{"id":654,"date":"2024-05-12T09:40:08","date_gmt":"2024-05-12T16:40:08","guid":{"rendered":"https:\/\/passionateteachingjourney.com\/?p=654"},"modified":"2024-06-03T11:14:17","modified_gmt":"2024-06-03T18:14:17","slug":"educational-theorists","status":"publish","type":"post","link":"https:\/\/passionateteachingjourney.com\/index.php\/2024\/05\/12\/educational-theorists\/","title":{"rendered":"Educational Theorists"},"content":{"rendered":"\n<p>Yesterday&#8217;s educational theorists have left us a valuable legacy in the form of philosophies and ideas that have significantly impacted today&#8217;s educational beliefs and practices. The purpose of this assignment is to identify six well-known educational theorists, both recent and contemporary, whose research findings have influenced contemporary educational thought and analyze how their ideas have impacted today&#8217;s PK-12 classrooms. We were to refer to our course textbooks and identify additional print and digital resources to complete the information on the chart in the assignment instructions document and write several (4-6) sentences or bullet points about each theorist&#8217;s main ideas and (4-6) sentences or bullet points about how these ideas can be applied in the classroom.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\">Carol Dweck<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Main theoretical ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Growth Mindset:<\/strong> Intelligence can be developed through effort and perseverance.<\/li>\n\n\n\n<li><strong>Power of &#8220;Yet&#8221;:<\/strong> Encourages students to view challenges as opportunities for growth with the phrase &#8220;not yet&#8221; rather than &#8220;can&#8217;t.&#8221;<\/li>\n\n\n\n<li><span style=\"background-color: rgba(23, 33, 42, 0.2);\"><strong>Response to Challenges:<\/strong> With a growth mindset, individuals embrace challenges and persist despite setbacks.<\/span> <\/li>\n\n\n\n<li><strong>Impact of Praise:<\/strong> Praising effort fosters a growth mindset. <\/li>\n\n\n\n<li><strong>Self-Theories:<\/strong> Students&#8217; beliefs about their abilities influence their motivation and achievement. <\/li>\n\n\n\n<li><strong>Neuroplasticity:<\/strong> Understanding that the brain can grow and change with practice and learning. <\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Applications In the classroom<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Praise Effort and Strategy:<\/strong> Focus on praising the process, not innate ability. <\/li>\n\n\n\n<li><strong>Normalize Mistakes:<\/strong> Create a classroom culture that sees mistakes as learning opportunities. <\/li>\n\n\n\n<li><strong>Set Learning Goals:<\/strong> Encourage students to set mastery rather than performance goals. <\/li>\n\n\n\n<li><strong>Encourage Reflection:<\/strong> Allow students to self-reflect on their learning and set future targets. <\/li>\n\n\n\n<li><strong>Growth-Oriented Feedback:<\/strong> Provide specific, actionable feedback that focuses on improvement. <\/li>\n\n\n\n<li><strong>Model a Growth Mindset:<\/strong> Share personal learning stories emphasizing perseverance and learning. <\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Citations and\/or Reference<\/strong>s<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Claro, S., Paunesku, D., &amp; Dweck, C. S. (2016).<\/strong> Growth mindset tempers the effects of poverty on academic achievement. <em>Proceedings of the National Academy of Sciences<\/em>, <em>113<\/em>(31), 8664\u20138668. <a href=\"https:\/\/doi.org\/10.1073\/pnas.1608207113\">https:\/\/doi.org\/10.1073\/pnas.1608207113<\/a> <\/li>\n\n\n\n<li><strong>Dweck, C. S., &amp; Leggett, E. L. (1988).<\/strong> A social-cognitive approach to motivation and personality. <em>Psychological Review<\/em>, <em>95<\/em>(2), 256\u2013273. <\/li>\n\n\n\n<li><strong>Stanford Alumni. (2014).<\/strong> <em>Developing a growth mindset with Carol Dweck <\/em>[Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=hiiEeMN7vbQ\">https:\/\/www.youtube.com\/watch?v=hiiEeMN7vbQ<\/a> \u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Howard Gardner<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Main theoretical ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Eight Distinct Intelligences: <\/strong>Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalistic. <\/li>\n\n\n\n<li><strong>Diversity in Learning: <\/strong>Each individual has a unique combination of intelligences, leading to different ways of learning and understanding.<\/li>\n\n\n\n<li><strong>Intelligences Are Malleable: <\/strong>Skills can be developed and enhanced through appropriate learning experiences. <\/li>\n\n\n\n<li><strong>Beyond IQ Testing: <\/strong>Traditional IQ tests are limited in measuring the full range of human intelligence. <\/li>\n\n\n\n<li><strong>Application to Education: <\/strong>Instruction should cater to different types of intelligences to engage students effectively. <\/li>\n\n\n\n<li><strong>Criticism and Adaptation: <\/strong>Gardner\u2019s theory has faced criticism but continues to evolve with ongoing research. <\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Applications In the classroom<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Differentiated Instruction:<\/strong> Design lessons to cater to multiple intelligences. <\/li>\n\n\n\n<li><strong>Assessment Variety:<\/strong> Use diverse assessment methods, such as projects, presentations, and performances. <\/li>\n\n\n\n<li><strong>Learning Centers:<\/strong> Create classroom learning centers that target different intelligences. <\/li>\n\n\n\n<li><strong>Collaborative Learning:<\/strong> Foster group activities where students learn from peers with different strengths. <\/li>\n\n\n\n<li><strong>Individualized Learning Plans:<\/strong> Develop personalized learning plans that address each student\u2019s strengths. <\/li>\n\n\n\n<li><strong>Enrichment Activities:<\/strong> Provide extracurricular activities aligned with various intelligences, like music, drama, and sports. \u00a0<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Citations and\/or Reference<\/strong>s<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Gardner, H., &amp; Hatch, T. (1989).<\/strong> Educational implications of the theory of multiple intelligences. <em>Educational Researcher<\/em>, <em>18<\/em>(8), 4\u201310. <a href=\"https:\/\/doi.org\/10.3102\/0013189X018008004\">https:\/\/doi.org\/10.3102\/0013189X018008004<\/a> <\/li>\n\n\n\n<li><strong>Hutchinson, A. (2017).<\/strong> <em>Multiple Intelligence Theory-Howard Gardner <\/em>[Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=UHMzELRpLr0\">https:\/\/www.youtube.com\/watch?v=UHMzELRpLr0<\/a> <\/li>\n\n\n\n<li><strong>Shearer, C. B., &amp; Karanian, J. M. (2017).<\/strong> The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? <em>Trends in Neuroscience and Education<\/em>, <em>6<\/em>, 211\u2013223. <a href=\"https:\/\/doi.org\/10.1016\/j.tine.2017.02.002\">https:\/\/doi.org\/10.1016\/j.tine.2017.02.002<\/a> \u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Robert Gagne<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Main theoretical ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Five Categories of Learning Outcomes:<\/strong> Verbal Information, Intellectual Skills, Cognitive Strategies, Motor Skills, and Attitudes. <\/li>\n\n\n\n<li><strong>Nine Events of Instruction:<\/strong> Gain Attention, Inform Learners of Objectives, Stimulate Recall, Present Content, Provide Guidance, Elicit Performance, Provide Feedback, Assess Performance, Enhance Retention. <\/li>\n\n\n\n<li><strong>Cognitive Information Processing Model:<\/strong> Learning involves the interaction of external events with the learner\u2019s internal mental processes. <\/li>\n\n\n\n<li><strong>Hierarchical Learning:<\/strong> Learning should progress from simple to complex skills. <\/li>\n\n\n\n<li><strong>Instructional Design:<\/strong> Effective instructional design requires careful planning and structuring of learning activities. <\/li>\n\n\n\n<li><strong>Instructional Systems Development (ISD):<\/strong> A systematic approach to designing instruction based on learner needs. <\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Applications In the classroom<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Nine Events in Lesson Planning:<\/strong> Incorporate all nine instructional events in lesson design. <\/li>\n\n\n\n<li><strong>Scaffold Learning:<\/strong> Build learning experiences progressively, from simple to complex. <\/li>\n\n\n\n<li><strong>Learning Outcomes:<\/strong> Define and align learning outcomes with instructional activities. <\/li>\n\n\n\n<li><strong>Feedback Mechanisms:<\/strong> Provide timely and constructive feedback to guide learners. <\/li>\n\n\n\n<li><strong>Assessment Aligned with Outcomes:<\/strong> Use assessments that align with and measure specific learning outcomes. <\/li>\n\n\n\n<li><strong>Differentiated Instruction:<\/strong> Adapt lessons to cater to different types of learning outcomes. <\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Citations and\/or Reference<\/strong>s<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Priise, K. (2017).<\/strong> <em>Gagne conditions of learning <\/em>[Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=jBh5w8Dz0w0\">https:\/\/www.youtube.com\/watch?v=jBh5w8Dz0w0<\/a> <\/li>\n\n\n\n<li><strong>Reiser, R. A. (2012).<\/strong> Conditions of learning. In N. M. Seel (Ed.), <em>Encyclopedia of the sciences of learning<\/em> (pp. 751\u2013756). Springer US. <a href=\"https:\/\/doi.org\/10.1007\/978-1-4419-1428-6_117\">https:\/\/doi.org\/10.1007\/978-1-4419-1428-6_117<\/a> <\/li>\n\n\n\n<li><strong>Ullmer, E. J. (1975).<\/strong> Principles of instructional design Robert M. Gagn\u00e9 Leslie J. Briggs. <em>AV Communication Review<\/em>, <em>23<\/em>(1), 104\u2013109. \u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Jean Piaget<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Main theoretical ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Stages of Cognitive Development:<\/strong> Sensorimotor, Preoperational, Concrete Operational, Formal Operational. <\/li>\n\n\n\n<li><strong>Schema Theory:<\/strong> Cognitive structures that organize knowledge and guide behavior. <\/li>\n\n\n\n<li><strong>Assimilation and Accommodation:<\/strong> <em>Assimilation:<\/em> Integrating new information into existing schemas. <\/li>\n\n\n\n<li><strong>Accommodation:<\/strong> Adjusting existing schemas to fit new information. <\/li>\n\n\n\n<li><strong>Egocentrism:<\/strong> Young children have difficulty seeing the world from perspectives other than their own. <\/li>\n\n\n\n<li><strong>Constructivism:<\/strong> Learners actively construct knowledge through exploration and discovery. <\/li>\n\n\n\n<li><strong>Equilibration:<\/strong> Balancing assimilation and accommodation to achieve cognitive stability.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Applications In the classroom<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Stage-Appropriate Activities:<\/strong> Design activities suited to each cognitive stage. <\/li>\n\n\n\n<li><strong>Hands-on Learning:<\/strong> Provide concrete materials for younger learners to manipulate and explore. <\/li>\n\n\n\n<li><strong>Inquiry-Based Learning:<\/strong> Encourage exploration, questioning, and drawing conclusions. <\/li>\n\n\n\n<li><strong>Collaborative Learning:<\/strong> Facilitate group activities where students share ideas and solve problems together. <\/li>\n\n\n\n<li><strong>Scaffold Instruction:<\/strong> Offer guidance and support as students progress through tasks. <\/li>\n\n\n\n<li><strong>Formative Assessment:<\/strong> Use formative assessments to understand students&#8217; current developmental stage. \u00a0<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Citations and\/or Reference<\/strong>s<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Khan Academy. (2013).<\/strong> <em>Piaget\u2019s stages of cognitive development<\/em> [Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=Jt3-PIC2nCs\">https:\/\/www.youtube.com\/watch?v=Jt3-PIC2nCs<\/a> <\/li>\n\n\n\n<li><strong>Louren, O., &amp; Machado, A. (1996).<\/strong> <em>In defense of Piaget\u2019s Theory: A reply to 10 common criticisms<\/em>. <\/li>\n\n\n\n<li><strong>Piaget, J. (1970).<\/strong> Piaget\u2019s theory. In P. H. Mussen (Ed.), <em>Carmichael\u2019s manual of child psychology<\/em> (Vol. 1, pp. 703\u2013732). Wiley. \u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Lev Vygotsky<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Main theoretical ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Zone of Proximal Development (ZPD): <\/strong>Difference between what a learner can do independently and what they can achieve with guidance. <\/li>\n\n\n\n<li><strong>Scaffolding:<\/strong> Support provided to learners within their ZPD to help them achieve tasks. <\/li>\n\n\n\n<li><strong>Social Interaction:<\/strong> Learning is a social process that occurs through interactions with more knowledgeable others. <\/li>\n\n\n\n<li><strong>Cultural Tools:<\/strong> Language, symbols, and other cultural tools shape cognitive development. <\/li>\n\n\n\n<li><strong>Private Speech:<\/strong> Children use self-directed speech to guide their own behavior. <\/li>\n\n\n\n<li><strong>Mediation:<\/strong> More knowledgeable individuals mediate the learner\u2019s understanding through guided interaction. \u00a0<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Applications In the classroom<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Scaffold Instruction:<\/strong> Provide graduated support, reducing it as learners become more competent. <\/li>\n\n\n\n<li><strong>Collaborative Learning:<\/strong> Implement group work where students can learn from each other. <\/li>\n\n\n\n<li><strong>Think-Alouds:<\/strong> Encourage students to verbalize their thinking processes. <\/li>\n\n\n\n<li><strong>Zone of Proximal Development:<\/strong> Identify and provide tasks within the learner\u2019s ZPD. <\/li>\n\n\n\n<li><strong>Role of Teacher as Facilitator:<\/strong> Act as a guide, providing appropriate student support. <\/li>\n\n\n\n<li><strong>Use of Cultural Tools:<\/strong> Integrate language and symbols that are meaningful to students&#8217; cultural contexts.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Citations and\/or References<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Digital Learning Consultant. (2017).<\/strong> <em>Vygotsky\u2019s Zone of Proximal Development <\/em>[Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=kTIUAZbKidw\">https:\/\/www.youtube.com\/watch?v=kTIUAZbKidw<\/a> <\/li>\n\n\n\n<li><strong>Shabani, K., Khatib, M., &amp; Ebadi, S. (2010).<\/strong> Vygotsky\u2019s Zone of Proximal Development: Instructional implications and teachers\u2019 professional development. <em>English Language Teaching<\/em>, <em>3<\/em>(4), p237. <a href=\"https:\/\/doi.org\/10.5539\/elt.v3n4p237\">https:\/\/doi.org\/10.5539\/elt.v3n4p237<\/a> <\/li>\n\n\n\n<li><strong>Vygotski\u012d, L. S., &amp; Kozulin, A. (1986).<\/strong> <em>Thought and language<\/em> (Translation newly rev. and edited). MIT Press. \u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Harry Wong<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Main theoretical ideas<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Classroom Procedures and Routines:<\/strong> Establish clear and consistent classroom procedures and routines to maximize instructional time and minimize disruptions. <\/li>\n\n\n\n<li><strong>First Days of School:<\/strong> The first days of school are crucial in setting the tone for the rest of the year. Teachers should build relationships, set expectations, and establish classroom procedures. <\/li>\n\n\n\n<li><strong>High Expectations:<\/strong> Teachers should set high expectations for all students and consistently communicate these expectations, emphasizing that all students can succeed. <\/li>\n\n\n\n<li><strong>Positive Relationships:<\/strong> Building positive relationships with students is key to effective classroom management. Teachers should create a welcoming, respectful, and inclusive classroom environment. <\/li>\n\n\n\n<li><strong>Effective Instructional Practices:<\/strong> Use clear objectives, structured lessons, and frequent assessment to ensure student understanding and engagement. <\/li>\n\n\n\n<li><strong>Professionalism and Continuous Improvement:<\/strong> Teachers should approach teaching as a profession and continuously seek to improve their skills through reflection, collaboration, and professional development.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Applications In the classroom<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Establish Clear Procedures and Routines:<\/strong> Develop and consistently implement procedures for activities like entering the classroom, transitioning between tasks, and handing in assignments. <\/li>\n\n\n\n<li><strong>First-Day Plans:<\/strong> Prepare a detailed plan for the first days of school to introduce classroom rules, routines, and procedures. <\/li>\n\n\n\n<li><strong>Consistent Expectations:<\/strong> Clearly communicate classroom expectations to students and reinforce them regularly through positive reinforcement and consistent consequences. <\/li>\n\n\n\n<li><strong>Building Positive Relationships:<\/strong> Greet students at the door, show interest in their lives, and maintain a positive attitude to foster a supportive environment. <\/li>\n\n\n\n<li><strong>Effective Lesson Planning:<\/strong> Design lessons with clear objectives, engaging activities, and frequent formative assessments to monitor student progress. <\/li>\n\n\n\n<li><strong>Reflect and Improve: <\/strong>Regularly reflect on teaching practices, seek colleague feedback, and participate in professional development opportunities to enhance classroom management skills. \u00a0<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Citations and\/or Reference<\/strong>s<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Eisenman, G., Edwards, S., &amp; Cushman, C. A. (2015).<\/strong> <em>Bringing reality to classroom management in teacher education<\/em>. <em>39<\/em>(1). <\/li>\n\n\n\n<li><strong>Glavac, M. (2018).<\/strong> <em>Harry Wong on classroom management, discipline, behaviour problems and more <\/em>[Video]. YouTube. <a href=\"https:\/\/www.youtube.com\/watch?v=vasEREzSWQk\">https:\/\/www.youtube.com\/watch?v=vasEREzSWQk<\/a> <\/li>\n\n\n\n<li><strong>Wong, H. K., &amp; Wong, R. T. (2009).<\/strong> <em>First days of school: How to be an effective teacher<\/em> (4th ed.). Wong, Harry K. Publications. \u00a0<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Yesterday&#8217;s educational theorists have left us a valuable legacy in the form of philosophies and ideas that have significantly impacted today&#8217;s educational beliefs and practices. The purpose of this assignment is to identify six well-known educational theorists, both recent and contemporary, whose research findings have influenced contemporary educational thought and analyze how their ideas have [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":655,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[1711,6,1710,1707,644,1712],"tags":[300,1718,1717,837,1722,256,1715,1400,1723,1719,1465,50,1716,1721,139,1713,1709,1720,244,1714],"class_list":["post-654","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-classroom-practices","category-coursework","category-educational-theories","category-iti690-inspired-teaching-inquiry","category-national-university","category-pk-12-education","tag-apa-format","tag-carol-dweck","tag-classroom-applications","tag-classroom-management","tag-cognitive-development","tag-educational-research","tag-educational-theorists","tag-growth-mindset","tag-harry-wong","tag-howard-gardner","tag-inquiry-based-learning","tag-instructional-design","tag-jean-piaget","tag-lev-vygotsky","tag-multiple-intelligences","tag-nine-events-of-instruction","tag-pk-12-education","tag-robert-gagne","tag-teaching-strategies","tag-zone-of-proximal-development"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/654","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=654"}],"version-history":[{"count":4,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/654\/revisions"}],"predecessor-version":[{"id":661,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/654\/revisions\/661"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/655"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=654"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=654"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=654"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}