Joyce (1984). Dynamic Disequilibrium: The Intelligence of Growth.

Joyce, B. R. (1984). Dynamic Disequilibrium: The Intelligence of Growth. Theory Into Practice, 23(1), 26-34. [Mentions of Thelen (group investigation), Hunt (conceptual systems theory), Shaftel (role-playing), Maslow (self-actualization), Carl Rogers, Carroll, Bloom (mastery learning), Suchman (inquiry training), and Piaget.] “… significant learning is frequently accompanied or impelled by discomfort.” (p 26) “A major task of … Read more

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Taba (1966). Teaching Strategies and Cognitive Functioning in Elementary School Children.

Taba, H. (1966, February). Teaching Strategies and Cognitive Functioning in Elementary School Children. Retrieved February 15, 2009, from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED025448. [Article pertaining to Inductive Thinking] “… in actual learning there must be several lines of growth in knowledge, in attitudes, and in skills, which intertwine with growth in cognitive processes.” (p ii) “There is a strong … Read more

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Hunt (1970). A conceptual level matching model for coordinating learner characteristics with educational approaches.

“… if a psychological principle is to be useful for educational decision-making, it should take account of both differential effectiveness of educational approaches upon various learners, and the differential results from using various measures of indexing educational accomplishment.” (p 68)

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Johnson & Johnson (1974). Instructional Goal Structure: Cooperative, Competitive, or Individualistic.

“There are four possible goal structures which can be implemented in a learning situation: competitive, cooperative, individualistic, and no structure. Each type of goal structure has an implicit value foundation which is taught subtly, as an unconscious curriculum, to the student who interacts within it.” (p 213)

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Xu & Morris (2007). Collaborative Course Development for Online Courses.

“The purpose of this study is to add to the literature on course development through a detailed analysis of the roles that faculty assume during the planning and development process and to examine the curricular decisions made by the development team for an online course.” (p 36)

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