Theories: C

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CACE as a policy-relevant parameter for intervention effects on students receiving a meaningful dose of treatment - The article frames the complier average causal effect (CACE) parameter as the estimand in education RCTs that pertains to students who actually receive a meaningful dose of treatment services.
Canale and Swain's four dimensions of communicative competence as a lexical exercise framework - Robinson adopts Canale and Swain's (1980) checklist of four dimensions of communicative competence as the organizing framework for vocabulary materials.
Canale and Swain's integrative framework of communicative competence: grammatical, sociolinguistic, and discourse components - The packet presents Canale and Swain's (1980) framework as an integrative theory in which communicative competence is "a synthesis of knowledge of basic grammatical principles, knowledge of how langua
Capacity versus motivation as competing explanations of individual differences in children's divergent ideational production - The article frames two competing explanations for why children differ on divergent-thinking tasks.
Career cluster concept for organizing industrial arts study - The guide adopts the career cluster concept, holding that careers may be classified into logically related groups on the basis of identical or similar elements, enabling core educational experiences t
Career-cluster organization of industrial arts content around the U.S. Office of Education's fifteen career clusters - The guide organizes industrial arts content around career clusters rather than isolated tool skills.
Career-ready skills comprise three tiers: academic skills, employability skills, and technical skills - Drawing on a Career Readiness Paper from ACTE (source URL printed on the slide), the presentation organizes career-ready skills into three numbered tiers: "Academic Skills" (reading, research, writing
Case-grammar framework for analyzing dissimilation - The paper adopts C.
Catalyst Framework for ePortfolio Practice - A framework asserting three value propositions: ePortfolio initiatives advance student success; making student learning visible, they support reflection, social pedagogy, and deepen learning; and they
Census funding: a special education finance model based on total district enrollment - Census funding is a special education finance model used by several states and the federal government.
Cessation-of-measurement account of test-taking disengagement identified via response time - The chapter advances an account in which disengaged test taking is understood as a momentary cessation of measurement that can be identified using response time.
Charter school effects as a multi-dimensional policy question spanning achievement, attainment, integration, and competition - The report organizes its evaluation of charter schools around four outcome dimensions named in its title: "Effects on Achievement, Attainment, Integration, and Competition." This framing treats charte
Chicago high school reform chapter organization spanning redesign, student performance, small schools, professional development, and subject-area reform - The volume's table of contents organizes research on Chicago high school reform into strands: whole-school redesign effects on schools and achievement (Hess and Cyntrynbaum), student performance trend
Chicago probation policy theory of action: consequences combined with support increase educator motivation and capacity - The Chicago school probation policy rests on an implicit theory of action in which "threat (or consequences), combined with support, will increase educator motivation and capacity to improve performan
Chicago's theory of action for ending social promotion: high-stakes testing combined with multiple chances and progressively targeted intervention - The report describes Chicago's initiative as an integrated set of initiatives rather than a single policy, operating during the testing year, over the summer, and in the retention year.
Chormmunity: collaborative embodied text-making as liberatory pedagogy - Chormmunity is a group pedagogy in which participants co-create a movement text or ritual as an embodied 'document' of meaning.
Citizenship competence comprises three interrelated components: civic knowledge, civic skills, and civic dispositions or virtues - The article defines civic or citizenship competence drawing on the National Standards for Civics and Government, which claim that "a real citizenship competence (and therefore its education) has three
Civic imagination as a guiding framework for rural computing education - Civic imagination is an organizing framework the project borrows from Sam Ford's three-sentence summary, adapted for educators.
Class size as a distinct intervention mechanism in special education, distinguished from student–teacher ratio and caseload - The review organises its inquiry around class size as a distinct construct: "Class size refers to the number of students present in a classroom at a given point in time", distinguished from student–te
Cloud-based constructivism and connectivism learning model for promoting creation of educational innovations - A learning model combining constructivism, connectivism, and cloud technology to support undergraduates in creating educational innovations.
CLST: framing knowledge tracing as language processing so a generative LLM can serve as a student's knowledge tracer - CLST is a framework that aligns a generative LLM to knowledge tracing by converting problem-solving histories into natural-language prompt sequences, a process the authors call knowledge tracing as la
Cluster randomized trials as a design for meeting evidence standards on school health program effectiveness - The article presents cluster randomized trials as an evaluation methodology in which schools, rather than individual students, are the unit of randomization.
Co-constructionism requires an active individual, an active environment, and culture - The article reports Cole and Wertsch's (1996) argument that researchers overfocused on the Vygotsky–Piaget individual versus social genesis debate while the cardinal difference is the importance of cu
Co-design framework with core tenets of power sharing and inclusion, prioritizing relationships, and capability building - The report defines co-design as "a process in which different stakeholders come together to find a solution to a shared problem through inclusive research and development," bringing together school co
Co-regulation framework: three domains of adult support surrounding youth self-regulation, with adult self-regulation central - The report presents a co-regulation framework (Exhibit I.3, modeled on the SARHM project) in which youth self-regulation—comprising cognitive, emotion, and behavior regulation—is encircled by three do
Co-regulation: supportive adult-youth processes that enable self-regulation development - Co-regulation is the supportive process between adults and youth through which self-regulation develops.
Coaching as a partnership among principals, coaches, and teachers - The report adopts a partnership framing of instructional coaching, attributed to Knight (2007), in which principals, coaches, and teachers all "define, understand, and engage in coaching as a partners
Cognitive Apprenticeship - Cognitive apprenticeship is the theory that complex thinking is learned through modeled expert performance, coached participation, scaffolding, articulation, reflection, and gradual fading in authenti
Cognitive apprenticeship applies the modelling, coaching, and fading paradigm of traditional apprenticeship to cognitive skills, with technology realizing resource-intensive learning environments - Cognitive apprenticeship is Collins's framework for restoring the resource-intensive teaching of earlier apprenticeship-based eras using computers.
Cognitive apprenticeship as a hybrid of Schoenfeld's modeling-coaching-fading model and Treisman's collaborative workshop model - Cognitive apprenticeship is an instructional paradigm that, per the article, merges the coaching-modeling-fading components of Schoenfeld's problem-solving course with Treisman's collaborative worksho
Cognitive apprenticeship framework with four learning-environment dimensions - Cognitive apprenticeship is defined as learning through guided experience on cognitive and metacognitive rather than physical skills, rooted in social learning theories and Vygotsky's zone of proximal
Cognitive apprenticeship model (Collins et al.) as a framework for Web-based teacher education - The article applies the cognitive apprenticeship model, in which the teacher first models expert-level practices, then designs scaffolds supporting learners in applying them, coaches throughout, and e
Cognitive Flexibility Theory - Cognitive Flexibility Theory is a pattern for teaching in ill-structured domains by repeatedly revisiting concepts across multiple cases, perspectives, and contexts.
Cognitive Flexibility Theory and its five instructional principles for complex, ill-structured knowledge domains - Cognitive flexibility theory (CFT) is a constructivist theory of designing instruction for case-based learning, proposed by Spiro and co-workers to address acquisition and transfer of complex and ill-
Cognitive flexibility theory applied to early literacy acquisition - The article draws on Spiro, Vispoel, Schmitz, Samarapungavan, and Boerger's (1987) cognitive flexibility theory, which "propose[s] that information from different knowledge sources is needed to constr
Cognitive framework of hierarchical navigation as matching of context, topic and/or resource-type concepts to taxonomy categories - The article proposes a cognitive framework in which navigating a taxonomy-based interface involves "a cognitive process of matching the context, topic and/or resource type to the taxonomy categories".
Cognitive learning theory: learners are active, build on prior learning, and learning is a change in mental structures - The paper presents cognitive learning theory, citing Eggen and Kauchak, as the view that "learners are active in their attempts to understand the world" and that learning is a change in mental structu
Cognitive Linguistics as a usage-based model of language in which meaning motivates form - The article presents Cognitive Linguistics (CL) as a framework in which "language is a dynamic interplay of complex subsystems composed of symbolic units, and meaning is the driving force behind form"
Cognitive Load Theory - Cognitive Load Theory (CLT) proposes that learning is constrained by the limited capacity of working memory.
Cognitive Load Theory: working-memory limits, human cognitive architecture, and three load types - The article presents Cognitive Load Theory as a psychological theory from cognitive science, originated by John Sweller in the late 1980s, explaining how the design of learning materials affects learn
Cognitive Model of L2 writing - The Cognitive Model treats L2 writing as a complex mental activity involving strategies and problem-solving skills, emphasizing the mental processes occurring during composing.
Cognitive resources perspective as an account of reasoning development during phenomenon-based instruction - The article draws on the cognitive resources perspective, attributed to Hammer and Elby, to interpret how instruction influences students' explanatory reasoning.
Cognitive Theory of Multimedia Learning (CTML) as applied to emergent bilingual instruction - CTML (Mayer, 2014) holds that learners process multimedia messages through two channels — visual/pictorial and verbal/auditory — each limited in processing capacity; information is acquired through th
Cognitive theory of multimedia learning with the attention-guiding principle as a framework for e-book design - The article applies the cognitive theory of multimedia learning (Mayer & Moreno) together with Betrancourt's attention-guiding principle to explain how e-book features shape young bilingual readers' a
Cognitive theory of pretense: a separate mental workspace in the brain explains pretense - The review describes a recently proposed "cognitive theory of pretense" (Nichols & Stich, 2000) which posits a "separate mental workspace" within the human brain to explain the phenomenon of pretense.
Cognitive theory: children are born with processing abilities and learn language by forming and testing hypotheses and rules - The paper describes the cognitive theory, which, like the nativistic theory, holds that children are born with certain abilities to learn language but disagrees about what these abilities are.
Cognitivism - Cognitivism holds that learning is a change in internal mental structures — how information is attended to, encoded, organized in memory, and retrieved — rather than only a change in observable behavi
Coherent instructional system model for reading and science improvement - The page describes a research brief that "examines the practices and conditions of a coherent instructional system, and where and how it had the most impact," using "a case study from a U.S.
Colearn: a multi-task memory-augmented deep learning model jointly predicting knowledge state and hint-taking - Colearn extends the DKVMN memory-augmented knowledge tracing model by encoding each interaction as a tuple (qt, rt, ht) of question, response, and hint usage, and by adding hint-taking prediction as a
Collaborative approaches are participatory and characterized by active teacher and learner roles, community building, created rather than transferred knowledge, and knowledge located in the community - The handbook defines collaborative approaches to adult learning as participatory in nature, premised on the belief that learning is social, and characterized by six features attributed to Whipple (198
Collaborative argumentation as collective knowledge building and consensus seeking - The primer frames collaborative argumentation as "a process in which students actively build knowledge and consensus through critical thinking and communicating with others".
Collaborative grounded theory as an approach to qualitative data analysis and theory generation in developmental evaluation of education policy - The article presents collaborative grounded theory as a methodological approach in which qualitative data analysis and theory generation are carried out jointly by multiple researchers.
Collaborative learning in adult literacy is defined by nine interlocking characteristics - The guide presents collaborative learning (CL) as an approach to adult literacy instruction defined by nine characteristics: it is participatory, critical, student-centered, based on dialogue, transfo
Collective leveling as a proposed compromise for pacing group instruction - Collective leveling is Arlin's (1984) proposal, discussed and rejected in this article, that a predetermined level for the pace and rigor of group instruction should be set near the middle of students
Collingwood's methodology for reconstructing the past from primary sources: re-enactment, interpolating, and interrogating - Collingwood's methodological approach treats primary source documents and relics as evidence for imaginatively reconstructing the past through three processes.
Colorado Growth Model as a teacher-effectiveness measure based on student growth percentiles - The Colorado Growth Model (CGM) assigns each student a growth percentile by comparing the student's achievement to that of other students with similar past test scores; the median or average growth pe
Commognition - A discursive theory of mathematical thinking (communication + cognition) holding that mathematical thinking is not a private mental process but a form of communication that develops through participat
Commognitive framework: thinking as communication and learning as participation in mathematical discourse - Commognition, named from the combination of communication and cognition, conceptualizes thinking as self-communication and learning mathematics as participation in a discourse.
Common underlying proficiency (CUP): interdependence of L1 and L2 academic language proficiency - The common underlying proficiency (CUP) is Cummins's construct for the interdependence between L1 and L2 CALP.
Communicative Approach as a language-teaching framework grounded in language as interaction in context - The Communicative Approach treats language as "it is interpersonal activity and has a clear relationship with society", so language study must examine the use of language in both linguistic and social
Communicative-cognitive framework for teaching pronunciation: description and analysis, listening discrimination, controlled practice, guided practice, communicative practice - Celce-Murcia, Brinton, and Goodwin (1996), as presented in the digest, propose a framework supporting a communicative-cognitive approach to teaching pronunciation.
Communities of Innovation - A Community of Innovation is a group focused on producing innovative output together, distinguished by named characteristics at the individual, group, and organizational level — hacker motivation, dyn
Communities-of-Practice theory as a framework for understanding community membership and learning - Communities-of-Practice theory (Lave & Wenger) holds that learning is a collective, social undertaking embedded in practice rather than a fixed, individual activity with a beginning and end.
Community developmental phases in place-based systems change - The Community Ecocycle frames place-based systems change as moving through "dynamic, natural, and necessary developmental phases through which communities move." Rather than treating communities as st
Community of Inquiry framework: three overlapping presences for understanding collaborative online learning - The Community of Inquiry (CoI) framework is used in this article as the theoretical lens for understanding how metacognition is manifested in a shared online learning environment.
Community of practice with Wenger's five membership trajectories - A community of practice is a group of people, formally or informally bound, who engage in and identify themselves with a common practice, joining practice with analysis and reflection to create shared
Comparative framework of three SLA theories (Krashen, Complexity, Socio-cognitive) by philosophy and characteristics - The article analyzes and synthesizes Krashen's SLA Theory, Larsen-Freeman's Complexity Theory, and Atkinson's Socio-cognitive Theory along two axes: philosophy and nature/characteristics.
Competency-based education as a mastery-advancement model addressing flexibility and workforce-skill demands - The report describes competency-based education (CBE) as an instructional model in which "students to move through material independently, advancing when they demonstrate content mastery." It situates
Competency-based education defined by variable-time mastery of measurable competencies - The brief defines competency-based education as an approach whose "key feature is that students are to master clearly defined and measurable learning outcomes (the required 'competencies'), but the ti
Competency-based education measures learning rather than class time, letting students progress at a flexible pace upon demonstrating mastery - CBE is an educational model in which, as the brief states, "it measures learning rather than class time." Students move through material independently, usually in preparation for specific jobs, progre
Competency-based education: students advance through material independently upon demonstrating content mastery - The article defines competency-based education as a model in which "students move through material independently, advancing when they demonstrate content mastery." Proponents view competency-based app
Competency-based teacher development system built on a competency map, multiple ways to learn, and demonstrations of competence - The paper proposes a teacher development system in which teachers progress based on demonstrations of their abilities rather than seat time.
Competing conceptual models of service-learning: Butin's four perspectives and Mitchell's traditional/critical distinction - The paper reviews two framings of CSL's conceptual diversity.
Competing theoretical mechanisms account for inclusion effects: anti-stigmatisation and peer benefits versus risks of misaligned individualisation - The review organises the field around opposing theoretical mechanisms, noting "a rather surprising lack of pedagogical, psychological, or didactic theories regarding the specific ways in which inclusi
Competing theories of action for school change in Chicago: business-oriented, teaching-and-learning, community-dialogue/equity, and parental-control views - The report organizes Chicago school-reform actors' views of school change into a typology of competing theories of action.
Complementarity: choice and control as mutually enhancing opposites in student assignment - The guide's organizing framework is complementarity, "wherein opposites are attracted and completed by each other and thereby serve as mutual enhancements." Applied to assignment policy, "control and
Complex Dynamic Systems Theory frames learner language as hierarchical, interdependent subsystems in dynamic relations over time - The article presents Complex Dynamic Systems Theory (CDST) as an explanatory framework for second language development in which "a system is composed of hierarchical, interdependent subcomponents (lea
Comprehensive assessment system framework: summative, interim, and formative assessments with complementary purposes - The article organizes assessment around a framework in which "multiple forms of assessment that each emphasize a different purpose and use" complement one another across levels of an education agency.
Computer roles as division of labor: expert, partner, and servant, each with goals, concerns, and contradictions - The paper's Table 1 organizes the division of labor between computers and single users in terms of the role the computer plays: expert, intellectual partner, or servant.
Computer-supported collaborative learning: definition and Kirschner and Erken's 3x3 framework - The presentation situates intelligence augmentation within the field of computer-supported collaborative learning (CSCL), which it says has been a field of the learning sciences for about 30 years wit
Computerized adaptive test (CAT) designs as a test-design dimension affecting coverage and efficiency - Computerized adaptive test (CAT) designs are treated in the article as a test-design dimension whose choices, together with item bank distribution, shape two outcomes of a reading comprehension assess
Computerized adaptive testing as a technology-enabled alternative to factory-style assessment - The article frames schools and accountability policies as built on a factory model that produces a consistent product, and presents computerized adaptive testing (CAT) as a different approach enabled
Conceptual change theory distinguishes misconceptions from uncertainty, implying different teaching approaches - The article applies conceptual change theory to teacher knowledge of dyslexia, arguing that the instructional response depends on the learner's status: "Research on conceptual change suggests a differ
Conceptual framework of active ingredients of instructional coaching comprising characteristics, relational contexts, and processes - The article proposes a conceptual model of the active ingredients of instructional coaching, defined as "those unique components of an intervention that constitute what is hypothesized as responsible
Conceptual framework of musical skill acquisition linking practice laws, deliberate practice and singing development via IRT and BKT - The article proposes a framework in which "each sung note is a practice opportunity whose outcome depends jointly on a slowly changing learner ability, a stable item difficulty tied to the target pitc
Conceptual framework of training transfer in neurosurgical specialty nurse education - A framework, presented as Figure 1, depicting training transfer as an adaptive reconstruction process shaped by individual readiness, educational design, organizational support, and specialty-specific
Concerns Based Adoption Model (CBAM) stages of concern - The CBAM, developed by the Research and Development Center for Teacher Education in Austin, Texas, is a developmental model of innovation adoption proposing that adopters progress through a predictabl
Concerns-Based Adoption Model: change is a process with diagnosable dimensions - The Concerns-Based Adoption Model (CBAM) is the article's conceptual framework for understanding innovation adoption in education.
Cone of Experience (Concrete-to-Abstract Media Selection) - Dale's Cone of Experience arranges learning experiences along a continuum from concrete, direct experience to abstract, symbolic (verbal) experience, as guidance for balancing — not ranking — media an
Connectivism - Connectivism holds that in a networked, digital age, learning is the process of forming and navigating connections between specialized information sources — including non-human ones — rather than only
Connectivism as a network theory of knowledge and learning with principles of autonomy, diversity, interactivity and openness - Connectivism, introduced by Siemens in 2004, is characterized in the survey as "a network theory of knowledge and learning with an emphasis on the use of digital technology to enhance and extend inter
Constructionism - Constructionism holds that learning is most effective when a learner actively builds a public, shareable, inspectable artifact — not just any active engagement, but the specific act of constructing so
Constructionism imagineering learning model via metaverse with four main elements: inputs, learning process, output, and feedback - The article develops a learning model that integrates imagineering learning with constructionism learning and delivers it through the metaverse, a virtual environment where learners interact through a
Constructive alignment as the theoretical foundation linking LO definitions, assessment strategies, and continuous improvement - The article adopts Biggs's (1996) concept of constructive alignment, which "emphasizes the systematic integration of intended LOs, teaching and learning activities, and assessment tasks." It provides
Constructivism - Constructivism is the broad view that learners actively build understanding by connecting new experiences and information to what they already know.
Constructivism as a theory of knowledge and learning with individualistic, social, and combined branches - The paper presents Constructivism as a theory of knowledge and learning concerned with what one knows and how one comes to know, treating knowledge as internally constructed and socially mediated.
Constructivism learning theory: knowledge as assumption, learning as active construction, students as subjects, teachers as helpers - The article presents constructivism as a learning theory developed from behaviorism through cognitivism, with philosophical roots in Socrates and Kant and psychological roots in Dewey, Piaget, and Vyg
Constructivist prescriptive principles for learning environments - The digest describes constructivism as the view prominent in the late 1980s that "knowledge is individually constructed and socially co-constructed by learners based on their interpretations of experi
Context Metaphor Relationship (CMR) model for easing youths' transitions into residential treatment - The CMR model is the article's solution to procedural admissions: it organizes admissions around three emphases.
Contextual Systems Model (CSM): child/family and school/schooling as interrelated systems - Pianta and Walsh's (1996) Contextual Systems Model, presented in the review as an improvement over earlier models, is based on Ford and Lerner's Developmental System Theory.
Contextualism as the world view and general method for studying arting - The report adopts Pepper's contextualism as its world hypothesis, taking the historic event as root metaphor and treating the drawing process as an act in its context.
Contrasting data mining with traditional statistics as the theoretical framework for understanding its benefits and drawbacks - The article's organizing framework compares data mining, a process of "systematically, and automatically or semi-automatically, uncovering patterns in data," with traditional statistics.
Contrastive analysis hypothesis: first-language interference as the principal barrier to second language acquisition - Developed by Robert Lado in the 1950s, the contrastive analysis hypothesis "claimed that the principal barrier to second language acquisition is the interference of the first language system with the
Contrastive Rhetoric Model of L2 writing - The Contrastive Rhetoric Model explains L2 writing through the influence of a writer's first language and culture.
Convergent science: integrating learning sciences and computer science expertise - The report defines convergent science as "an emerging approach to research that integrates different types of expertise and findings from multiple disciplines to address problems," with the learning s
Coombs' three-category typology of formal, informal and non-formal education, with informal learning as an overarching concept including incidental learning - Coombs et al.
Cooperative learning as socially structured, mutually accountable group learning - The chapter defines cooperative learning using Olsen and Kagan's formulation: "Cooperative Learning is group learning activity organized so that learning is dependent on the socially structured exchan
Cooperative learning model as a student-centered active-learning model with distinguishing characteristics - The article defines cooperative learning as a student-centered learning model in which students work in small groups around a common goal by helping each other learn, as an instantiation of active lea
Corrective feedback types as a continuum from explicit to implicit - The review presents corrective feedback as an interactional strategy making learners aware of incorrect language use and providing models for more appropriate L2 use.
Counelis typology of research designs by time/space assumptions and unit versus class - The report uses Counelis' typology crossing kairotic versus chronotic time/space assumptions with unit object versus object class, yielding history, survey, case, and experiment as generic research de
Course design matrix for project-based pedagogies: two spectrums, four quadrants - The article proposes a 2x2 matrix for describing variations in project-based course design.
Course Walls: localized points in a lesson sequence where student momentum to finish is significantly slowed or halted - Course Walls are defined as "areas of the course's lesson sequence wherein the student's momentum to finish the course is significantly slowed or halted", arising when groups of students drop out near
CRESST model of learning: five families of cognitive learning as assessment targets - The CRESST model of learning organizes assessment around five types of learning: content understanding, problem solving, communication, collaboration, and metacognition.
CRESST model of problem solving - The problem-solving assessment model from the National Center for Research on Evaluation, Standards, and Student Testing, used as this study's theoretical frame.
Criterion-referenced (mastery) testing as the advocated grading framework - The essay's central framework: each student is "judged solely in relation to these pre-established criteria" — the course objectives — "and independently of the performance of any other student." Stud
Criterion-referenced testing, as defined by Glaser, measures mastery of defined abilities rather than relative standing among test takers - The article presents criterion-referenced testing as an approach to reading evaluation in which the measurement scale is anchored at mastery and absence of defined skills rather than at comparisons wi
Criterion-referenced testing: tests deliberately constructed so scores tell what behaviors individuals can demonstrate - The paper defines criterion-referenced testing as an approach whose tests are "deliberately constructed to give scores that tell what kinds of behavior individuals with those scores can demonstrate".
Criterion-referenced versus norm-referenced grading as two competing conceptions of grading - The article frames grading as a choice between two conceptions: grading students in competition with one another (norm-referenced, on a curve) versus grading in terms of how well they achieve the expl
Criterion-referenced versus norm-referenced tests as two distinct assessment purposes - The brief organizes its comparison around a distinction between two test purposes.
Critical Constructive Feedback Processing - A five-stage information-processing model of what has to happen — noticing, decoding, making sense, acting upon, and making progress — for feedback on a wrong answer to actually change performance, tr
Critical Maker-Entrepreneurialism - A synthesis of critical youth studies, identity-in-practice, humanization, and funds-of-knowledge frameworks describing how youth makers can redefine entrepreneurialism away from profit and competitio
Critical Pedagogy - Critical pedagogy applies critical theory to education, treating teaching and learning as inherently political and knowledge and language as never fully neutral; its goal, per Paulo Freire, is emancip
Critical pedagogy as an emancipatory framework contrasting with Freire's banking model of education - The article presents critical pedagogy, developed from Freire, Gramsci, Apple, Giroux, McLaren and Shor, as an alternative to traditional 'banking' pedagogy in which teachers are the sole authority an
Critical Pedagogy Model of Civic Competence through Service-Learning - A pedagogical model representing the relationship between community-based learning pedagogy and civic competence, with four components (knowledge, skills, attitudes, actions) comprising eight overlapp
Critical reflexivity as a fundamental skill for applying equity frameworks, drawing on Nixon's coin model - The article presents critical reflexivity as "a practice designed to locate oneself and others in the systems of power and oppression" that must be understood to devise disruptive actions, calling it
Critical service-learning model with three components: social change orientation, power redistribution, and authentic relationships - Critical service-learning is a model that adopts a social justice framework, as opposed to a more "apolitical helper" model of service-learning, and demands an analysis of power structures and social
Critical Speculative Design Pedagogy - A framework for justice-oriented science learning that combines speculative design (imagining and prototyping alternative futures) with critical consciousness-raising, so that youth redesign unjust so
Critical Thinking - Critical thinking is the skill and disposition to analyze the reliability and validity of information — asking key questions, evaluating evidence, reasoning logically and objectively, and expressing c
Critical thinking as a product of metacognition within self-regulated learning - The article reviews competing accounts of how critical thinking and metacognition relate: Halpern claims critical thinking is a product of metacognition, using skills like monitoring thinking, checkin
Critique of dominant research paradigms in mathematics learning and a shift toward interdisciplinary, asset-based approaches - The chapter's organizing argument is that prevailing research paradigms for understanding mathematics learning are inadequate and should be replaced by interdisciplinary and asset-based approaches.
Crook's three cognitive benefits of peer collaboration: articulation, conflict, and co-construction - The article presents Crook's (1994) account that "peer collaboration offers three cognitive benefits: articulation, conflict, and co-construction." Articulation: students must make intuitive and emerg
Cross-curricular model of multimedia learning - The article's organizing framework holds that multimedia learning is grounded in multi-mode expression, an activity isomorphic to cross-curricular activities.
Crucible courses: intermediate courses combining a large ADK jump with enculturation that accelerate trajectories toward central participation in a discipline's community of practice - The authors introduce "crucible courses" as "the ﬁrst courses in which students work on diﬃcult physics problems surrounded primarily by other physics students, are treated by their professors as juni
Cultural Appropriateness Framework: peripheral, evidential, linguistic, and sociocultural domains for adapting health interventions - The Cultural Appropriateness Framework "examines how cultural values, beliefs, and preferences can inform the adaptation or development of health interventions" across four domains: Peripheral (appeal
Cultural Difference paradigm: underachievement explained by mismatch between school and students' cultures - The review traces this paradigm to Cole and Bruner (1971) building on Labov's finding that what was treated as deficit should be considered difference.
Cultural historical activity theory (CHAT) activity-system framework as a lens for understanding e-teaching - The article applies Engeström's CHAT, in which the activity system is "object-oriented, collective, and culturally mediated human activity," as the unit of analysis for e-teachers' work.
Cultural Processes to Inequality: Identification and Rationalization - A framework the article adopts from Lamont, Beljean and Clair (2014) in which inequality is produced through two meso-level cultural processes: identification (stigmatization and racialization) and ra
Cultural-Historical Activity Theory - Cultural-historical activity theory (CHAT) explains learning and development as mediated by tools, roles, and communities within a historically evolving activity system, not as an individual, decontex
Cultural-historical activity theory (CHAT) as a framework for analyzing community service-learning - CHAT is described as a cross-disciplinary framework for studying how humans purposefully transform natural and social reality as a culturally and historically situated, socially mediated process.
Cultural-historical Activity Theory and activity-system analysis as a lens for examining PLC in mathematics - The review uses CHAT, in which "activity systems are taken as the smallest unit of analysis", to conceptualise PLC as practices where people with different roles interact to develop their practice.
Culturally Responsive Assessment framework built from component definitions of culture, responsiveness, and assessment - The guide defines CRA through a component-based approach: instructors and students first build working definitions of the individual terms culture, responsiveness, and assessment before assembling a d
Culturally sustaining pedagogy as a fourth 'C' in computing education pathways - The presentation adds culturally sustaining pedagogy (citing Paris, 2012; Paris & Alim, 2014; Wilson-Lopez, 2016) as a fourth 'C' alongside the project's competencies, curricula, and credentialing.
Cummins' theoretical framework relating language proficiency to academic achievement via threshold and interdependence hypotheses - Cummins proposes that a framework relating language proficiency to academic achievement is needed to set rational entry/exit criteria for bilingual programs.
Cummins's BICS/CALP distinction: language proficiency divides into basic interpersonal communicative skills and cognitive/academic language proficiency - The packet explains that "Cummins divides language proficiency into two dimensions: basic Interpersonal communicative skills (BICS) and cognitive/academic language proficiency (CALP)", with CALP the b
Cumulative educational-experience account of emerging gender disparities in mathematics - The article proposes that gendered performance patterns in elementary mathematics are best understood as the cumulative product of educational experiences rather than inherent ability differences.