Skip to main content

Contemporary Learning Theories, Instructional Design and Leadership

  • Chapter
Intelligent Leadership

Part of the book series: Studies in Educational Leadership ((SIEL,volume 6))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alexander, P. A. (1996). The past, the present, and future of knowledge research: A reexamination of the role of knowledge in learning and instruction. Educational Psychologist, 31, 89–92.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall

    Google Scholar 

  • Bednar, A.K., Cunningham, D., Duffy, T.M., & Perry, J.P. (1995). Theory into practice: How do we link? In G. J. Anglin (Ed.), Instructional technology: Past, present and future (2nd ed.) (pp. 100–111). Englewood, CO: Libraries Unlimited, Inc.

    Google Scholar 

  • Bichelmeyer, B., Boling, E., Gibbons, A., Grabowski, B. Hill, J., Osguthorpe, R., Schwier, R.A., & Wager, W. (2002). Assessing the field of instructional technology: What is the state of the field? Paper presented at the Annual Convention of the Association for Educational Communications and Technology, Dallas, Texas, November 14.

    Google Scholar 

  • Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32–42.

    Google Scholar 

  • Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Burns, J. (1978). Leadership. New York: Harper & Row.

    Google Scholar 

  • Burrell, A. & Morgan, G. (1979). Sociological paradigms and organizational analysis. Hants, England: Ashgate.

    Google Scholar 

  • Campbell, K., Schwier, R.A., & Kenny, R. (2005). Using narrative inquiry to explore ID as conversation. Selected proceedings of the Research and Theory Division of the Association for Educational Communications and Technology, Orlando, Florida.

    Google Scholar 

  • Collarbone, P. (2003). Leading the learning community. In B. Davies & J. West- Burnham (eds.), Handbook of educational leadership and management (pp. 375–380). New York: Pearson/Longman.

    Google Scholar 

  • Conzemius, A. & O’Neill, J. (2001). Building shared responsibility for student learning. Alexandria, VA: ASCD.

    Google Scholar 

  • Cooper, J. (2002). Constructivist leadership: Its evolving narrative. In Lambert et al. (eds.), The constructivist leader (2nd ed.)(pp. 112–126). New York: Teachers College Press.

    Google Scholar 

  • Costa, A., & Garmston, R. (1984). The art of cognitive coaching: Supervision intelligent teaching. Sacramento, CA: California State University.

    Google Scholar 

  • Cronje, J. (2000). Paradigms lost – Towards integrating objectivism and constructivism. Retrieved, November 2005. http://it.coe.uga.edu/itforum/paper48/paper48.htm

    Google Scholar 

  • Davidson, K. (1998). Education in the internet–linking theory to reality. Retrieved April 1998. http://www.oise.on.ca/kdavidson/cons.html

    Google Scholar 

  • Davies, M. (1990). Thinking persons and cognitive science. AI and Society, 4, 41–53.

    Article  Google Scholar 

  • Dembo, M. H. (1994). Applying educational psychology (5th ed.). White Plains, NY: Longman Publishing Group.

    Google Scholar 

  • Dewey, J. (1910). How we think. Boston: Heath & Co.

    Google Scholar 

  • Dewey, J. (1938). Experience and education. New York: Macmillan.

    Google Scholar 

  • Dorin, H., Demmin, P. E., & Gabel, D. (1990). Chemistry: The study matter (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.

    Google Scholar 

  • Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from a design perspective. Performance Improvement Quarterly 6(4), 50–72.

    Google Scholar 

  • Evers, C., & Lakomski, G. (2000). Doing educational administration. Amsterdam, The Netherlands: Pergammon.

    Google Scholar 

  • Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

    Google Scholar 

  • Fodor, J. (1983). The modularity of mind. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Foote, C. J., Vermette, C. F., & Battaglia, C. F. (2001). Constructivist strategies: Meeting standards and engaging adolescent minds. Larchmont, N.Y.: Eye on Education.

    Google Scholar 

  • Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press.

    Google Scholar 

  • Glatthorn, A. (1990). Supervisory leadership. Glenview, IL: Scott, Foresman/Brown.

    Google Scholar 

  • Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach (4th ed.).White Plains, NY: Longman.

    Google Scholar 

  • Hergenhahn, B. R., & Olson, M. H. (1993). An introduction to theories of learning. Englewood Cliffs, N. J.: Prentice Hall.

    Google Scholar 

  • Herzberg, F., Mausener, B., & Synderman, B. (1959). The motivation to work. New York: Wiley.

    Google Scholar 

  • Honderick, T. (Ed.) (1995). The Oxford companion to philosophy. Oxford: Oxford University Press.

    Google Scholar 

  • Hoy, W., & Miskel, C. (2001). Educational administration: Theory, research and (6th ed.).New York: McGraw-Hill.

    Google Scholar 

  • Hoy, W., & Miskel, C. (1991). Educational administration: Theory, research and practice (4th ed).New York: McGraw-Hill.

    Google Scholar 

  • Jonassen, D. H. (1991) Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39 (3), 5–14.

    Article  Google Scholar 

  • Jonassen, D. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34 (4), 34–37.

    Google Scholar 

  • Jonassen, D. H., Mayes, J. T., & McAleese, R. (1993). A manifesto for a constructivist approach to technology in higher education. In T. Duffy, D. Jonassen & J. Lowyck (Eds.), Designing constructivist learning environments. Heidelberg, FRG: Springer-Verlag.

    Google Scholar 

  • Kenny, R. F., Shang, Z., Schwier, R. A., & Campbell, K., (2005), A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked. Canadian Journal of Learning and Technology, 31 (1), 9–16.

    Google Scholar 

  • Lambert et al. (2002). The constructivist leader (2nd ed).New York: Teachers College Press.

    Google Scholar 

  • Locke, E., & Latham, G., (1990) Goal setting: A motivational technique that works. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Lambert, L. (1998). Building leadership capacity in schools. Alexandria, VA: ASCD.

    Google Scholar 

  • Mager, R. (1962). Preparing instructional objectives. Paulo Alto, CA: Fearon Publishers.

    Google Scholar 

  • Maslow, A. (1965). Eupsychian management. Homewood, IL: Irwin.

    Google Scholar 

  • Mergel, B. (1998). Instructional Design and Learning Theory. Retrieved January 2006. http://www.usask.ca/education/coursework/ 802papers/mergel/brenda.htm

    Google Scholar 

  • Merrill, M. D. (1991). Constructivism and instructional design. Educational Technology, May, 45–53.

    Google Scholar 

  • Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse, The Netherlands: Swets & Zeitlinger.

    Google Scholar 

  • Moll, L. (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.

    Google Scholar 

  • Owens, R. (2001). Organizational behavior in education (7th ed). Boston: Allyn & Bacon.

    Google Scholar 

  • Piaget, J. (1976). The grasp of consciousness. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Porter, L. W., & Lawler, E. (1968). Managerial attitudes and performance. Homewood, IL: Dorsey.

    Google Scholar 

  • Razik, T. A., & Swanson, A. D. (2001). Fundamental concepts of educational leadership. Upper Saddle River, N.J.: Merrill/Prentice Hall.

    Google Scholar 

  • Rizo, F. M. (1991). The controversy about quantification in social research: An extension of Gage’s “historical sketch.” Educational Researcher, 20 (12), 9–12

    Google Scholar 

  • Robinson, V. M. (2002). Organizational learning, organizational problem solving and models of mind. In K. Leithwood & P. Hallinger (Eds.), Second handbook of educational leadership and administration (pp. 775–812). Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Google Scholar 

  • Sackney, L., & Mitchell, C. (in press). Building schools, building people: The school principal’s role in leading a learning community. Journal of School Leadership.

    Google Scholar 

  • Saettler, P. (1990). The evolution of American educational technology. Englewood, CO: Libraries Unlimited, Inc.

    Google Scholar 

  • Schiffman, S. S. (1995). Instructional systems design: Five views of the field. In G.J. Anglin (Ed.), Instructional technology: Past, present and future. 2nd ed., (pp. 131–142)., Englewood, CO: Libraries Unlimited, Inc.

    Google Scholar 

  • Schwier, R. A. (1995). Issues in emerging interactive technologies. In G.J. Anglin (Ed.), Instructional technology: Past, present and future (2nd ed) (pp. 119–127). Englewood, CO: Libraries Unlimited, Inc.

    Google Scholar 

  • Schuman, L. & Ritchie, D. (1996). Perspectives on Instruction. Retrieved January 2006. http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html

    Google Scholar 

  • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

    Google Scholar 

  • Sergiovanni, T. (2003). A cognitive approach to leadership. In B. Davies & J. West-Burham (Eds.), Handbook of educational leadership and management (pp. 12–16). New York: Pearson/Longman.

    Google Scholar 

  • Skinner, B.F. (1974). About behaviorism. New York: Knopf.

    Google Scholar 

  • Smith, P. L. & Ragan, T. J. (2005). Instructional Design (3rd. ed).John Wiley & Sons, Inc.

    Google Scholar 

  • Stoll, L., Fink, D.& Earle, L. (2003). It’s about learning [and it’s about time]. London: Routledge/Falmer.

    Google Scholar 

  • Tolman, E. C. (1932). Purposive behavior in animals and men. New York: Naiburg.

    Google Scholar 

  • Vroom, V. (1964). Work and motivation. New York: Wiley.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2007 Springer

About this chapter

Cite this chapter

Sackney, L., Mergel, B. (2007). Contemporary Learning Theories, Instructional Design and Leadership. In: Burger, J.M., Webber, C.F., Klinck, P. (eds) Intelligent Leadership. Studies in Educational Leadership, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6022-9_5

Download citation

Publish with us

Policies and ethics