===== Biography =====
Jan D. Vermunt is a Dutch learning scientist and educational psychologist whose care... oductive intellectual arcs in the modern study of learning: from a systematic analysis of how university stu... theory of how teaching can productively challenge learning, to an investigation of how teachers themselves l... University in 1992 — cum laude — with a study of learning styles and learning regulation in higher educatio
ence of his mother, Kolb developed an interest in learning and ideas from an early age, standing out among h... t the time. His first encounter with experiential learning occurred in the 6th grade when his teacher organi... ntually blossomed into his theory of experiential learning. In 1976, he joined the faculty at Case Western R... b is the founder and chairman of Experience-Based Learning Systems (EBLS), an organization he established in
r understanding adult, professional, and situated learning across education, business, and public policy. Gr... drew him into a broader question about how human learning actually happens, and in the late 1980s he joined the Institute for Research on Learning (IRL) in Palo Alto, California — a multidisciplin... s, and cognitive scientists who set out to define learning in settings where no formal teacher was present.
nd blind to the social relations within which all learning takes place. To generate an alternative account, ... framework for which she is best known — situated learning. Lave's intellectual formation was deeply influen... y framed her work not simply as a contribution to learning theory but as a political project: an attempt to ... ger, particularly the jointly authored //Situated Learning: Legitimate Peripheral Participation// (1991), br
lifelong preoccupation with reading, cooperative learning, and the achievement of low-income and BIPOC stud... launched Proven Tutoring to address pandemic-era learning loss. He received the American Educational Resear... olicy Analysis, 31(4), 500–506.
==== Cooperative Learning ====
Beginning in the late 1970s, Slavin conduct... est rigorous experimental research on cooperative learning, identifying conditions under which group work ac
tudents, himself included, to pursue personalised learning pathways despite the standardising pressures of a... t an active agent that reshapes the conditions of learning, the role of the teacher, the nature of the stude... ucational environment.
==== ZON: Games, Language Learning, and the World as Curriculum ====
Among Zhao's m... igned for educational purposes — specifically for learning Chinese as a foreign language. ZON embodied sever
t in her understanding of how to study children's learning. Returning to New Zealand, she taught in primary ... n was her theoretical reconceptualisation of what learning to read actually is and when it begins. Where pre... th the process starting as soon as a child begins learning to speak. This "emergent literacy" framework — a ... essons achieve grade-level reading status.
==== "Learning to Be Learning Disabled" ====
One of Clay's most
hey engage with content, then it will not improve learning outcomes, regardless of how well intentioned or a... He identified three levers for improving student learning within the Instructional Core: increasing the tea... ster, and changing the role of the student in the learning process, shifting from passive reception toward a... ermined so many reform efforts.
==== Leaders for Learning and Modes of Learning Theory ====
Elmore's Leade
r, and writer, known for her work in the field of learning and teaching techniques, particularly in STEM (sc... ://barbaraoakley.com/
===== Key Contributions on Learning How to Learn =====
Barbara Oakley has had a dive... periences have greatly influenced her research on learning strategies and educational psychology.
One of Oa... the massively open online course (MOOC) titled [["Learning How to Learn"]], which she co-created with [[Terr
y challenged while still being supported in their learning journey, ultimately enhancing their literary inte... d by Lee, focuses on the intersection of culture, learning, and development, emphasizing the importance of c... thin culturally diverse societies influence their learning experiences and cognitive development.
One key a... educators can create more meaningful and relevant learning experiences. This approach helps bridge the gap b
ces excluded them from conventional institutional learning. Impressed by this work, the American educator Ch... chnology to the design and dialogic dimensions of learning, and to the learner's role in managing his or her... nes the goals, experiences, and evaluation of the learning programme). High structure tends to involve low d... ount of DE theory (1972), in which he argued that learning is not the consequence of the action of any singl
given the freedom to choose their activities and learning paths. Neill believed in providing a nurturing an... consider the importance of autonomy and choice in learning. His ideas continue to influence educators who se... inclusive, empowering, and emotionally supportive learning environments for children.
Neill described his e... eill emphasized the importance of emotions in the learning process, believing that a nurturing and emotional
m-solving strategies and the relationship between learning and cognitive development that extended and in im... ical and experimental work had established.
==== Learning and the Development of Cognition: Revising the Pi... he stage theory: what is the relationship between learning and development? The orthodox Piagetian position,... ulated most sharply in contrast with behaviourist learning theories, was that specific learning cannot accel
preoccupation with inputs to a sustained focus on learning outcomes. Long based at the Hoover Institution at... s to the question of how schools actually produce learning. The result was a series of findings that overtur... ed enormous and measurable differences in student learning; school attendance was a poor proxy for human cap... ons =====
==== Education Inputs, Efficiency, and Learning ====
Hanushek's foundational contribution, devel
y far is experience." Across the //Advancement of Learning// (1605), the //Essays// (1597, 1612, 1625), //Th... ience and education from the retrieval of ancient learning to the discovery of new knowledge.
===== Key Con... 0) and partially executed in //The Advancement of Learning// (1605) and //Novum Organum// (1620), was a "tot... the methods of "the ancients" and argued that the learning inherited from the Greeks was "but like the boyho
