Theories: I

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• ICAP framework: four engagement modes from Interactive to Passive - The primer introduces the ICAP framework as a way of categorizing how students engage in learning activities based on observable behaviors.
• ICAP theory: a taxonomy of four cognitive engagement modes with a hierarchical learning prediction - ICAP defines four modes of cognitive engagement — Interactive, Constructive, Active, and Passive — operationally differentiated by students' overt behaviors and products.
• ICAP-Bloom adapted coding scheme for cognitive engagement in online discussion posts - The authors adapted the ICAP framework by merging it with Bloom's revised taxonomy to label cognitive engagement in discussion posts.
• IDC theory's three interconnected loops of interest, creativity, and habit as a learning design philosophy - IDC theory organizes learning activity design around three cycles: sparking student interest, fostering individual creativity, and inculcating lifelong learning habits.
• Idealism (Educational Philosophy) - For Idealists, ideas rather than sensory experience are the only true reality; teaching therefore focuses on moral excellence and the "subjects of the mind," delivered through lecture and Socratic dia
• Ikeda's philosophy of global citizenship rests on inner transformation, dialogue, and global citizenship, expressed as wisdom, courage, and compassion - The article presents Ikeda's philosophy of value-creating education for global citizenship as congruent with Urbain's findings of "three major components of Ikeda's philosophy of peace: 1) inner trans
• Imagination as a neglected cognitive tool essential to Constructivist instruction (Egan) - The paper presents imagination, following Egan (1992), as a cognitive tool representing Constructivist instruction as higher-order learning.
• Impactful technology use framework: six categories of student skills technology should develop - The report defines impactful technology use as more than simply using technology tools: "Impactful technology use is the ability of educators to use technology to develop their students' skills in six
• Implicit and explicit dimensions of place-based systems change as complementary axes for funder assessment - The organizing framework of the tool distinguishes implicit and explicit dimensions of place-based systems change that funders must consider together.
• Implicit scaffolding framework: guidance built into the tool via affordances, constraints, cueing and feedback - The implicit scaffolding framework holds that scaffolding need not be written or verbal but can be built into the design of a learning tool, so that students find productive inquiry paths without expl
• Inclusion versus rightful presence: a four-dimension contrast (rights, time, burden, culture) - Drawing on Calabrese Barton and Tan (2020, p.
• Inclusive pedagogies taxonomy: accessible instruction, connecting to homes and communities, and combating inequity - The report organizes inclusive computing pedagogy into three categories.
• Inclusive STEM high school (ISHS) model: interest-based admission with intensive STEM preparation for all students - The article defines an ISHS as a school that enrolls students "on the basis of interest rather than aptitude or prior achievement", provides more intensive STEM preparation than conventional high scho
• Inclusive user experience (IUX) as a learner-centered design approach for LER technologies - The toolkit defines IUX as "a user-centered design approach that emphasizes inclusivity through the intentional process of creating tools that everyone can use," involving diverse communities in user
• Incorporating response time into measurement models for adaptive testing must account for acceleration and idiosyncratic within-person time-accuracy variation - The article advances an account of how response time behavior should enter measurement models in adaptive testing.
• Individual- and school-level theories of change for exclusion-reduction interventions - The review organises how exclusion-reduction interventions might work through two levels of change.
• Industrial technology as the content base for industrial arts - The guide argues that industrial arts should draw its content from industrial technology rather than industry as a whole.
• Informal Learning - Informal learning is self-directed, unofficial learning "pulled" by the learner's own perceived need rather than "pushed" by a predetermined curriculum, and accounts for the large majority of adult an
• Informal social learning networks as the coordinating mechanism of systemwide improvement - The book proposes that coherence in Chicago's district reform did not come from formal mandates alone but from informal social learning networks operating across the system.
• Information Processing Theory - Information Processing Theory treats learning as the movement and transformation of information through attention, working memory, encoding, storage, and retrieval.
• Informational (error-estimation) account of self-controlled feedback benefits - The article contrasts two explanations for why self-controlled knowledge of results (KR) aids motor learning.
• Inquiry-first teaching: plan the instructional route from learners' existing concepts and attitudes - The report's organizing theory is that teaching, like a journey, must be planned in relation to the starting point: a teacher builds instruction on what learners already know, believe, and can do.
• Instance Theory of automaticity: automatization as a shift from algorithmic processing to single-step memory retrieval - Logan's Instance Theory explains automaticity as a memory phenomenon rather than a resource limitation: a novice performs a task with a general algorithm, and after repetitions retrieves specific past
• Instinct, Drive, and Arousal Theories - Three historically successive biological accounts of motivation — behavior driven by unlearned instincts, by drives that restore homeostasis, or by maintaining an optimal level of physiological arousa
• Instructional coaching frameworks: Knight's four forms and the multidisciplinary skills-process-development framework - The paper organizes coaching models in education, distinguishing coaching's "partnership-type relationship" from hierarchical mentorship.
• Instructional Improvement Support System (IISS) framework - The Instructional Improvement Support System (IISS) is a framework describing the school-level aspects intended to contribute to teacher development and instructional improvement.
• Instructional program coherence framework: common framework, supportive working conditions, and strategic resource allocation - The report defines instructional program coherence through three major conditions: a common instructional framework guiding curriculum, teaching, assessment, and learning climate; staff working condit
• Integrated Bloom-MI grid as a two-perspective textbook analysis framework - The article uses a planning and analysis grid that crosses Bloom's six levels of cognitive learning objectives (knowledge through evaluation) with Gardner's eight intelligences, so that materials can
• Integrated conceptual framework distinguishing humanlikeness as design property from anthropomorphism as attribution process - The article defines humanlikeness as "the degree to which an agent includes designed elements intended to mimic human characteristics, traits, features, processes, systems, and/or behaviors" and anthr
• Integrated Learning (IL): a philosophy linking subject contents to real-world issues to promote civic competence transversally - Integrated Learning is proposed as a way of educating students and promoting civic competence at informal and non-formal levels.
• Integrated testlets: ordered, inter-dependent MC item sets enabled by immediate feedback - Integrated testlets are context-dependent item sets in which, per the article, "certain items are purposefully inter-dependent and are thus presented in a particular order", unlike traditional testlet
• Integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis across the handbook - The handbook's organizing approach integrates multiple critical traditions into educational psychology scholarship.
• Intelligence Augmentation for Collaborative Learning: four verbs extending individualized EdTech - The presentation proposes a framework for intelligence augmentation (IA) in collaborative learning, built on four verbs that extend the individualized EdTech triad of assess, assign, and adapt: "Autom
• Intelligence Testing: Uses and Limits - Standardized intelligence tests are among the most reliable instruments in psychology and predict a range of academic and occupational outcomes, but they must be periodically re-normed against the pop
• Interaction Equivalency Theorem: deep formal learning is supported when one of three interaction forms is at a high level - The Interaction Equivalency Theorem, posited by Anderson (2003a), holds that deep and meaningful formal learning is supported as long as one of the three forms of interaction — student-teacher, studen
• Interaction hypothesis (Long): negotiation of meaning during interaction generates comprehensible input that drives L2 acquisition - The article organizes its study around Long's interaction hypothesis, under which modification of interaction in NNS-NS encounters keeps interaction going and provides comprehensible input.
• Interactional theory of therapeutic relationship formation and change - Interactional theory (attributed to Strong, 1982, and Claiborn & Lichtenberg, 1989) holds that therapeutic change is generated in the process of forming the relationship rather than after a stable rel
• Interactionist dynamic assessment grounded in Vygotsky's ZPD - Dynamic assessment is presented as a Vygotskian alternative to psychometric testing that "focuses on the collaborative dialogue between the learners and the mediator to move the learners from their cu
• Interactionist vs. interventionist approaches to Dynamic Assessment - The article organizes Dynamic Assessment — a Vygotskian approach integrating assessment and instruction — into two mediation models.
• Interactive model of reading: four interacting aspects of the reading process - The paper defines reading as an active thinking process with four interacting aspects: readers use both reader-based and text-based inferencing to construct meaning, elaborate what and how they read,
• Interlanguage: learners form self-contained linguistic systems intermediate between native and target language - Interlanguage, a term Selinker (1972) adopted from "interlingual", names the second language learner's system that "has a structurally intermediate status between the native and target language learne
• Internal mediation model of teacher statements, self-talk and self-concepts - The article articulates an internal mediation model in which the influence of teachers' statements on children's academic self-concepts follows a pathway: the student receives specific performance fee
• Internalization and appropriation: complex mental processes begin as social activities and are gradually internalized and adapted - The article describes internalization as the process by which children gradually internalize adults' directions so that they eventually give themselves directions, with complex mental processes beginn
• Internalization-based mapping between SDT motivation types and L2MSS self constructs - The article organizes the two motivation theories along a shared internalization continuum.
• International community-engaged learning (ICEL) as an experiential education process combining societal engagement, a global challenge, and collaboration - ICEL is defined in the article as "an experiential education process involv - ing collaborative efforts among students, teachers, and societal partners to tackle global challenges." The framework trea
• Interpersonal complementarity principle (Leary Circumplex / Carson) - The article organizes its hypotheses around the complementarity principle from the Leary Interpersonal Circumplex: high-probability elicitation-response sequences (dominance followed by submissiveness
• Interpersonal dimension of teacher feedback on student writing - The article frames feedback on student writing as more than an instructional or informational phenomenon: each paper has a real human author, and the way feedback is received and processed may be infl
• Interpersonal styles equated with generalized expectancies in social learning theory - The article reinterprets interpersonal styles — the basic behavioral units of interpersonal processes — as generalized expectancies within Rotter's social learning theory, alongside specific expectanc
• Interpersonal theory: Agency and Communion dimensions and the principle of complementarity - The article uses interpersonal theory (Kiesler, 1996) to map interpersonal behavior and styles on two orthogonal dimensions: Agency, manifesting in strivings for power or control, and Communion, manif
• Intertextuality and hypertextuality as twin modes of convergence operationalizing online education - The article treats intertextuality—words and texts always interacting and effectuating new semiotic realities—as a synonym for integration, reciprocity, and structural unboundedness, and a philosophy
• Intervention Taxonomy: six levels of change-facilitating interventions from incident to policy - The Intervention Taxonomy classifies the actions that influence use of an innovation into six nested levels.
• Intervention-BKT: a BKT extension that models the effect of instructional interventions on student knowledge states - Intervention-BKT (IBKT) extends Bayesian Knowledge Tracing by adding input nodes representing instructional interventions such as elicit and tell.
• Inverse proportional relationships as quantities scaling in anti-tandem, y = r/x - The paper extends the framework to inverse variation: 'Two measurable quantities in a scenario are said to be in an inverse proportional relationship if changing the measure of one quantity by a facto
• Invitational education theory: three foundations, five assumptions, and five basic elements - The article describes invitational education theory as "a framework to guide teacher and administrator behaviors in school settings." IE rests on three foundations: the democratic ethos, the perceptua
• Invitational Education: a model of the educative process built on four value-based assumptions - Invitational Education is 'a metaphor for an emerging model of the educative process consisting of four value-based assumptions about the nature of people and their potential.' It provides 'both a the
• Item position effects as an interaction between item location and test-taker performance - Item position effects (IP effects) are defined as "the interaction between the position of a test item in a test booklet and the performance a test taker displays on the same item" (Qian, 2014, as cit
• Item Response Theory as a framework for scale development - Item response theory (IRT) is presented as one of two fundamental approaches to scale development, alongside classical test theory (CTT).