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Direct linkReindal, Solveig Magnus – European Journal of Special Needs Education, 2008
This paper discusses various approaches to the phenomenon of disability in relation to special needs. Ever since disability researchers launched the social model of disability and criticised the field of special education for preserving an understanding of disability in accord with a medical model, the special education field has been in a state…
Descriptors: Special Needs Students, Educational Philosophy, Special Education, Disability Identification
McIlveen, Peter – Australian Journal of Career Development, 2007
The Systems Theory Framework (STF) is presented as an integrating and organising concept for the predominant theories of career. In order to test the integrative capacity of the STF, this research merges the STF's theoretical element of story with the Theory of Dialogical Self's model of personality. Implications for the practice of career…
Descriptors: Systems Approach, Social Theories, Cognitive Structures, Industrial Psychology
Peer reviewedMorrione, Thomas J. – Sociology and Social Research, 1975
An explanation and elaboration of existing theory on interaction, this article describes a point of convergence between Parsons' Voluntaristic Theory of Action and Blumer's conceptualization of Symbolic Interactionism and develops specific problems of divergence in these normative and interpretive models of interaction. (JC)
Descriptors: Behavior Theories, Conceptual Schemes, Convergent Thinking, Divergent Thinking
Bormann, Ernest G.; Cragan, John F.; Shields, Donald C. – Quarterly Journal of Speech, 2003
Joshua Gunn calls for the creation of a new post-humanist, -Marxist, -Freudian approach to rhetorical criticism that would combine literary, critical, and psychoanalytic methods in a new "popular imaginary" paradigm. While urging acceptance of his new paradigm, Gunn advances three major criticisms of symbolic convergence theory (SCT): (1) SCT is…
Descriptors: Models, Rhetorical Criticism, Rhetorical Theory, Convergent Thinking
Peer reviewedChapey, Roberta; And Others – Journal of Speech and Hearing Disorders, 1977
Presented is a reinterpretation of aphasia in relation to the divergent and convergent components of the model of behavior proposed by J. Guilford. (Author/IM)
Descriptors: Aphasia, Clinical Diagnosis, Conceptual Schemes, Convergent Thinking
Download full textColorado Commission on Higher Education, 2006
The Commission initiated a funding to review national funding models for higher education led by the National Center for Higher Education Management Systems (NCHEMS). Each institution contributed to the cost of the study and participated in the effort. NCHEMS' key recommendation is to move the funding discussions for higher education away from a…
Descriptors: Higher Education, Operations Research, Convergent Thinking, Funding Formulas
Leithwood, Kenneth; Jantzi, Doris; McElheron-Hopkins, Charryn – School Effectiveness and School Improvement, 2006
This multimethod study generated and tested a "best evidence" model of school improvement processes (SIP) capable of improving student achievement. Initially developed through the review of a comprehensive body of previous empirical research, the model was further refined through a 2, 5-year longitudinal study in 10 schools. A quantitative test of…
Descriptors: Educational Change, Academic Achievement, Multitrait Multimethod Techniques, Convergent Thinking
Sampson, Michael R. – 1986
J. P. Guilford's "structure of the intellect" provides a system that explains the intellectual abilities of students and identifies major types of productive thinking. A study was conducted to examine whether one of these types--divergent production, which focuses on responses of an individual's own creations--could be enhanced through…
Descriptors: Cloze Procedure, Cognitive Processes, Convergent Thinking, Divergent Thinking
Peer reviewedKellogg, Richard L. – Lifelong Learning: The Adult Years, 1978
Presents a problem-solving model comprised of nine generalizations derived from the methods and principles which guided the investigations of the fictional London detective, Sherlock Holmes. (EM)
Descriptors: Cognitive Processes, Convergent Thinking, Divergent Thinking, Fiction
Peer reviewedWyver, Shirley R.; Spence, Susan H. – Early Education and Development, 1999
Three studies examined the relationship between specific forms of preschoolers' social and pretend play and divergent/convergent problem solving. Naturalistic and experimental designs were used to provide clearer account of relationship and to challenge assumption of single direction of influence. Results support complex reciprocal causality model…
Descriptors: Causal Models, Convergent Thinking, Divergent Thinking, Early Childhood Education
Feldhusen, John F.; Kolloff, Margaret B. – Gifted Child Today (GCT), 1988
The reprinted 1978 article with a 1988 update advocates a combination of enrichment and acceleration to meet the needs of gifted youth. It presents a three-stage enrichment model to develop: (1) divergent and convergent thinking abilities; (2) creative thinking and problem solving strategies; and (3) independent learning abilities. (VW)
Descriptors: Acceleration (Education), Cognitive Development, Convergent Thinking, Creative Thinking
Gobert, Janice D.; Pallant, Amy – Journal of Science Education and Technology, 2004
A curriculum unit for middle school Earth Science called "What's on Your Plate?" was designed. The unit was implemented in several middle and high school classrooms in California and Massachusetts. In the first implementation, the total number of students who participated was 1100. The unit was designed with two main pedagogical…
Descriptors: Middle School Students, Epistemology, Models, Earth Science
Peer reviewedWagner, Paul A. – Science Education, 1983
Explains cognitive basis for change in science paradigms using Watson-Crick DNA model to illustrate concepts of "normal" versus "revolutionary" science. Examines these concepts in light of teacher preception of science, and discusses implications for the practice of science education. (JM)
Descriptors: Cognitive Processes, Convergent Thinking, Critical Thinking, Curriculum Development
Brandhorst, Allan R.; Splittgerber, Fred – 1984
The SIMILE model for teaching thinking skills is described and protocol materials that used the model to teach the concept of power are presented. Thinking skills in the SIMILE model include imaging, dissection, conceptualization, definition, relational analysis, and analogy. When teaching thinking skills using the SIMILE model, curriculum…
Descriptors: Concept Teaching, Convergent Thinking, Critical Thinking, Educational Theories
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