| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "HUMAN DEVELOPMENT EDUCATION THEORY": |
|
|
Human Development and Education Theory, 2004.
A look at the developmental stages in applied education theory.
1,011 words (approx. 4.0 pages), 2 sources, MLA, £ 25.95
»
Click here to show/hide summary
Abstract
This paper examines how behavioral psychologists and developmental theorists have traditionally categorized various periods of childhood and adolescence that correspond to very specific stages of cognitive and emotional development. It shows that while various experts differ widely in their characterization and analysis of the human developmental stages, modern educators recognize the importance of certain elements of behavioral and emotional development as equally important to early education as age-related cognitive stages of purely intellectual growth.
From the Paper
"Traditional primary and secondary education programs are based on teaching methods and concepts designed in the nineteenth century and earlier. While the academic curricula expanded considerably during the course of the last hundred years? of American education, many of the methods still relied upon by modern educators mirror the principles designed primarily just to teach elementary reading and writing skills, which was the main (if not the sole) focus of the early education even well into the twentieth century. Consequently, they are hardly suited to incorporate principles of students? social and emotional well-being, nor do they necessarily promote or inspire independent or creative thinking abilities beyond rote memorization."
| |
|
Human Development in Education, 2004.
A look at the significance of human development in the classroom and the need for teachers to have a better understanding of human development.
1,800 words (approx. 7.2 pages), 7 sources, APA, £ 45.95
»
Click here to show/hide summary
Abstract
This paper analyzes the role that human development plays in the classroom. The paper explains that some classroom problems might result from a teacher's lack of understanding of human development and then discusses teacher behaviors that would promote students' thnking abilities. The paper also discusses behaviors that help students achieve greater success as well as behaviors that would promote the social and emotional well-being of the individual student and improve the classroom environment for children.
From the Paper
"The purpose of this paper is to explore human development in education by analyzing its importance to the classroom and problems that can occur when teachers' fail to understand human development in their classes. The paper also discusses teacher behaviors that promote students' thinking abilities and behaviors, helping them to achieve optimal academic success as well as promote their social and emotional well-being. The final section of the paper examines diversity and equity focusing on those classroom practices and materials that promote diversity and..."
| |
|
Human Development Theories, 2006.
A discussion regarding the nature versus nurture argument, focusing on the theories of Piaget, Erickson and Vygotsky.
3,484 words (approx. 13.9 pages), 9 sources, MLA, £ 70.95
»
Click here to show/hide summary
Abstract
This paper presents a detailed examination of nature versus nurture and its eventual impact on education. The paper usess the works and theories of Jean Piaget, Eric Erickson and Lev Vygotsky to compare and contrast the theories of nature and nurture as they relate to human development.
Outline:
Introduction
Nature Versus Nurture
Jean Piaget
Eric Erickson
Lev Vygotsky
Conclusion
From the Paper
"Nurture is the argument that the way one is raised and the things that one becomes exposed to environmentally has a major impact on the end result regarding the type of child and adult that person becomes. This has been an age old argument in courtrooms across the nation as well. When a defendant is accused of heinous crimes and the jury finds out that the defendant was beaten, sexually abused and tortured by his mother and father his entire life, the defense attorney hopes that the dysfunctional nurturing the defendant received will play on the jurors' sympathy and have them be less harsh in the punishment of that defendant. In the great debate of nature versus nurture experts work to uncover the stages of human brain development and cognition for the purpose of showing what caused the development to take shape the way that it did. This is a crucial element in the discussions about personality traits, work traits, education and other aspects of life that not only touch the life of the individual but of everyone that person interacts with along the way. "
| |
|
Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, £ 34.95
»
Click here to show/hide summary
Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
| |
|
Human Resource Development at 3m, 1996.
Examines the human resources problems at Minnesota Mining & Manufacturing (3M). Details 3M's Human Resource Development (HRD) program, which focuses on training, education, & development.
1,125 words (approx. 4.5 pages), 5 sources, £ 28.95
»
Click here to show/hide summary
From the Paper
"The 3M Company has made a number of changes in the way it structures its human resources in order to provide greater empowerment to the employees as a way of improving productivity and reducing turnover. The elements of Human Resources Development are being utilized by the company to improve its overall performance. Human resource development (HRD) has three important components--training, education, and development. When the three are properly coordinated, HRD has a positive effect on worker productivity and so on the productivity of the company. Training improves the performance of workers and so increases their motivation, and as they work harder and produce more, the company profits.
HRD is also dedicated to seeing to it that skills do not become obsolete. Employees may have their skills upgraded through added training and education, and this benefits them in terms of ..."
| |
|
Educational theory and Philosophy, 2007.
This paper discusses educational theory and philosophy in US schools.
4,443 words (approx. 17.8 pages), 43 sources, MLA, £ 83.95
»
Click here to show/hide summary
Abstract
In this article, the writer first discusses that most researchers believed that during the 1950s the topics that were not raised consistently as influences on educational theories like racial discrimination, status of women, etc., had more drastic effect than the issues that were addressed. The writer then relates that educational theories were more specialized and respected in the 1960s than any other on the basis of the incorporation of assessment procedures that guaranteed impartiality, lucidity, and practical inflexibility. Further, the writer notes that Thomas Kuhn's Structure of Scientific Revolutions in 1970 basically brought forth the notion of competition that was singly the most influential concept in the coming decades. The writer points out that the decade of the 1980s saw feminism, neo-Marxist notion, and the first drafts of the postmodern theory being considered as legal areas of concern in the sphere educational philosophy. Finally, the writer notes that the 1990s brought around tragedy, feelings of loss and uncertainty among the societies. The writer concludes that in the future, one can hope that the reforms and incorporations that have been made over the past decades in the education theories yield fruitful results by enhancing educational standards and efficiency of the execution of education philosophies.
Outline:
Educational Theory and Philosophy during 1950s
Educational Theory and Philosophy during 1960s
Educational Theory and Philosophy during 1970s
Educational Theory and Philosophy during 1980s
Educational Theory and Philosophy during 1990s
Conclusion
From the Paper
"There were also quite a few articles that chose to concentrate only the numerous problems or aspects of the education policies present like the level of educational liberty available to both the students and the teachers, the educational as well as peripheral responsibilities of the academic management. An example of an essay of this format is the article written by Willard Spalding who was the Dean of the College of Education at the University of Illinois at the time. He in this article tried to design a completely fresh notion and theory of training the teachers. He believed that this could be achieved by invalidating what he believed to be the conservative or traditional comprehension of the association amid the traits and various units of education. He followed the viewpoint first brought forth by Aristotle that regarded the numerous units as the primary factors whereas the traits as the secondary factors. Spalding supported this viewpoint because he believed that this led to a more lucid understanding of the society's needs and requirements for the educational standards, temperaments and policies."
| |
|
Development in Higher Education, 2002.
A look at the various theories which relate to higher education.
2,400 words (approx. 9.6 pages), 10 sources, £ 63.95
»
Click here to show/hide summary
Abstract
This ten-page graduate-level paper discusses the major theorists in Student Development in Higher Education and how these theories are used today in colleges. Among the major theorists discussed are Arthur Chickering, Alexander Astin, Vincent Tinto, William Perry, Ruthellen Josselson, Nancy Schlossberg, Lawrence Kohlberg, and Carol Gilligan.
| |
|
Human Development: Hypothetical Case Study of Angela Wu, 2004.
Hypothetical case study of an adolescent girl's emotional and educational development.
2,036 words (approx. 8.1 pages), 1 source, MLA, £ 45.95
»
Click here to show/hide summary
Abstract
This paper discusses a high school girl's emotional development and academic standing. It notes that, while her school performance is quite strong, her emotional development is somewhat stunted. The paper details where the girl is lacking in her emotional development and suggests possible reasons for this lack. In reviewing the student's emotional and intellectual development, the paper looks at several relevant indicators, such as cognitive changes, memory and problem solving skills, imagination and creativity, self-understanding, and interpersonal skills.
From the Paper
"Angela Wu, age sixteen, was referred to the guidance department of the high school after several of her teachers noted that she had seemed unusually ?stressed out, even for Angela,? after mid-term exam week. Later, it was noted that her academic performance on her midterms was notably weaker than it had been over the past several semesters at the high school. After mid-term grade reports were sent, Angela?s parents called and expressed concern, asking if it was possible if she could retake several of the tests."
| |
|
Educational Theory, 2002.
An examination of the educational theories of psychologists Benjamin Bloom and John Carroll.
3,375 words (approx. 13.5 pages), 11 sources, MLA, £ 68.95
»
Click here to show/hide summary
Abstract
This paper discusses how educational theory addresses the nature of learning, what should be learned, how to assess learning and similar topics and in practical terms, how theory is put into practice through teaching methods, testing, a reassessment of methods and retesting. It evaluates how educational psychologists such as Benjamin Bloom and John Carroll have developed a way of classifying students, instruction and testing and of linking these issues in a developmental process. It looks at how their theories set forth certain areas of learning which identify whether or not a student is progressing and which can be assessed in order to develop a better educational strategy.
From the Paper
"John Carroll offered his vision of education in a 1963 article "A Model of School Learning," while Benjamin Bloom created his taxonomy in 1956 when he headed a group of educational psychologists examining learning issues. These two theorists based their recommendations for education on the nature of the classroom, the different tasks undertaken by the teacher, the different situations faced by the teacher, and the fact that these situations all required decisions to be made about such things as grading, planning instruction, judging the success of instruction, providing for the needs of pupils, testing, assigning homework, and so on. Decision making is not accomplished in a vacuum but requires assessment, which is defined as the process of collecting, synthesizing, and interpreting information to aid in decision making."
| |
|
Student Development in Higher Education, 2000.
A look at the findings and work of several theorists on student development.
2,356 words (approx. 9.4 pages), 10 sources, £ 51.95
»
Click here to show/hide summary
Abstract
This paper details the student development theories of Alexander Astin, Vincent Tinto and Arthur Chickering. Several programs at institutions of higher learning are given and critiqued.
From the Paper
"Since learning is cumulative, it can be said that it is the total picture of the college experience that is what really counts. The best administrators, teachers and students make the link in learning between the traditionally separated parts of a student's life: academia and society. When academic, interpersonal, and extracurricular involvement are mutually utilized and relevant to a course, a greater impact on learning is achieved."
| |
|
The Political Context of Educational Theory, 2002.
An analysis of alternative arguments of the political context of educational theory.
939 words (approx. 3.8 pages), 3 sources, MLA, £ 23.95
»
Click here to show/hide summary
Abstract
This report highlights the issues and the related educational theories in the light of political context. Hence the paper provides a springboard for insight into some essential interconnections between educational approaches and movements, motivational goals of the researchers and the varied opinions of the educationists and experts, through presenting alternative arguments.
From the Paper
"Where all believe in the significance of education for the development of personality and for the welfare of the nation, many support the various important and blatant theories and educational movements. However, there is still a decent number that presents alternative arguments in their effort to prove that educational research (and related public funding) world-over is being used not only as a tool to inculcate sense of discipline and responsibility but also to gain political ends."
|
| Essay # 16304 |
temporarily unavailable
|
|
|
|
Nursing Education Theories, 1994.
This paper examines nursing education theories: Significance and function of caring, goal attainment, decision making, ethics, rational and reflective thinking and power relationships.
1,125 words (approx. 4.5 pages), 4 sources, £ 28.95
»
Click here to show/hide summary
From the Paper
"... emphasize that nursing education should be based on a theory of caring by the nurse. In this theory of nursing, the underlying assumptions are that (1) care and love comprise the primal and universal psychic energy, and (2) care and love are requisite for our survival and the nourishment of humanity. .... seek to extend this concept from nursing practice to nursing education. Further, .... contend that not only should nursing students be instructed in this theory of nursing, but that the under ..."
| |
|
Piaget's Education Theories, 2003.
A look at how Jean Piaget's theories could be applied to modern-day educational theories.
2,158 words (approx. 8.6 pages), 7 sources, MLA, £ 48.95
»
Click here to show/hide summary
Abstract
This report examines the place that Piaget's theories should have in the modern classroom, particularly during the stage of middle childhood, the potential practical applications of his work at this educational stage, and the potential educational pitfalls of ignoring his groundbreaking ideas during this time.
From the Paper
"Piaget's theories have two major components: the process of "coming to know" and the stages that humans pass through in order to acquire this ability (Huitt & Hummel, 1998, para. 3). Because of his initial training as a biologist, Piaget continually related his psychological theories back to biological bases. Indeed, he stated in an interview in 1969 that "I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology" (Pyche, 2). His theories about the process of learning clearly reflect this bias. Thus, intelligence is reflected through adaptation to the environment and is controlled through mental processes called schemas. Schemas can be either congenital, such as reflexes, or constructed. Through schemas, a person builds a mental representation of the world, and uses them to assimilate with or accommodate to the environment around them (Huitt & Hummel, 1998, para. 5-8)."
|
|
|
