The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective…

Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors' two-course introductory sequence as outlined by the "Vision and Change in Undergraduate Biology Education" final report. One goal…

This study examined how reading comprehension was addressed in literacy texts used with preservice teachers at five universities in the southwestern United States. Universities were selected based on the highest number of graduates receiving their initial Early Childhood through 4th grade (EC-4) teaching certificates. An introductory Reading…

This article develops the familiar metaphor of teaching as performance towards a definition of "teaching as performative act," where words and actions aim to effect cognitive, affective, and behavioral changes in learners. To what extent, however, are the consequences of pedagogical actions commensurate with their intended effects? Can a science…

A review of research on the effects of whole language suggests that no one approach to teaching reading is distinctly better in all situations and respects than other methods. The whole language approach has been described as a "top-down" theory of reading which emphasizes the importance of teaching language as a whole entity as…

Defines the concept of pluralistic education and discusses its goals. Interviews a number of teachers to investigate their conceptions of education and their response to the idea of pluralistic education. Reports that teachers share an affinity with certain aspects of pluralistic education but differ in a number of fundamental ways. (DSK)

A conceptual framework is presented for organizing and relating terms pertaining to select knowledge constructs. In constructing this framework, definitions are derived for 27 basic terms essential for understanding literature on learning and literacy. Implications of this terminology for research and instructional practice are discussed. (SLD)

Questions frequently arise about the origins of outcome-based education and mastery learning, their similarities and differences, their theoretical and practical links, and evidence about their effects on student learning. Historical and theoretical perspectives show a clear distinction between outcome-based education and mastery learning.…

Since the 1970s, Outward Bound (OB) has borrowed psychological language and models to articulate its educational objectives and methods in terms accessible to mainstream educators. This report claims that OB's uncritical adoption of psychological language and models will undermine its commitment to certain core values of its tradition. This is…

Foremost among efforts over the last decade to improve the work-related skills required of all young people to meet the demands of American's workplaces was the Secretary's Commission on Achieving Necessary Skills Commission (SCANS). Integral to SCANS were its three-part foundation (basic skills, thinking skills, and personal qualities) and these…

This document contains three papers on technology-enabled learning and human resource development. Among results found in "Current State of Technology-enabled Learning Programs in Select Federal Government Organizations: a Case Study of Ten Organizations" (Letitia A. Combs) are the following: the dominant delivery method is traditional…