Incorporating Education Theories in the Classroom

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Incorporating Education Theories In The Classroom Introduction Education is an essential aspect to the lives of students and teachers. As stated by Smith, Dockrell, & Tomlinson (1997) in their valuation of the connection between pedagogical approaches and cultural diversity, the interpretation of the conceptual framework of the curriculum requires the understanding of cultural backgrounds. The concept of development and learning requires the involvement of individuals, their self-regulatory abilities and meditation of socio-cultural inclusion of pedagogical practices within the curriculum teaching in the classroom (Smith, Dockrell, & Tomlinson, 1997). There exists an ontological assumption of knowledge being an individual product and not a cultural product (Carrington & Robinson, 2009). Education depends on personal internalization of concepts and it takes the efforts of the teacher to guide students through transformational processes for acceptance of learning. These concepts raise knowledge on the manner in, which students' change the environments within which they exists while the cultures also change them in affecting the process of learning (Smith, Dockrell, & Tomlinson, 1997). This cognition of the generic program leads to the provision of accommodative developmental processes with mediated cultural processed concepts for learners to use in transforming their individual and cultural lives through adjustments to their thinking (Bjorklund, 2004). Personal
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