Although educational theories are presented in a variety of textbooks and in somediscipline-specific handbooks and encyclopedias, no publication exists which serves as acomprehensive, consolidated collection of the most influential and most frequentlyquoted and consulted theories. There is a need to place such theories into a single, easilyaccessible volume. A unique feature of the Handbook of Educational Theories is the way in which it conveys the 101 theories presented by152 authors and 17 editors distributed among its 13 sections. These authors and editors represent 10 countries, includingArgentina, Australia, Austria, Canada, Dubai (An Emirate of the United Arab Emirates), England, Norway, Scotland, United States (28 states represented), and Wales. The organization of the chapters within each section makes the volumeeasy to use. It includes understandable reference tools for researchers and practitioners to use at they seek theories to guidetheir research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, theHandbook includes emerging theories for the 21st Century. Practical examples are presented on the use of these theories inresearch from dissertations and published articles. Section I provides theintroduction with a focus on Philosophical Educational Constructs. The remainingsections include: Learning Theory, Instructional Theory, Curriculum Theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral DevelopmentTheory, Classroom Management Theory, Assessment Theory, OrganizationalTheory, Leadership and Management Theory, Social Justice Theory, and Teachingand Education Delivery Theory. Each section consists of an overview written by thesection editor of the general theoretical concepts addressed by the chapter authors. Each chapter within the section includes (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of andinteractions of the theory, (c) validation of the theory, (d) generalizability of thetheory across cultures, ethnicities, and genders, (e) the use and application of thetheory, (f) critiques of the theory, (g) any instruments associated with the theory, and(h) two to five particular studies exemplifying particular theories as individuals haveused them in theoretical framework of dissertations or published articles. Sometheories are presented by the original theorist(s) or by prominent contributors to thetheory. The Handbook of Educational Theories is intended for graduate students enrolled inresearch courses or completing theses and dissertations. Additionally, professors ofall educational disciplines in the social sciences may be interested in this book. There is also potential use of the text as administrators, counselors, and teachers inschools use theory to guide practice. As more inquiry is being promoted amongschool leaders, this book also holds promise for practitioners. | Handbook Of Educational Theories For Theoretical Frameworks by Beverly J. Irby, Hardcover | Indigo Chapters