Research on Educational Innvoations

The fourth edition of this highly praised book includes coverage of evidence-based education and No Child Left Behind. Like the previous editions, it offers authoritative and balanced overviews to help you make distinctions between innovative programs backed up by sound research support and "faddish" ideas which lack a research base.

Arthur K. Ellis is Professor of Education and Director of the International Center for Curriculum Studies at Seattle Pacific University.

About the Author

iv

What Research Is of Most Worth?

1

(10)

Evidence-Based Education

3

(1)

The Current Scene

4

(7)

Nature of Educational Innovation

11

(10)

What Is an Innovation?

13

(1)

Where Are They Now?

13

(1)

Research Based?

14

(1)

How Educational Theories Develop

15

(3)

Level I

16

(1)

Level II

16

(1)

Level III

17

(1)

Conclusion

18

(3)

The Structure of Educational Innovation

21

(8)

Reaping the Whirlwind

23

(1)

The Hunter Model: ``One More Such Victory and We Are Undone''

24

(1)

In Retrospect

25

(4)

``The Research Says...''

29

(10)

What ``Kind'' of Research?

29

(1)

Level I Research

30

(2)

Level II Research

32

(1)

Level III Research

33

(2)

Summary

35

(1)

The Following Chapters

36

(3)

Setting Standards

39

(18)

What Standards?

40

(1)

It Was Better in the Old Days, or Was It?

41

(1)

Plus ca Change, Plus C'est la Meme Chose

41

(1)

The Movement Gathers Steam

41

(1)

The Role of the States

42

(2)

Accountability and Standards

44

(2)

Points of Origin: Level 1

46

(1)

Essentialist Goals, Progressive Means

47

(1)

Research at Levels II and III

48

(3)

The Critics' Corner

51

(4)

Where Does This Leave Us?

55

(2)

Innovations From Brain Research

57

(12)

The Pendulum Is Well Into Its Swing

59

(4)

Research on Education and the Brain

63

(4)

Conclusion

67

(2)

Self-Esteem and Self-Efficacy

69

(18)

What is Self-Esteem?

70

(2)

The Claims and the Programs

72

(4)

A New Vaccine?

73

(3)

The Critics

76

(1)

Level I Research

77

(5)

Levels II and III Research

82

(2)

Conclusion

84

(3)

Teaching for Intelligence

87

(12)

What is Intelligence?

88

(2)

Reuven Feuerstein's Instrumental Enrichment

90

(1)

Does It Work? The Research

91

(1)

Howard Gardner and the Theory of Multiple Intelligences

92

(3)

Research on Multiple Intelligences: A Bridge Too Far?

95

(1)

Robert Sternberg and the Triarchic Theory of Intelligence

96

(2)

Research on the Triarchic Model

98

(1)

Conclusion

98

(1)

Thinking Skills Programs

99

(18)

Thoughts About Thinking

100

(4)

Program Implementation

104

(2)

Talents Unlimited

104

(2)

The Georgia Critical Thinking Skills Program

106

(3)

Writing as a Thinking and Learning Tool

106

(3)

The Research Base for Thinking Skills Programs

109

(6)

Can We Get There From Here?

109

(1)

Basic Research on Thinking

110

(2)

Is There Any Evidence? Levels II and III Research

112

(3)

Conclusion

115

(2)

Direct Instruction

117

(12)

What is Direct Instruction?

118

(6)

The Critics

123

(1)

The Research Base for Direct Instruction

124

(4)

Level I Research

124

(2)

Levels II and III Research

126

(2)

Conclusion

128

(1)

Assessment

129

(14)

The Movement

129

(1)

Traditional Measures

130

(1)

Authentic Assessment

131

(4)

Alternative Assessment Strategies

135

(2)

Is It Working?

137

(3)

Educational Research and Alternative Assessment

140

(2)

Conclusion

142

(1)

Mastery Learning

143

(14)

Reductionism at Work

144

(4)

Reversing the Order of Things

148

(1)

Level II Research

149

(1)

Implementation of Mastery Learning

149

(3)

The Research Base for Mastery Learning

152

(2)

Conclusion

154

(3)

Curriculum Integration

157

(16)

All Things Are Connected

160

(2)

The Research Base for Curriculum Integration

162

(9)

Remember John Dewey?

162

(2)

Bold Claims---Little Evidence

164

(6)

Other Research

170

(1)

Conclusion

171

(2)

Cooperative Learning

173

(10)

Cooperative Learning Models

174

(3)

Learning Together

176

(1)

Student Team Learning

176

(1)

Other Models

177

(1)

The Research Base for Cooperative Learning

177

(5)

Theory Building

177

(1)

Empirical Studies

178

(3)

Program Evaluation

181

(1)

Conclusion

182

(1)

Literacy: Whole Language and Its Discontents

183

(16)

Grabbing Hold of a ``Slippery Quarry''

186

(2)

Politics and Whole Language

188

(2)

The Research Base for Whole Language

190

(1)

How Do We Do It?

191

(3)

What We Do Know

194

(2)

So Where Does This Leave Us?

196

(3)

Epilogue

199

(4)

The Graveyard of Lost Ships

200

(1)

Beyond Empiricism

201

(1)

Research Questions to Ask

202

(1)

A Closing Thought

202

(1)

References

203

(30)

Index

233

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Research on Educational Innvoations

Summary

Author Biography

Table of Contents

Supplemental Materials