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Although educational theories are presented in a variety of textbooks and in somendiscipline-specific handbooks and encyclopedias, no publication exists which serves as ancomprehensive, consolidated collection of the most influential and most frequentlynquoted and consulted theories. There is a need to place such theories into a single, easilynaccessible volume.nA unique feature of the Handbook of Educational Theories is the way in which it conveys the 101 theories presented byn152 authors and 17 editors distributed among its 13 sections. These authors and editors represent 10 countries, includingnArgentina, Australia, Austria, Canada, Dubai (An Emirate of the United Arab Emirates), England, Norway, Scotland,nUnited States (28 states represented), and Wales.The organization of the chapters within each section makes the volumeneasy to use. It includes understandable reference tools for researchers and practitioners to use at they seek theories to guidentheir research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, thenHandbook includes emerging theories for the 21st Century. Practical examples are presented on the use of these theories innresearch from dissertations and published articles. Section I provides thenintroduction with a focus on Philosophical Educational Constructs. The remainingnsections include: Learning Theory, Instructional Theory, Curriculum Theory,nLiteracy and Language Acquisition Theory, Counseling Theory, Moral DevelopmentnTheory, Classroom Management Theory, Assessment Theory, OrganizationalnTheory, Leadership and Management Theory, Social Justice Theory, and Teachingnand Education Delivery Theory. Each section consists of an overview written by thensection editor of the general theoretical concepts addressed by the chapter authors.nEach chapter within the section includes (a) a deillegalscription of the theory with goals,nassumptions, and aspects particular to the theory, (b) the original development of andninteractions of the theory, (c) validation of the theory, (d) generalizability of thentheory across cultures, ethnicities, and genders, (e) the use and application of thentheory, (f) critiques of the theory, (g) any instruments associated with the theory, andn(h) two to five particular studies exemplifying particular theories as individuals havenused them in theoretical framework of dissertations or published articles. Somentheories are presented by the original theorist(s) or by prominent contributors to thentheory.nThe Handbook of Educational Theories is intended for graduate students enrolled innresearch courses or completing theses and dissertations. Additionally, professors ofnall educational disciplines in the social sciences may be interested in this book.nThere is also potential use of the text as administrators, counselors, and teachers innschools use theory to guide practice. As more inquiry is being promoted amongnschool leaders, this book also holds promise for practitioners.
