantitative and Qualitative Research Traditions: epistemological, theoretical, and methodological differences

This article provides an overview of constructivism and its implications for classroom practices. To that end, it first describes the basic features of constructivism along with its major forms or variations. It then elucidates the constructivist view of knowledge, learning, teaching, and the relationship among these constructs. More specifically, it explains the assumptions and principles of constructivist pedagogy, bringing to the fore its core characteristics that differ fundamentally from other instructional paradigms. Last, the article presents how constructivism as a learning theory can guide the process of learning and teaching in real classroom settings. Learning theories are indispensable for effective and pedagogically meaningful instructional practices. A learning theory provides “clarity, direction and focus throughout the instructional design process.” Hence, an effective instructional framework is supposed to take into account the theoretical bases in which it is grounded (McLeod 2003). Likewise, an educator is expected to understand the educational theory or theories behind a given instructional framework to gain success in reform efforts (Fosnot 1996). Among many different labels, learning theories can be categorized in three main areas: behaviorism, cognitivism, and constructivism. The purpose of this article is to clarify the conceptual underpinnings of constructivism along with its variations and its implications for classroom instruction. Constructivism The philosophy of constructivism evolved from dissatisfaction with traditional Western theories of knowledge. As such, it contrasts sharply with objectivist epistemology and positivism (Crotty 1998; Hendry, 161 Frommer, and Walker 1999; Glasersfeld 1995). In contrast to the objectivist notion of objective truth and meaning inherent in objects, independent of any consciousness, constructivism postulates that knowledge cannot exist outside our minds; truth is not absolute; and knowledge is not discovered but constructed by individuals based on experiences (Crotty 1998, 42; Fosnot 1996; Hendry, Frommer, and Walker 1999). Constructivism replaces the traditional conception of truth—as the correct representation of an external world—with the concept of viability, meaning that descriptions of states or events of the world are relative to the observer (Glasersfeld 1995, 8). The constructivist perspective, therefore, posits that knowledge is not passively received from the world or from authoritative sources but constructed by individuals or groups making sense of their experiential worlds (Maclellan and Soden 2004). Constructivism advances meaning-making and knowledge construction as its foremost principles (Crotty 1998; Fosnot 1996; Phillips 1995). It views knowledge as temporary, nonobjective, internally constructed, developmental, and socially and culturally mediated (Fosnot 1996). Individuals are assumed to construct their own meanings and understandings, and this process is believed to involve interplay between existing knowledge and beliefs and new knowledge and experiences (Richardson 1997, 2003; Schunk 2004). This view of meaning-making through previously constructed knowledge implies that: • Learners are intellectually generative individuals (with the capacity to pose questions, solve problems, and construct theories and knowledge) rather than empty vessels waiting to be filled. educational HORIZONS Spring 2008

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Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction.

Learning theories are essential for effective teaching in that they shed light on different aspects of the learning process. The spectrum of learning theories can be categorized into three main areas: behaviorism, cognitivism, and constructivism. Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction. In contrast to behaviorism, cognitivism is a relatively recent learning theory and its features are not well known or are confused with constructivism by teachers. This article aims to provide an overview of the core characteristics of cognitivism, its philosophical and theoretical basis, its implications for classroom practices, and its illustrative teaching methods. Cognitive apprenticeship, reciprocal teaching, anchored instruction, inquiry learning, discovery learning, and problem-based learning are explicated as the most distinctive methods of the cognitive perspective on learning.

The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices

MANY RESEARCH STUDIES have shown how students engage with historical documents, make sense of the past, and develop historical understanding to construct their own historical knowledge Some of these studies have dealt specifically with empathy I define empathy or historical imagination as the ability to see and judge the past in its own terms by trying to understand the mentality, frames of reference, beliefs, values, intentions, and actions of historical agents using a variety of historical evidence Empathy is the skill to re-enact the thought of a historical agent in one's mind or the ability to view the world as it was seen by the people in the past without imposing today's values on the past This article aims to synthesize the scholarly literature about empathy, drawing on the works of both past and recent scholarship in history education It will show how educational researchers and disciplinary historians have viewed, discussed, and studied the notion of historical empathy at both the theoretical and the empirical levels It will first pinpoint the conceptual issues surrounding the term and then move on to explain the efforts to translate the term from theory into practice

https://www.jstor.org/stable/info/30036827

Historical Empathy and Its Implications for Classroom Practices in Schools.

This study explored social studies teachers' views of learner‐centered instruction and learning theories by employing the methods and procedures of the qualitative research tradition. In‐depth, semi‐structured interviews were conducted with the participants. The techniques and strategies of inductive qualitative data analysis were used to analyze the interview transcripts. The results showed that the participants had positive attitudes toward learner‐centered instruction which they believed has the potential to make instruction engaging, enjoyable, involving, challenging, and relevant to students' learning. The teachers identified their teaching orientations more with the cognitive and constructivist approach than the behaviorist approach. The teachers' responses indicated the impact of the community on their views and practices. Cette etude a explore les vues des professeurs sociaux d'etudes au sujet des theories d'instruction centrees par etudiant et d'etude. Il a employe les methodes et les procedures ...

Kaya Yilmaz

Papers

Comparison of Quantitative and Qualitative Research Traditions: epistemological, theoretical, and methodological differences

Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction.

The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices

Historical Empathy and Its Implications for Classroom Practices in Schools.

Social Studies Teachers' Views of Learner-Centered Instruction.