Educ 850 Theory Review Forms Student Name

Educ 850 Theory Review Forms Student Nametheory Review Forms Templat

Submit four completed Theory Review Forms as one Microsoft Word document. Each form should contain summaries of key aspects of theoretical articles or books related to the research topic, specifically about established theories such as Maslow’s Hierarchy of Needs, Vygotsky’s Social Constructivism, or Knowles’ Adult Learning Theory. The articles or books must focus on the theory itself, not just mention it tangentially. Each review should be clear, concise, and 1–2 pages long.

Begin by locating four articles or books using Google Scholar, ensuring each source is read or reviewed. Complete each form with available information from the source, using current APA format where possible. Use complete sentences for all entries.

Paper For Above instruction

The assignment requires students to submit four separate Theory Review Forms consolidated into a single Microsoft Word document, each providing a concise analysis of key theoretical sources pertinent to the research topic of flexible learning for students with disabilities. These sources should be scholarly articles or books that explore and elaborate on specific established learning theories, including but not limited to Maslow’s Hierarchy of Needs, Vygotsky’s Social Constructivism, and Knowles’ Adult Learning Theory. Each review must thoroughly summarize the main ideas of the source in 5 to 10 sentences, emphasizing the theory's core concepts, origin, and relevance to the research focus.

Moreover, each form must identify recurrent constructs within the theory, clearly defining them to demonstrate understanding. The primary theorist(s) responsible for the theory should be named, accompanied by an explanation of where the theory originated geographically or historically. Quotations from the source, including page numbers, should be integrated to support appreciations of the theory’s central ideas and to potentially inform the capstone project.

In addition, students should assess how each source advances their research or project goals. This involves providing insights into how the theory might inform their own work on flexible learning strategies for students with disabilities. Recommendations for further resources cited within each source should also be included, as these could offer additional valuable perspectives or data for future reading and integration.

It is important that all sources are scholarly, current, and relevant, with full APA citations and references listed on a separate page following the completion of the forms. Each form must be succinct and focused, effectively communicating the theoretical insights and their potential application to the student’s research in a professional and academic tone.

References

• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 1–24.
• Kapoun, J. (1998). Teaching undergrads WEB evaluation: A guide for library instruction. C&RL News.
• Maslow, A. H. (1954). Motivation and personality. Harper.
• Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
• Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
• National Institute of Mental Health (2019). Attention-Deficit/Hyperactivity Disorder. https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd
• Vygotsky, L. S. (1969). Thought and language. MIT Press.
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 1–24.
• NIMH. (2019). About ADHD. https://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder-adhd
• Cornell, P. (2020). Teaching students to evaluate sources: A guide for educators. Journal of Academic Inquiry, 25(3), 45–53.