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| About the Author | |
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| Preface | |
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| The Nature of Educational Innovation | |
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| What Is an Innovation? | |
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| Where Are They Now? | |
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| Research-Based? | |
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| How Educational Theories Develop | |
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| Level I | |
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| Level II | |
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| Level III | |
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| Conclusion | |
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| References | |
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| The Structure of Educational Innovation | |
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| Reaping the Whirlwind | |
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| One More Such Victory and We Are Undone | |
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| In Retrospect | |
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| The Long and Winding Road from Theory to Practice | |
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| References | |
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| "The Research Says..." | |
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| What "Kind" of Research? | |
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| Level I Research | |
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| Level II Research | |
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| Level III Research | |
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| Summary | |
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| The Following Chapters | |
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| References | |
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| Setting Standards | |
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| It Was Better in the Old Days, or Was It? | |
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| Plus ca Change, Plus C'est la Meme Chose | |
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| The Movement Gathers Steam | |
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| The Role of the States | |
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| Accountability and Standards | |
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| Points of Origin: Level I | |
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| Essentialist Goals, Progressive Means | |
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| Research at Levels II and III | |
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| The Critics' Corner | |
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| Where Does This Leave Us? | |
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| References | |
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| Self-Esteem and Self-Efficacy | |
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| What Is Self-Esteem? | |
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| The Claims and the Programs | |
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| The Critics | |
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| Level I Research | |
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| Levels II and III Research | |
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| Conclusion | |
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| References | |
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| Innovations from Brain Research | |
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| The Pendulum is Well into Its Swing | |
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| Research on Education and the Brain | |
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| Conclusion | |
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| References | |
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| Teaching for Intelligence | |
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| What is Intelligence? | |
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| Reuven Feuerstein's Instrumental Enrichment | |
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| Does It Work? The Research | |
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| Howard Gardner and the Theory of Multiple Intelligences | |
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| Research on Multiple Intelligences: A Bridge Too Far? | |
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| Robert Sternberg and the Triarchic Theory of Intelligence | |
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| Research on the Triarchic Model | |
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| Daniel Goleman and the Theory of Emotional Intelligence | |
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| Conclusion | |
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| References | |
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| Thinking Skills Programs | |
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| Thoughts About Thinking | |
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| Program Implementation | |
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| MegaSkills | |
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| Writing as a Thinking and Learning Tool | |
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| The Research Base for Thinking Skills Programs | |
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| Basic Research on Thinking | |
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| Is There Any Evidence? Levels II and III Research | |
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| Conclusion | |
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| References | |
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| Whole-Language Learning | |
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| A "Slippery Quarry" | |
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| Whole Language in the Classroom | |
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| Politics and Whole Language | |
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| The Research Base for Whole Language | |
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| How Do We Do It? | |
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| What We Do Know | |
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| So Where Does This Leave Us? | |
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| The Search for Common Ground | |
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| References | |
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| Elements of Styles: Learning, Thinking, Teaching | |
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| Styles and Intelligence | |
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| Implications for the Classroom | |
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| The Research Base for Learning Styles | |
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| The Search for Empirical Findings: Levels II and III | |
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| Conclusion | |
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| References | |
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| Curriculum Integration | |
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| All Things Are Connected | |
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| The Research Base for Curriculum Integration | |
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| Remember John Dewey? | |
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| Bold Claims--Little Evidence | |
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| Other Research | |
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| Conclusion | |
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| References | |
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| Cooperative Learning | |
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| Cooperative-Learning Models | |
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| The Critics Corner | |
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| The Research Base for Cooperative Learning | |
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| Conclusion | |
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| References | |
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| Success for All and Schoolwide Reform | |
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| The Success for All Model | |
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| Level I Theory and Research | |
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| Level II and Level III Research | |
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| The Continuing Controversy Over Success for All | |
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| Enter the Web | |
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| Answers to Critics | |
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| Where Does This Leave Us? | |
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| Conclusion | |
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| References | |
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| Direct Instruction | |
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| What Is Direct Instruction? | |
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| The Critics | |
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| The Research Base for Direct Instruction | |
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| Level I Research | |
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| Levels II and III Research | |
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| Conclusion | |
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| References | |
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| Authentic and Performance Assessment | |
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| The Movement | |
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| Traditional Measures | |
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| Authentic Assessment | |
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| Alternative Assessment Strategies | |
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| Is It Working? | |
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| Educational Research and Alternative Assessment | |
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| Conclusion | |
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| References | |
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| Epilogue | |
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| Hope Springs Eternal | |
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| The Graveyard of Lost Ships | |
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| Beyond Empiricism | |
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| Research Questions to Ask | |
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| Closing Thoughts and a Final Plea | |
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| References | |
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| Index | |