Theories: K

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• Kagan's PIES principles of cooperative learning - The article adopts Kagan's (1994) four basic principles of cooperative learning, captured by the acronym PIES: "Positive interdependence, Individual accountability, Equal participation, Simultaneous i
• Kagan's structural approach to cooperative learning (KCLS) - KCLS is a content-free, step-by-step structural approach to cooperative learning consisting of "contemporary psycho-social behaviours with social interaction sequences which can transform teaching".
• Kantian architectonics: a theory of the systematic, constructivist organization of relations in cognition and higher education - Architectonics is defined in the article as "the constructive role of cognition in perception" and as "the 'art of systems'" — the unity of manifold cognition under one idea.
• Kendon's Gesture Continuum as the framework for classifying nonverbal devices - The article draws on Kendon's (1980) Gesture Continuum and McNeill's view of gestures as "components of speech, not accompaniments but actually integral parts of it".
• Kentucky Academic Standards structure Data & Analysis into storage, collection/visualization/transformation, inference & models, and impacts of computing - The webinar organizes the K-2 Computer Science standards for Data & Analysis into three sub-areas plus an ethics-related impacts standard: "E-DA-01: Appropriately store and modify digital files"; "E-D
• Kentucky K-8 computing framework: five key concepts of CS and seven big ideas of technology - The TAN project organizes K-8 computing learning in Kentucky around two complementary taxonomies: five key concepts of computer science and seven big ideas of technology.
• King and Kitchener's Reflective Judgment Model: a seven-stage developmental framework of epistemic assumptions and justification - The Reflective Judgment Model (RJM) is a theoretical framework organizing how people make and justify judgments about ill-defined problems, which "cannot be defined with a high degree of completeness
• Knowledge in Pieces - Knowledge in pieces holds that learners' intuitive ideas, including misconceptions, are many small context-cued knowledge elements that are refined and reorganised during learning, in contrast to the
• Knowledge Objects and Knowledge Practices - A framework for analyzing collaborative knowledge-building through the evolving artifacts a group constructs (knowledge objects) and the epistemic practices they use to construct and negotiate them (k
• Knowledge Tracing as a Learner-Modeling Task - The survey defines knowledge tracing (KT) as a learner-modeling task over sequences of exercise interactions: "knowledge tracing aims to monitor students’ evolving knowledge states during the learning
• Knowledge tracing set transformers (KTSTs) - KTSTs are a model class for knowledge tracing that predicts the correctness of a student's next response from their interaction history with a learning system.
• Knowles' andragogy (Adult Learning Theory) as the framework for adult immigrant instruction - Andragogy, the art and science of leading and educating adults, is the study's organizing lens.
• Kohlberg's Stages of Moral Development - Kohlberg's cognitive-developmental theory holds that moral reasoning develops through six invariant, hierarchically-ordered stages grouped into three levels, as a person's current stage proves inadequ
• Kolb's experiential learning cycle and four learning styles - The article adopts Kolb's model in which "knowledge is created through the transformation of experience" via a four-stage cycle of concrete experience, reflective observation, abstract conceptualizati
• Kolb's experiential learning cycle as the pedagogical basis for an engineering learning module - The article adopts Kolb's experiential learning theory (ELT) as the fundamental pedagogy of a Heat Transfer learning module.
• Kolb's experiential learning theory: knowledge created through transformation of experience via a four-stage cycle - The paper adopts Kolb's (1984) definition of experiential learning as "the process whereby knowledge is created through the transformation of the experience of the /earner who is at the centre of the
• Kolb's four-stage experiential learning cycle as the structural spine of case-based curriculum - The article adopts Kolb's four-stage cycle as the organizing structure of its program-level model, mapping case-based activities onto each stage.
• Kolb's four-stage experiential learning model and its four learning style categories - The review describes Kolb's experiential learning model, in which "learning theoretically is undertaken on the basis of a four-stage cycle": Concrete Experience, Reflective Observation, Abstract Conce
• Kolb's Learning Style Inventory and experiential learning theory - Kolb's Learning Style Inventory, derived from experiential learning theory, measures an individual's relative emphasis on four learning abilities: Concrete Experience, Abstract Conceptualization, Acti
• Kotter's 8-Step Process for Leading Change as a framework for school technology implementation - Kotter's 8-Step Process for Leading Change is a change management roadmap for leaders, organized into three phases: creating a climate for change, making the change happen, and sustaining the change.
• Kounin's Classroom Management Research - Kounin's tradition of classroom-management research found that the distinction between more and less effective classroom managers lies mainly in what they do to prevent misbehavior — through withitnes
• Krashen's five hypotheses (acquisition-learning, natural order, monitor, input, affective filter) serve as the principles for second language acquisition in bilingual programs - The packet states principles for second language acquisition are best stated by Krashen's (1981) five hypotheses: acquisition-learning, natural order, monitor, input, and affective filter.
• Krashen's five hypotheses of second language acquisition as principles for bilingual program design - The packet operationalizes Cummins's and Canale & Swain's theories using Steve Krashen's (1981) five hypotheses: the acquisition-learning hypothesis (two separate processes, acquisition resembling L1
• Krashen's input hypothesis and Monitor Model of second language acquisition - Krashen's account of second language acquisition: subconscious acquisition from comprehensible input a little beyond the learner's current level, with consciously learned rules usable only as a monito
• Krashen's Monitor Model: acquisition versus learning as separate internal rule systems - Krashen's Monitor Model divides classroom activities into acquisition activities, which expose students to comprehensible target language samples, and learning activities, which focus on particular la
• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning - The article presents Krashen's theory of second language acquisition as an explanatory framework built on five hypotheses: the Acquisition-Learning distinction, the Natural Order Hypothesis, the Monit
• K‑12 AI infrastructure as shared public goods bridging general-purpose models and learning-specific applications - The report defines AI infrastructure for education as "foundational building blocks such as data, models, and algorithms needed to bridge the gap between general-purpose tools and learning-specific ap