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carol_dweck
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hallenges. Her groundbreaking concept of implicit theories of intelligence, particularly the distinction bet... ds beyond childhood and adolescence, applying her theories to college students and adults, emphasizing the i... nd remains dedicated to expanding her influential theories. Her ongoing work aims to deepen our understandin... lthy responses to failure. ==== Achievement Goal Theories ==== Carol Dweck expanded the understanding of h
lev_vygotsky
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t competence. This idea has been foundational for theories of scaffolded instruction, dynamic assessment, co... gical development in a way that purely biological theories of development cannot. For educators, the implica... ously productive: it has generated Neo-Vygotskian theories of learning (Engeström's activity theory, Wertsch... most powerful corrective available to educational theories that treat the learner as an isolated cognitive i
henry_giroux
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kfurt School's critique, against the reproduction theories of Apple, Bernstein, Bowles, and Gintis — which G... doi.org/10.2307/3202124 * Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociolo... 080/03626784.1981.11075253 * Giroux, H. (1983). Theories of reproduction and resistance in the new sociolo
burrhus_frederic_skinner
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ner's impact is evident in the application of his theories to classroom management, such as the use of token... troversies. His work remains influential, and his theories are still referenced and utilized in various sett
etienne_wenger
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nities of practice" — a conceptual bridge between theories of situated activity and theories of social reproduction. In his solo follow-up Communities of Practice: Le
loris_malaguzzi
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treat these records as raw material for building theories about how learning happens. Documentation — the s... gave teachers evidence with which to refine their theories and revise their practices; and it demonstrated t
adrianna_kezar
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pts, as well as political and cultural management theories. * Kezar, A. (2018). How colleges change: Und
anna_julia_haywood_cooper
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per's philosophy of looking back to the ideas and theories of Black women educators like her as a playbook f
barbel_inhelder
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st sharply in contrast with behaviourist learning theories, was that specific learning cannot accelerate gen
david_kolb
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ory of experiential learning. In C. Cooper (ed.), Theories of Group Process. London: John Wiley. * Kolb, D
howard_gardner
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this failure, he proposed, is that the intuitive theories children construct about the physical world, othe
johann_friedrich_herbart
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inued to refine his psychological and educational theories. In 1833 he returned to Göttingen, where he taugh
john_dewey
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ntalism**: the doctrine that ideas, concepts, and theories are not representations of a fixed, mind-independ
john_locke
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ounding, European liberalism, and the educational theories of the modern world — while also leaving unresolv
max_weber
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ial positions, laid the groundwork for subsequent theories of social closure and credentialism. It directed
paulo_freire
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pierre_bourdieu
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rabindranath_tagore
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rudolph_steiner
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thomas_jefferson
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