In the field of education, the focus of educational leaders is student achievement. Educational leaders aim to ensure that students experience success by studying theories such as constructivism, cognitivism, and Maslow’s hierarchy of needs. These theories help educational leaders better understand how student learn though studying biological, social, and cultural differences that impacts students’ learning. The researcher will attempt to show how these three theories provide a framework for advancing the research in the field of education, while comparing the similarities and differences of these theories. In addition, the researcher will provide a scholarly rationale for why intersectionality theory is best aligned with my approved dissertation
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335) Cognitivist belief is that there are multiple internal processes that take place during learning; the perspective is that the brain acts at a computer and the information that passes through the brain and is then processed and a solution or outcome to a stimulus is produced. Cognitive theorists suggest that the learning process is seen as information processing. The process is broken down into key phases process such as memory, organization and neurological connections and is viewed as operating like a computer, the learner brain send signals/information out through the body as it analyze the stimulus. Cognitivists have also used this theory to argue that boys and girls learn and think differently, with has had impact on gender roles, stereo types, and school reform. As with constructivism, cognitivism believe that the environment or setting, along with the students being active has a role in the learning process. However, the manner in which the term active learner is noted to be different from constructivism. The “cognitive approach focuses on the mental activities of the learner that lead up to a response and acknowledges the processes of mental planning, goal-setting, and organizational strategies” (Shuell, 1986, p. 423). Cognitivist suggests that environmental and instructional cues cannot stand alone in the …show more content…
The needs are broken down into two groups’ basic needs and the need for self-actualization or growth. Maslow’s theory suggest once a need is meet, another emerge, however without the basic physiological one will not move up the pyramid. This is where education comes into play; if a student basic needs are not fulfill than learning will not occur; Hence, if a child is homeless, he/she may come to school hungry and tired, these will have an impact on this student ability to learn, because he/she maybe think about what for lunch or simply just sleeping in class due to lack of sleep. Furthermore, this theory help educational leaders’ understand how motivation helps in students’ ability to learn, along with how needs affects students behaviors, which in turn impact their learning. In addition, this theory help educational leaders to understand how to develop the overall student as a whole, to become a person that can function in society and not just focus on test scores. The research of Maslow (1954), suggest that Self-Actualization should be the priority of the learning process, and holistic education should be focus of teachers and education leaders (Maslow A. , 1954). However, Astin (2011) observed that in the present higher education system, “education continues to put a lot of emphasis on test scores, grades,
335) Cognitivist belief is that there are multiple internal processes that take place during learning; the perspective is that the brain acts at a computer and the information that passes through the brain and is then processed and a solution or outcome to a stimulus is produced. Cognitive theorists suggest that the learning process is seen as information processing. The process is broken down into key phases process such as memory, organization and neurological connections and is viewed as operating like a computer, the learner brain send signals/information out through the body as it analyze the stimulus. Cognitivists have also used this theory to argue that boys and girls learn and think differently, with has had impact on gender roles, stereo types, and school reform. As with constructivism, cognitivism believe that the environment or setting, along with the students being active has a role in the learning process. However, the manner in which the term active learner is noted to be different from constructivism. The “cognitive approach focuses on the mental activities of the learner that lead up to a response and acknowledges the processes of mental planning, goal-setting, and organizational strategies” (Shuell, 1986, p. 423). Cognitivist suggests that environmental and instructional cues cannot stand alone in the …show more content…
The needs are broken down into two groups’ basic needs and the need for self-actualization or growth. Maslow’s theory suggest once a need is meet, another emerge, however without the basic physiological one will not move up the pyramid. This is where education comes into play; if a student basic needs are not fulfill than learning will not occur; Hence, if a child is homeless, he/she may come to school hungry and tired, these will have an impact on this student ability to learn, because he/she maybe think about what for lunch or simply just sleeping in class due to lack of sleep. Furthermore, this theory help educational leaders’ understand how motivation helps in students’ ability to learn, along with how needs affects students behaviors, which in turn impact their learning. In addition, this theory help educational leaders to understand how to develop the overall student as a whole, to become a person that can function in society and not just focus on test scores. The research of Maslow (1954), suggest that Self-Actualization should be the priority of the learning process, and holistic education should be focus of teachers and education leaders (Maslow A. , 1954). However, Astin (2011) observed that in the present higher education system, “education continues to put a lot of emphasis on test scores, grades,