Argues that the issues raised by the exchange of papers between Simon Borg and Paul Rastall are fundamental to the process of education and to the roles and identities of teachers and researchers. Points out that the distinction between the two kinds of knowledge within which education operates lies at the heart of the problem of bridging practice…

Argues against the use of theory in educational inquiry, contending that the meaning of theory is unclear; both personal theory and grand theory inhibit creativity and methodology; and less structured problem solving and ad hoc approaches are more likely to result in pluralistic ideas. (SK)

Some training failures may be attributed to lack of recognition that learning is a social activity and that collective learning results in communities of practice. The experiences of Dede Miller at Xerox Corporation and the gap that separates learning theory and common training practice show how hard it is to apply new approaches to workplace…

Compares a soft system model of teaching with a hard systems model for learning, essential components of which are perception, memory, and concept formation. Proposes a combination of soft systems thinking and hard systems instruction as a scientific basis for the craft of teaching. (SK)

Examined the role of language ideologies in the changing instructional and social organization of Khmer literacy classes, using data from research within a Cambodian community. Language ideologies engaged with local theories of learning to shape pedagogies and relations within classes. Form and function co-varied within groups and across settings.…

Hypothesizes that learners who studied statistics examples with conceptually oriented equations would transfer more successfully to novel problems compared with learners who studied examples using computationally oriented equations. This hypothesis was supported across 2 experiments. The authors also examined the implications of providing learners…

Reviews the contributions of Gardner's Theory of Multiple Intelligences (MI) to dance education by placing MI theory in the context of historical perspectives on intelligences and examining the assumptions behind traditional models of intelligence and some of the more recent pluralistic approaches. The paper reviews the principal tenets of MI…

A practitioner providing experiential training programs in India reflects on models of training outcomes from the perspective of Indian philosophy about an individual's spiritual development. He suggests that development training programs serve their purpose if they can create moments of insight that might spark lasting change in participants. (SV)

Cognitive load theory suggests that the manner in which information is presented can interfere with learning. For example, in studying equations with unfamiliar notations, a heavy extraneous cognitive load is generated because mental integration of notations and meanings is required. Discusses four experiments with high school students designed to…

Studies whether Piagetian reasoning, general intelligence and achievement motive tap different mental structures, and the relative importance of these measures for concept attainment in physics. Concepts chosen for the study were force, couple, total internal reflection and atom. Results indicate that proportional reasoning, combinatorial…

Considers the implications that broadening the definition of learning would have for educators and educational technologists. This special issues addresses the task of redefining learning from a variety of perspectives. The authors draw on different frameworks of analysis, exploring what it means to be learning at levels ranging from the…

Since learning processes are regarded as social processes, age influences them because age affects the way the individual is involved in social processes. Children are involved in exploring the world, youth in identity construction; adults pursue life goals and older adults seek depth and harmony. (JOW)

A schema a frame creates context and shapes interpretation. Using an "as if" framework can connect the contexts of training and job performance to improve transfer. Techniques that create "as if" situations include role playing, visualization, psychodrama, voice dialogue, improvisation, playback theatre, and six-steps reframing. (Contains 23…

Discusses the seven popular Wingspread Principles (principles for good practice in undergraduate education) in terms of their implications for learning spaces, both physical and virtual. (EV)

This article presents theoretical reflections and empirical data on metacognitive aspects of memory and reading problems in children with reading comprehension disabilities. A distinction is made between metacognitive awareness and metacognitive control processes. Experimental results suggest that poor comprehenders present less adequate…