Educational intervention research is based on models of educational effectiveness. The goal of this contribution is to analyze the status of educational effectiveness models by focusing on theoretical concepts and criteria in basic and applied social sciences. This evaluation, which is based on a comprehensive exploratory review of literature, leads to the formulation of three alternative theoretical frameworks: Development-support-, implementation-, and dark-side-theories. Development-support-theories link developmental stages or competence levels (e.g., taxonomies of motivation) with adaptive strategies for establishing attainment-based support mechanisms (e.g., motivational tactics). Implementation-theories are about how interventions have to be designed for optimizing sensitivity to different contexts (like low- or high-quality educational scenarios). Dark-side-theories describe and explain the negative, non-transparent, or faulty facets of interventions (like trust and distrust as co-existing social realities for educational improvement). Discussions reflect on how to stimulate and develop intervention activities by using these alternative theoretical frameworks.
|Titel||Intervention research in educational practice|
|Erscheinungsort||Münster, New York|
|Publikationsstatus||Veröffentlicht - 2020|
Systematik der Wissenschaftszweige 2012
- 503 Erziehungswissenschaften
- Educational Theories
- Intervention Research
Astleitner, H. (2020). Alternative theoretical frameworks for educational interventions. in H. Astleitner (Hrsg.), Intervention research in educational practice (S. 19-37). Münster, New York: Waxmann.