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burrhus_frederic_skinner
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Watson]], building upon the ideas of stimulus and response. Skinner's early training in linguistics also inf... s and pigeons, to observe and measure behavior in response to positive and negative reinforcements. He devel
carol_dweck
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nd beliefs about ability influence motivation and response to challenges. Her groundbreaking concept of impl... ystems influence motivation, learning strategies, response to failure, and resilience. People with a fixed m
henry_giroux
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film, and the responsibility of intellectuals: A response. //Cinema Journal//, 43(2), 119–127. https://doi.... film, and the responsibility of intellectuals: A response. //Cinema Journal//, 43(2), 119–127. https://doi.
carol_diane_lee
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. D., & Majors, Y. J. (2000). Cultural modeling’s response to Rogoff’s challenge: Under- standing apprentice
dan_rothstein
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at students must construct their own questions in response. Students then produce questions following four r
edward_said
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the Critic (1983), captures how ideas develop in response to specific historical and social conditions and
etienne_wenger
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d and emergent:** practice and identity emerge in response to design rather than as its direct product — the
friedrich_froebel
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sensory experiences cultivated wonder, aesthetic response to beauty and design, and a synthesized understan
georg_wilhelm_friedrich_hegel
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M. (2007). In defense of bad infinity: A Fichtean response to Hegel's Differenzschrift. //Hegel Bulletin//,
horace_mann
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ed school for only a few weeks themselves. Mann's response was to champion the creation of normal schools —
jan_vermunt
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ntations — patterns that students have learned in response to educational environments that reward memorisat
jerome_bruner
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s that could not be accounted for by the stimulus-response mechanisms that behaviourism offered: people form
johann_friedrich_herbart
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and sink below the threshold of consciousness in response to their relations with one another. New ideas ca
john_dewey
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ve thinking — as opposed to impulsive or habitual response — is both the central aim of education and the pr
john_locke
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dgment, capable of governing their own conduct in response to reason rather than appetite or habit. This req
lawrence_arthur_cremin
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lev_vygotsky
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marie_clay
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michael_pressley
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nikolai_frederik_severin_grundtvig
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noam_chomsky
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siddhartha_gautama
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thomas_aquinas
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tran_thanh_van
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