Culturally responsive personalized learning (CRPL) emphasizes the importance of aligning personalized learning approaches with previous research on culturally responsive practices to consider social, cultural, and linguistic contexts for learning. In the present discussion, we briefly summarize two bodies of literature considered in defining and…

"A Dilemmatic Approach to Education" offers a unique approach to educational theorizing that enriches the way we think about education. Problematizing conventional education theory, it presents an unorthodox thesis that education is defined by an internal conflict between competing core values, which in turn produce core dilemmas. The…

Having broadly defined the process of curriculum formation as a complex set of interactions among many specified internal and external factors, the authors review the field of curriculum theory with the goal of finding the most potent theory for structuring and guiding studies of how changes occur in the curriculum of American public schools. For…

Discusses development of Didaktik, a teaching and learning theory which investigates relationships between disciplined-based and general teaching theories; discusses the need for concretization of general teaching models in terms of discipline-based teaching theory in distance education; and postulates the necessity of a theory of distance…

Selected behavioral change theories, multiple theory models, and teaching models that may be useful to research studies in health education are examined in this article. A brief outline of applications of theory for the field of school health education is offered. (Author/DF)

The process-product paradigm is examined as a framework for providing theoretical and practical development in teaching. The progress of this approach is explored, with the suggestion that a positive replacement for process-product research be developed. (DF)

Component display theory (CDT) is used as a working example in this examination of the relationship between instructional design theory and computer assisted instruction (CAI) models. Two basic approaches to instructional design--the analytic and the holistic methods--are reviewed, and four elements of CDT are described: (1) content types,…

Describes the natural language computer program, "Vinci." Explains that using an attribute grammar formalism, Vinci can simulate components of several current linguistic theories. Considers the design of the system and its applications in linguistic modelling and second language acquisition research. Notes Vinci's uses in linguistics…

Identifying the assumptions of the dominant, functionalist paradigm in considerations of educational administration as inadequate, this study proposes an alternative paradigm: a politics of schooling that can both describe administration and organization and contribute to the development of leadership as praxis. Criteria for an adequate theory of…

This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

Research toward the development of a theory of independent study and telemathic, or distance, learning is discussed in this paper. The concepts of independent study, educational programs, learning programs, teaching programs, and telemathic teaching are defined, and telemathic teaching programs are classified according to distance between teacher…

Discusses the spatial aspects of Greeno's model of conceptual domains and applies the theory to geometry learning. Examines the relationship between mathematical and spatial thinking in light of Greeno's environmental/spatial view of learning. (Contains 16 references.) (MDH)

Discusses the development of a mathematics attitude model guided by the analysis of mathematical life-history interviews, Vygotsky's developmental theories, and research on attitudes toward mathematics. Explores implications for curriculum planning and development. (Contains 36 references.) (MDH)

Examines modern functionalist theory including theoretical bases and historical development. Considers, in the light of functionalist tenets, exemplary educational research in the field of modernization theory. Includes a critique of some overt and covert assumptions of functionalist educational research and suggests some avenues for more…

Comparative didactic views classroom epistemologies in various disciplines from a comparativist perspective. A diagrammatic model is suggested which takes account of problems posed by different disciplines. The model puts forward four origins of school knowledge: scientific knowledge, reference knowledge, referential praxis, and expert knowledge.…