Theory in education
Running head: COMPREHENSIVE EXAMINATION CAST PROGRAM
Abstract
Guided by four principles – Respect and Value all Individuals, Educate by Integrating Theory and Practice, Advocate for Access to a Socially Just Education, Lead in Order to Facilitate Transformation, the Loyola Marymount University (LMU) (2009) Education department has developed a structured curriculum by which teachers learn and are able to make an impact in our world today. The theories and foundational principles of education, as well as how those principles were shared provided me with an incredible perspective on learning and education. This paper discusses the elements of learning and describes ways to apply those elements to instruction to create truly “active” learning.
Keywords: theories, education, language acquisition
“It is the journey, not the destination”, a quote attributed mostly to Ralph Waldo Emerson, succinctly expresses the road to achieving my Masters of Education at Loyola Marymount University (LMU). Fondly, I review each forward step built upon the next and the unexpected challenges faced on a journey of self-discovery of my chosen profession. The journey is central to the travels and the circumstances faced, each making me stronger and better equipped to face the challenges in my future. Holly, Archar and Kasten (2004) utilize Dorothy from The Wizard of Oz (1900) and her journey down the “yellow brick road” to illustrate the process and journey of action research, which can also broadly describe the educational “road”. They described the “human understanding and community” and also succinctly states, what I feel to be the foundation of the Loyola Marymount education, “We need different ways of thinking, different kinds of education and scholarship” (p. 7). To reach students “where they are,” demands that one find a different way of thinking about education, scholarship and students. The CAST program represents that very
Abstract
Guided by four principles – Respect and Value all Individuals, Educate by Integrating Theory and Practice, Advocate for Access to a Socially Just Education, Lead in Order to Facilitate Transformation, the Loyola Marymount University (LMU) (2009) Education department has developed a structured curriculum by which teachers learn and are able to make an impact in our world today. The theories and foundational principles of education, as well as how those principles were shared provided me with an incredible perspective on learning and education. This paper discusses the elements of learning and describes ways to apply those elements to instruction to create truly “active” learning.
Keywords: theories, education, language acquisition
“It is the journey, not the destination”, a quote attributed mostly to Ralph Waldo Emerson, succinctly expresses the road to achieving my Masters of Education at Loyola Marymount University (LMU). Fondly, I review each forward step built upon the next and the unexpected challenges faced on a journey of self-discovery of my chosen profession. The journey is central to the travels and the circumstances faced, each making me stronger and better equipped to face the challenges in my future. Holly, Archar and Kasten (2004) utilize Dorothy from The Wizard of Oz (1900) and her journey down the “yellow brick road” to illustrate the process and journey of action research, which can also broadly describe the educational “road”. They described the “human understanding and community” and also succinctly states, what I feel to be the foundation of the Loyola Marymount education, “We need different ways of thinking, different kinds of education and scholarship” (p. 7). To reach students “where they are,” demands that one find a different way of thinking about education, scholarship and students. The CAST program represents that very
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