Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an…

This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students.…

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making…

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on…

Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of "boundaries", particularly by the concepts of "boundary crossing" and "boundary objects". Although studies on boundary crossing and…

This article presents the authors' response and clarifications to the comments of Margaret E. Gredler and of Karen A. Krasny, Mark Sadoski, and Allan Paivio on their article "Schema Theory Revisited." The authors first respond to Gredler's criticism contending that they "transmogrified" Harre's (1984) "ignominiously named...Vygotsky space" in…

A major problem in understanding a new theory is that rapid gains in popularity are accompanied by misconceptions and distortions (Valsiner, 1988). A developmental theorist, Lev Vygotsky, has rapidly become a much repeated name at all levels of educational psychology: theoretical, empirical, and pedagogical. And once again, inexplicable…

This article presents the authors' response to McVee, Dunsmore, and Gavelek's "Schema Theory Revisited." In "Schema Theory Revisited," McVee, Dunsmore, and Gavelek (2005) proposed a rearticulation of schema theory intended to encompass the ideas that schemata and other cognitive processes are embodied, that knowledge is situated in the transaction…

Choice-preference and task persistence prediction studies support the theory. However, the results on performance data are less clear. Issues to be resolved are: better measurement instruments, identification of internal-external achievement motivated subjects, long-term achievement, and cross-cultural generalization. There are implications for…

Knowledge integration is the incorporation of related facts into comprehensive memory structures. This article examines the research on knowledge integration, particularly in relation to text comprehension. The paper contrasts knowledge integration theories as well as factors affecting the probability of integrating information from text.…

Research literature is examined for evidence suggesting that, in complex meaningful learning, the learner passes through a series of stages or phases during which the learning process and the variables influencing it change systematically. Phase theories are reviewed; the initial, intermediate, and terminal phases of learning are discussed. (TJH)

The assumption that learning is the internalization of externally available knowledge is criticized as undermining the creative and multisource nature of learning. Learning is defined as the creative reconceptualization of internal knowledge. Two sources of internal self-regulation are proposed: one regulating the sequential and one coordinating…

Causes of inconclusive results concerning learning hierarchy research are examined. Two suggestions are given for overcoming problems and research flaws: maintain Gagne's original design, modifying shortcomings; and follow more rigorous methods presented by the author. (SM)

The multisource approach to learning, based on the approach of F. C. Bartlett (1932), is discussed as an introduction to five articles on the approach. The assumptions of simplification by isolation and by integration; and the emphases on the various processes, as opposed to structures, of learning are discussed. (TJH)

Reviews recent work on knowledge acquisition with a focus on knowledge restructuring. Piagetian theories of global restructuring may be replaced by a more domain-specific approach. Several mechanisms for knowledge restructuring are discussed, and these issues are related to a theory-based approach for the study of instruction. (RB)