Journal•ISSN: 1477-8785
Theory and Research in Education
SAGE Publishing
About: Theory and Research in Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Philosophy of education & Higher education. It has an ISSN identifier of 1477-8785. Over the lifetime, 445 publications have been published receiving 10506 citations. The journal is also known as: TRE.
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TL;DR: Self-Determination Theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge.
Abstract: Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too ofte...
1,768 citations
TL;DR: The authors analyzed three normative accounts that can underlie educational policies, with special attention to gender issues, including human capital theory, rights discursive theory, and human-computer interaction theory.
Abstract: This article analyses three normative accounts that can underlie educational policies, with special attention to gender issues. These three models of education are human capital theory, rights disc...
458 citations
TL;DR: The authors examined if and how these theoretical frameworks can be used in the context of fund-of-knowledge (FoK) systems and found that the concept of funds of knowledge is related to specific forms of capital.
Abstract: Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined if and how these theoretical frameworks can ...
256 citations
TL;DR: The authors examines Amartya Sen's writings on the capabilities approach and education and concludes that one can read off the outputs of schooling as an indication of capabilities and an enhancement of freedom.
Abstract: This article examines Amartya Sen's writings on the capabilities approach and education. Sen sometimes suggests a loose association between education and schooling. Elsewhere he concludes that one can read off the outputs of schooling as an indication of capabilities and an enhancement of freedom. While the capability approach provides a valuable way beyond human capital theorizing about education, Sen's writing fails to take account of the complex settings in which schooling takes place. Sometimes schooling does not entail an enhancement of capabilities and substantive freedom. South African policy responses to the HIV/AIDS epidemic highlight how using the capability approach to evaluation without paying attention to conditions of gender and race inequality yield only half the picture.
220 citations
TL;DR: In this paper, the authors discuss how K-12 teachers can put motivational principles from self-determination theory into practice and explain the ''how to'' of autonomy-supportive teaching.
Abstract: We discuss how K-12 teachers can put motivational principles from self-determination theory into practice. To explain the `how to' of autonomy-supportive teaching, we answer eight frequently asked questions from teachers: What is the goal of autonomy-supportive teaching? How is autonomy-supportive teaching unique? Does autonomy support mean permissiveness? How would I encourage students' initial engagement in learning activities? How could I help students maintain their engagement? What would I say/How might I talk? How would I solve motivational and behavioral problems? How do I know if I provided instruction in an autonomy-supportive way? To answer these questions, we recommend the following classroom practices: take the students' perspective, display patience to allow time for learning, nurture inner motivational resources, provide explanatory rationales, rely on noncontrolling language, and acknowledge and accept expressions of negative effect.
219 citations