Education theory
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Research about inclusive education in 2020 – How can we improve our theories in order to change practice? Open
Since the Salamanca Statement was published in 1994 a massive amount of research has addressed the issue of inclusive education. Yet, there is a sense of lack of progress which seems to necessitate a critical look at the field while not ne…
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Annual Research Review: Educational neuroscience: progress and prospects Open
Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neurosci…
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Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning Open
The main objectives of this theoretical paper are to compare some constructivist-related learning theories and explore how they can be adequately used in educational technology and distance education. After a brief introduction, constructi…
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Pedagogies of mattering: re-conceptualising relational pedagogies in higher education Open
This article engages posthuman theory to propose a rethinking of the theory and practice of relational pedagogies within higher education (HE). There has been renewed emphasis within HE discourses on the significance of relationships withi…
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Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective Open
The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to tra…
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Extending the theory and practice of education for cosmopolitan citizenship Open
In 2003, citizenship education had recently been introduced to the national curriculum for England, and the model adopted was proving to be influential in a variety of settings worldwide. We sought to challenge a nationalist version of cit…
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Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths Open
Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can…
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Reclaiming constructive alignment Open
Constructive Alignment (CA) is neither the panacea, nor the unalloyed evil depicted in the majority of higher education discourses. But rather, the theory is a heuristic and accessible representation of commonly agreed upon aspects of mode…
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Contributions of Neuroscience to Educational Praxis: A Systematic Review Open
Objectives: In education, neuroscience is an interdisciplinary research field. It seeks to improve educational practice by applying brain research findings. Additional findings from the scientific fields of education, psychology, and neuro…
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Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries Open
Building on and going beyond Young and Muller's theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert's capabilities approach and Bildung-centred Di…
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What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology Open
Technology has been an important influence on the development of education. However, very little research in Educational Technology considers this history, and even less questions it. In this paper, we argue that our understanding of educa…
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Improving education through research? From effectiveness, causality and technology to purpose, complexity and culture Open
This paper focuses on the role of research in the improvement of educational practice. I use the 10 Principles for Effective Pedagogy, which were formulated on the basis of research conducted in the UK's Teacher and Learning Research Progr…
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The emerging role of educational neuroscience in education reform Open
In the early 90s a movement began in education called 'brain-based learning' that attempted to link neuroscience and education. However, many in both science and education felt it was untenable to make this leap. While early attempts to br…
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Impact of an Artificial Intelligence Research Frame on the Perceived Credibility of Educational Research Evidence Open
Artificial Intelligence (AI) is attracting a great deal of attention and it is important to investigate the public perceptions of AI and their impact on the perceived credibility of research evidence. In the literature, there is evidence t…
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Practice, theory and research in initial teacher education: international perspectives Open
Initial Teacher Education (ITE) has been discussed from a wide range of perspectives, focusing on its structure and curriculum, on field experiences and coursework, and the interplay between them, as well as on the learning experiences of …
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What training do teachers need?: Why theory is necessary to good teaching Open
Recent years have seen a concerted and systematic move towards a school‐led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been rad…
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Theoretical considerations on programmatic assessment Open
Introduction: Programmatic assessment (PA) is an approach to assessment aimed at optimizing learning which continues to gain educational momentum. However, the theoretical underpinnings of PA have not been clearly described. An explanation…
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A Theoretical Analysis of Moocs Types from a Perspective of Learning Theories Open
The will to provide low cost and effective education to the masses has existed through the ages. Developments in information and communication technology along with distance education applications have realized this dream of educators. Tod…
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Why is educational change so difficult and how can we make it more effective? Open
One main issue in educational research and policy is educational change. Educational authorities, scholars and teachers working with educational change should ask themselves why educational change is necessary, reflect on its challenges an…
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E-Learning in Theory, Practice, and Research Open
The article begins by defining e-learning as the use of technology for teaching and learning. Noting that there is no unified theory of e-learning, this article reviews the major theoretical frameworks to date—behaviorism, cognitivism, con…
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The core content framework and the ‘new science’ of educational research Open
This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the …
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The importance of educational theories for facilitating learning when using technology in medical education Open
An explicit description of the educational theories used to inform the design of an intervention with technology can provide potentially useful insights into why some interventions with technology are more effective than others. An explici…
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Source selection and source use as a basis for evidence-informed teaching Open
Pre-service teachers rarely deal with problematic classroom situations in an evidence-informed way. One reason is that they often hold unfavourable beliefs about the utility of educational theories and evidence for competently dealing with…
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Where Is Educational Neuroscience? Open
Educational neuroscience is a relatively new field. Where is it in relation to other research domains, such as education research, the psychology of learning, and the neuroscience of learning? Document co-citation analysis reveals that the…
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What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship? Open
One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field…
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Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice Open
The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is …
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Cultivating the social–emotional imagination in gifted education: insights from educational neuroscience Open
Evidence from education, psychology, and neuroscience suggests that investing in the development of the social–emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effect…
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Curriculum work as educational leadership – paradoxes and theoretical foundations Open
This article outlines the foundations of a critical but non-affirmative educational leadership theory. The adopted approach draws on a recognition-based tradition of education and Bildung. It is argued that every theory of educational lead…
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Cutting Through Water: Towards a Posthuman Theory of Educational Relationality Open
Based on an ongoing debate—academic as well as public—regarding the roles of the teacher and the student in education, this thesis explores educational relations within the field of philosophy of education. After critically examining inter…
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Time and educational (re-)forms—Inquiring the temporal dimension of education Open
Let me say a word on the idea of progress. We conceive of time as an irreversible line, whether interrupted or continuous, of acquisitions and inventions. We go from generalizations to discoveries, leaving behind us a trail of errors final…