EDS 640 INSTRUCTION: THEORY AND RESEARCH
Course
OutlIne
Dr. Ali Yıldırım
210-4027, aliy@metu.edu.tr
This
course focuses on basic instructional theories and various themes in research on
instruction. The main purposes are
to:
1. develop a better understanding of the basic instructional theories
2. increase awareness of the variety of contrasting approaches to studying teaching
3. survey issues on research on teaching, and help students develop a more critical perspective
4. establish relation between instructional theories and research and understand its implications for practice.
5. assess research on instruction in Turkey in terms of the areas
covered, limitations and challenges, etc.
The focus of the course is on teaching rather than learning. This course is not designed to develop research methodology skills.
Course Requirements
1. Regular attendance and participation in discussion based on readings, experience and reflection.
2. Presentations: Participants will present two instructional theories (in groups of three or four), and one theme in research on teaching (in groups of two). Presentations on theories will focus on review rather than a detailed account of various aspect of the theories assuming that participants have studied them to some degree in various previous courses. Presentations on themes in research on teaching will focus on description of the area, what we have learned, the challenges, and sample research studies that fall into this area (at least two). (40%)
3. Midterm paper : In this paper you will critique a major study (book, research report) or two related journal articles/chapters on research on teaching. The paper will include a brief summary, a critical examination of how the study relates to others in the area (maximum 10 pages). You will also share this critique with other class members through a poster presentation toward the end of the semester. (30%)
4. Final paper: In this paper, you will review one piece of research on instruction in Turkey relating it to the theories and areas of research discussed in class. The paper will include a brief summary, a critical examination of how the study relates to others in the area (maximum 10 pages). As with the midterm paper, you will share this paper with other class participants through a poster presentation at the end of the semester. (30%)
Schedule of Class Meetings
1. Introduction: goals of the course
2. Getting organized for presentations
3. Review of theories
Behavior modification instructional theories (Thorndike, Skinner, etc.)
Task analysis instructional theories (Gagne, Bloom, Briggs, etc.)
4. Review of theories
Cognitive construct instructional theories (Bruner, Ausebel, etc.)
Constructivist theories
5. Review of theories
Humanistic psychology and instructional theories (Maslow, Rogers, open education, etc.)
Self-regulation theories and strategy instruction
6. The study of teaching
7. Theme 1: Classroom Environment / Management
8. Theme 2: Classroom Discourse / Teaching as a Linguistic Activity
9. Theme 3: Classroom Process / Student Outcome
10. Theme 4: Teacher Thinking / Teacher Decision Making / Teacher Planning
11. Theme 5: Cooperative Learning / Constructivist Classrooms
12. Theory, Research and Practice
13. Poster presentations of Midterm papers
14. Poster presentations of Final papers
Wrap up
Peterson, P. & Walberg, H. (1979). Research on teaching: Concepts, findings and implications. Berkeley, CA: McCutchan.
Doyle, W.& Good, T. (Eds.). (1982). Focus on teaching. Chicago: University of Chicago Press.
Anderson, L. W. & Burns, R. B. (1989). Research in classrooms: The study of teachers, teaching and instruction. Oxford: Pergamon. (Unit 3)
Dunkin, M.& Biddle, B. (1974). The study of teaching, New York: Holt, Rinehart and Winston.
Wittrock, M. C. (1986). Handbook on research on teaching (3rd ed.). New York: MacMillan.
Snelbecker, G. E. (1974). Learning theory, instructional theory and psychoeducational design. New York: McGraw Hill.
Bigge, M. L. & Shermis, S. S. (1999). Learning theories for teachers (6th ed.). New York: Longman.
References
Adams, R. S. & Biddle, B.J. (1969). Realities of teaching: Explorations with video tape. New York: Holt, Rinehart and Winston.
Anderson, L. W. & Burns, R. B. (1989). Research in classrooms: The study of teachers, teaching and instruction. Oxford: Pergamon Press.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Baloche, L. A. (1998). The cooperative classroom: Empowering learning. Upper Saddle River, NJ: Prentice Hall.
Bennett, N. & Carre, C. (1974). Learning to teach. London: Routledge.
Beyer, L. E. (Ed.). (1996). Creating democratic classrooms: The struggle to integrate theory into practice. New York: Teachers College Press.
Bigge, M. L. & Shermis, S. S. (1999). Learning theories for teachers (6th ed.). New York: Longman.
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw
Bolster, A.S. (1983). Toward a more effective model of research on teaching. Harvard Educational Review. 53(3).
Brooks, J.G. & Brooks, M.G. (1993). The case for constructivist classrooms. Alexandria, VA: ASCD.
Brophy, J.E. (1979). Teacher behavior and its effects. Journal of educational psychology. 71(6), 733-750.
Bruner, J.S. (1966). Toward a theory of instruction. Cambridge: Harvard University.
Bugelski, B.R: (1971). The psychology of learning applied to teaching (2nd ed.). New York: Merrill.
Burden, P. (1995). Classroom management and discipline: Methods to
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reserve)
Campbell, L., Campbell, B. & Dickinson, D. (1996). Teaching and learning through multiple intelligences. New York: Allyn and Bacon.
Cruickshank, D. R., Bainer, D. L., & Metcalf, K. K. (1995). The act
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Gagne, R. M. & Briggs, L. J. (1974). Principles of instructional design. New York: Holt, Rinehart and Winston.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Harper Collins.
Gredler, M. E. (1992). Learning and instruction: Theory into practice. New York: MacMillan.
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Hosford, L.P. (1973). An instructional theory: A beginning. Hillsdale, NJ: Prentice Hall.
Jones, V.F. & Jones, L.S. (1995). Comprehensive Classroom Management: Creating Positive Learning Environments for All Students. Boston: Allyn and Bacon. (on reserve)
Joyce, B. & Clahoun, E. (1998). Learning to teach inductively. Boston: Allyn and Bacon.
Joyce, B. & Weil, M. (1996). Models of teaching (5th ed.). Boston: Allyn and Bacon.
Kameenui, E.J. & Darch, C.B. (1995). Instructional Classroom Management: A Proactive Approach to Behavior Management. New York: Longman.
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Peterson, P. & Walberg, H. (1979). Research on teaching: Concepts, findings and implications. Berkeley,CA: McCutchan.
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Schunk, D. H. (1996). Learning Theories (2nd ed.). Englewoods, CA: Prentice Hall.
Snelbecker, G. E. (1974). Learning theory, instructional theory and psychoeducational design. New York: McGraw Hill.
Soltis, J.M. (1990). Who influences "good" teachers' practices? Paper presented at the American Educational Research Association Meeting. Boston.
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Wittrock, M.C. (1986). Handbook of research on teaching (3rd ed.). New York: MacMillan.
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