CT-7500

Florencio-Wain, A.J. (2021). Holistic education: The paradigm shift you have been looking for- foundations of whole student education k-12. In C. McCray (Ed.), Multi-faceted strategies for social-emotional learning and whole learner education (pp. 1-24). IGI Global.
This chapter explores the theory, history, and relevance of the holistic educational paradigm in a series of four steps. Beginning with an examination of the fundamental theoretical structures of holistic education, it describes the common set of assumptions that connect pedagogies. A set of brief summaries of the origins of each of these pedagogies is followed by a description of key aspects of practice and research carried out in each pedagogy. Connections between the fundamental convictions that gave rise to these pedagogies and the needs of students and educators in diverse contexts today are discussed.

Kayler, M.A., & Sullivan, L. (2011). Integrating learner-centered theory and technology to create an engaging pedagogy for k-12 teachers and students. Journal of Technology Integration, 3(1), 99-103.
While there has been much discussion about learner-centered theory in the K-12 classroom throughout the curriculum and teaching specialization, this article takes a different approach. This article examines a professional development program for teachers that infuses learner-centered theory as a guide for investigating pedagogy, technology, and content into their classrooms. The teachers implemented what they learned in the professional development, and three themes emerged from their experiences that also impacted their students. They were motivated to learn, autonomy in teaching and learning, and a positive classroom environment. The authors conclude that teachers bridged theory to practice successfully.

Laveault, D., & Allal, L. (2016). Implementing assessment for learning: Theoretical and practical issues. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 1-18). Springer.
Chapter 1 focuses on the theory of assessment and challenges in implementation. It discusses the evolution of assessment theory and the distinctions of assessment for learning versus assessment of learning. The authors suggest that challenges exist because educators do not consider the type of learning they want to assess. They provide guidance about assessment for learning and suggest that professional development and collaboration among educators are important in implementing assessments. As you read this article, think about how the bridge between theory and practice is accomplished.

Robinson, H., Bozkurt, A., & Kilgore, W. (2020). Learning communities: Theory and practice for leveraging social media for learning. In G. Durak & S. Cankaya (Eds.), Managing and designing online courses in ubiquitous environments (pp. 72-91). IGI Global.
Chapter 4 presents the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). The authors discuss the interviews they conducted with three educators and content area experts regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning.

Yang, X., Kuo, L.-J., & Jiang, L. (2020). Connecting theory and practice: A systematic review of k-5 science and math literacy instruction. International Journal of Science and Mathematics Education, 18(2), 203-219.
The authors discuss the need for literacy instruction in content subjects and note that research has proven it to be an effective instructional approach across the elementary grades. They provide a systematic review of some of the most important literature in this area linking theory to implementation to achievement. Finally, they discuss the implementation of literacy skills for math and science in elementary and middle grades with emphasis on specific practices.