Theories: P

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• Pace of Learning (POL): the slope of a student's achievement growth as an organizing construct for recovery policy - The brief defines pace of learning as the rate at which a student improves, calculated from prior test records: "This rate is referred to as the student's pace of learning (POL)" and "Mathematically,
• Part-whole processing model of spatial recall - The article proposes a model of cognitive processing in which effective recall of spatial attributes depends on treating spatial arrays as part-whole relations: individual features are encoded and rec
• Participant engagement as a continuum shaped by influencing factors and research stage - The brief conceptualizes how study participants and community members are involved in research as a continuum rather than a binary.
• Participatory design as a discrete approach to engaging practitioners in research design - Participatory design is presented as a relatively discrete way to work with practitioners, promoting "iterative construction of emerging designs" and generating results co-interpreted by researchers a
• Pebble-in-the-Pond instructional design: a content-first, task-centered development model - The Pebble-in-the-Pond model is an instructional development approach in which designers specify real-world content before objectives or strategy.
• Pedagogical judgment as interpretable, responsive instructional decision-making (Horn & Campbell, operationalized via inquiry as stance) - The study builds on Horn and Campbell's (2015) conception of pedagogical judgment, which the authors "operationalize as the ability to interpret classroom interactions and make responsive instructiona
• Pedagogical judgment as three interrelated components: action, reasoning, and responsibility - Drawing on Horn (2020), the article treats teacher learning as the development of pedagogical judgment, defined as "three interrelated but analytically distinct components": pedagogical action (choice
• Peer counselling empowerment as a process by which people, organizations and communities gain mastery over their lives - The paper defines peer counselling empowerment as "a process that relates the mechanism by which people, organizations and the community gain mastery over their lives".
• Peircean architectonics as an interdisciplinary paradigm organized by triadic logic - Architectonics is presented as the cross-disciplinary term for the systematic, constructivist nature of all relations and creations, appropriated by Peirce from Kant's art of constructing systems of k
• Perceptual Learning as the theoretical framework underlying FH2T's design - The Graspable Math team used the theory of Perceptual Learning to develop FH2T, aiming to deepen students' conceptual understanding of algebraic structure.
• Performance Technology - Performance Technology treats instruction as one of several possible interventions for closing a performance gap, and requires analyzing the organizational system around a learner before assuming trai
• Person-centered (client-centered) counseling and psychotherapy as Patterson articulated it - The article presents person-centered counseling and psychotherapy as the framework Patterson championed, derived from Carl Rogers' philosophy.
• Person-Centered Psychology - A humanistic, Rogerian framework holding that unconditional positive regard, empathic listening, and facilitator congruence create the relational safety needed for genuine vulnerability and transforma
• Personal Inquiry - A model of technology-supported science inquiry organized as an 8-phase cycle (Find My Topic through Reflect on My Experience) that is deliberately designed to move seamlessly between classroom, home,
• Personal knowledge genres sit within the cultural logic of postmodernity, where specific empowerment can accompany overall social control - The article locates narrative and storying genres within emergent cultural patterns of contemporary societies and economies.
• Perspective consciousness: recognizing that one's view of the world is shaped, partial, and not universally shared - Dimension 1 defines perspective consciousness as "the recognition or awareness on the part of the individual that heor she has a view of the world that is not universally shared" and shaped by influen
• PETs as dual technical and social technologies for protecting data while preserving utility - The article defines Privacy Enhancing Technologies as tools that aim to increase the protection of individual data while retaining its utility.
• Piaget's account of ludic symbolism: make-believe play as symbolic assimilation bridging concrete experience and abstract thought - Piaget's concept of ludic symbolism holds that the hallmark of make-believe play is using objects as symbols for absent objects or people, accompanied by joy and delight.
• Piaget's genetic epistemology studies how the human mind moves from less sufficient to higher knowledge - The book presents Piaget's genetic epistemology as the developmental backbone of constructivism: rather than justifying knowledge by timeless logic, it investigates how children build knowledge.
• Piaget's model of a conceptual scaffolding of objects, space, time, and causality frames the construction of experiential reality - In Piaget's Construction of Reality in the Child, von Glasersfeld finds a model of how learners build a coherent experiential reality: "he presented a model of how a basic scaffoldingthe conceptual st
• Piaget's stage theory of cognitive development: four fixed, hierarchical stages from sensori-motor to formal operations - The handbook presents Piaget's theory that children's thinking differs from adults' qualitatively, not just quantitatively, and that development proceeds through four stages in a fixed sequence: senso
• Piaget's stages as an ordinal hierarchy of schemes for coping with the environment - Humm's overview paper presents Piaget's framework for physical educators: two functional invariants, adaptation and structure, operate from birth, with adaptation accomplished by assimilation and acco
• Piaget's taxonomy of play: practice games, symbolic games, and games with rules - The paper presents Piaget's classification of children's play into three main categories that evolve with development.
• Piaget's Theory of Moral Development - Piaget held that children's moral reasoning shifts from a heteronomous morality of constraint — rules as fixed, authority-given, and enforced by immanent justice — to an autonomous morality that weigh
• Piaget's three memory types: recognition, reconstruction, and evocation - Zaichkowsky's paper presents Piaget's developmental distinction among memory types: 'Piaget uses hts rearth to demonstrate the developmental difference between threetypes of memory, which he callsreco
• Piecewise multilevel growth modeling of seasonal learning patterns - The article applies "a piecewise multilevel growth model to administrative data from a large school district that enrolls a substantial English Learner student population." The piecewise structure sep
• Pintrich's four-category model of self-regulated learning strategies - The article organizes self-regulated learning strategies using the Pintrich model, in which "self -regulated learning model is explained in four categories: cognitive, metacognitive, resource manageme
• Pintrich's four-phase, four-area paradigm of self-regulated learning - The article adopts self-regulated learning as a comprehensive framework including both cognitive and affective aspects, defined as "self-generated thoughts, feelings, and actions that are planned and
• Play and Cognitive Development - Children's play progresses through developmentally-linked cognitive types (functional, constructive, symbolic, and games with rules) and increasingly social participation structures, serving cognitive
• Positionality pedagogy as 'being' rather than 'doing': modeling justice and equity across all of a teacher's work - The article articulates an orientation in which teaching about justice and equity depends on the instructor's own authentic self-examination rather than on particular activities.
• Powerful Learning with Emerging Technologies framework: three design principles - The report introduces a framework organizing guidance for developers, educators, and learners into three principles: Evidence-Based, Learner-Centered, and Skill-Building.
• Powerful learning with technology is the product of meaningful use, inclusive access, and school leadership - The report defines "powerful learning" as "experiences that engage learners' hearts and minds," characterized by being personal and accessible, collaborative and connected, authentic and challenging,
• Prabhu's typology of learner effort: reproduction, simulation, construction and deployment - Prabhu identifies different forms of effort by language learners in the classroom and proposes a typology built on two underlying concepts: imitation, where the learner copies the language knower's (t
• Pragmatic progressive philosophy as a framework for adult education - The article presents pragmatism as the philosophical basis of progressivism in adult education, a distinctively American philosophy dating to the 1870s that, per the article, "accepts both the relativ
• Pragmatism and Progressivism (Educational Philosophy) - Pragmatism holds that reality is evolving rather than fixed, and that thought must produce action toward practical problems; Progressivism, its educational descendant, translates this into student-cen
• Preference-based sorting of students into schools under different school-choice policies - The brief organizes its policy analysis around how parental preferences translate into the sorting of students across schools under alternative school-choice policies.
• Prescriptive model of hierarchical task-adapted knowledge organization for selective information retrieval - The article formulates a prescriptive model in which knowledge is subdivided into units where "a few information items in any unit are elaborated by further description through "subordinate" knowledge
• Principle of likely need versus principle of repetition as competing accounts of lexical learning - The chapter contrasts two learning principles underlying lexical organization.
• Privacy as a plural, context-dependent concept operationalized as restriction of access to personal information - The article frames privacy as a concept lacking universal definition, quoting Solove that "privacy is not reducible to a singular essence; it is a plurality of different things." Definitions vary by t
• Proactive vs. reactive focus on form: two timing alternatives for grammar attention within communicative teaching - The article presents the proactive/reactive distinction (attributed to Doughty and Williams, 1998) as the organizing taxonomy for timing of focus on form within communicative language teaching.
• Problem-Solving Followed by Instruction - Students attempt a problem before receiving instruction on the canonical solution, so that the attempt activates prior knowledge and exposes knowledge gaps that make the later instruction more effecti
• Problem/Solution frame as a variation of the Goal frame for history text - The Problem/Solution frame arises from a variation of the Goal frame: the Problem is an event, condition, or series of events or conditions resulting in a state that is an obstacle to the attainment o
• Procedural resources and resource graphs: extending the resources framework to model epistemic actions in mathematical problem solving - Within the Knowledge-in-Pieces resources framework, a resource is "an idea or a tool that one uses in problem solving" with no inherent correctness.
• Procedural-declarative distinction in lexical knowledge - Robinson distinguishes the 'declarative' knowledge 'that' words have particular meanings from the 'procedural' knowledge of 'how' to realise those meanings in use, adopting Widdowson's term.
• Process Model of Self-Regulated Learning (Schmitz and Wiese) - The study is built on the process model of self-regulated learning by Schmitz and Wiese, an adaptation of Zimmerman's conception.
• Process-based theory of action for observation-driven teacher evaluation - The article articulates the mechanism by which observation-based evaluation is expected to improve achievement: iterative observation and conferencing change teacher practice in lesson planning, class
• Professional Learning Communities defined by five dimensions with a four-stage development scale - The article adopts the PLC construct as "a group of teachers who share a common understanding of education, reflect on their work, and exchange their practices to improve student learning", organized
• Programmed instruction framework: six-element operant-conditioning lesson format - The digest describes the behaviorist model derived from Skinner's operant conditioning as the dominant mid-twentieth-century framework for lesson design.
• Psychosocial Theory of Identity Development - Erikson's psychosocial theory holds that healthy development unfolds through eight life stages, each defined by a crisis between two opposing forces whose resolution yields a specific psychosocial vir