Theories: R

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• Race as a proxy for vulnerability in urban school reform - Payne offers a heuristic framework linking three literatures: social trust as a predictor of school change capacity, the recalcitrance of extremely low-income schools with heavy African-American conce
• Racialized organizations theory applied to schools across macro, meso, and micro levels - Drawing on Ray (2019), the article treats schools as racialized organizations in which "racialization is the 'the background in which organizations operate.'" Structures, practices, and attitudes prod
• Radical constructivism: knowing as dynamic adaptation of interpretations of experience - The article describes radical constructivism, founded by Ernst von Glasersfeld and built on Piaget, in which "the learner dynamically adapts to variable interpretation of experience" and need not cons
• Rapid guessing as a momentary decision by the test taker to opt out of being measured - Wise conceptualizes a rapid guess not as a low-quality attempt at the item but as a behavioral choice: "a rapid guess to an item represents a choice by the test taker to momentarily opt out of being m
• Rapid guessing as an opt-out decision within the measurement process - This account explains rapid guessing not as a knowledge deficit or random noise but as a deliberate behavioral decision: the test taker chooses to stop engaging with the measurement process on an item
• Ratio-of-mediator-probability weighting (RMPW) for causal mediation analysis under treatment-by-mediator interaction - RMPW is a weighting-based approach to causal mediation analysis that decomposes a total effect into natural direct and indirect effects even when the mediator–outcome relationship depends on the treat
• Reading fluency consists of three components: accuracy, automaticity, and prosody - The review defines reading fluency as the ability to read aloud a text accurately and with natural speed, built from three components.
• Reading Rope (Strand Model of Skilled Reading): word recognition and language comprehension as multifaceted strands - Scarborough's 2001 Strand Model, or Reading Rope, elaborates the Simple View by treating each component as multifaceted: the word recognition strand encompasses phonological awareness, decoding, and s
• Real world versus pretend world activities as two distinct ZPD contexts - The paper's central organising distinction is between two activity types dominating children's learning.
• Realism (Educational Philosophy) - Realism holds that reality exists independent of the human mind and is understood through careful observation and logic; teaching therefore centers on basic skills, memorization, and mastery of facts
• Realism and Expressionism as poles of thought around which related schools cluster - The course rationale organizes the study of modern cultural movements around two poles.
• Recovery school theory of change: sober peer connectedness and social capital support recovery and academic achievement - The review describes a theory of change in which recovery schools build on social connectedness within the educational environment.
• Reflective Judgment Framework: a three-level developmental model of reasoning about ill-defined problems - The Reflective Judgment Framework (RJF), developed by King and Kitchener, is "a developmental model describing the changing patterns of reasoning over a person's life-span," assessed by analyzing inte
• Reflective Judgment Model (RJM) - The Reflective Judgment Model, developed by King and Kitchener (1994), is a model of adult cognitive development related to epistemological beliefs.
• Reflective practice as a process for refining teaching craft through coached reflection on experience - Reflective practice, introduced by Schon in 1987, is a critical process for refining one's artistry or craft in a discipline.
• Reflexive Noticing - A discourse-level mechanism by which teacher professional dialogue shifts from stabilization talk (defending a frozen "common sense" about students) toward possibility talk (treating student difficult
• Reform theory: expanded local democratic participation stimulates organizational change that fosters improved teaching and learning - The book is organized around an implicit causal theory of the Chicago reform: expanded local democratic participation is expected to stimulate organizational change within schools, which in turn foste
• Regression discontinuity design framework for estimating intervention effects at a cutoff - The document describes the RD design as a method for obtaining unbiased estimates of education intervention effects when a continuous scoring rule assigns units to treatment or comparison around a pre
• Reinforcement framework for cognitive learning: imagery as perception-like experience producing learning under ordinary principles - The paper develops a provisional framework in which an organism equipped with many cognitive S-R habits responds to problem situations by reeling off imaged responses, one of which evokes imagined pun
• Relational feedback framework for designing feedback that strengthens student–instructor relationships - The relational feedback framework, proposed by Dai and colleagues (2025) and adopted as this study's theoretical basis, holds that feedback can enhance its effectiveness by strengthening students' rel
• Relational trust as an organizational property grounded in discernment of intentions within mutual obligations - The paper develops relational trust as a collective property of a social institution, building on Coleman's trustworthiness in social networks but rejecting a purely rational-choice account.
• Relational trust in schools - Relational trust is the construct the article uses to organize trust relationships in schools: it "involves respecting, caring for, and believing in the honesty and competence of one's colleagues." Th
• Relational trust: effective social relationships in and around schools as a prime resource for school improvement - Relational trust is the concept Bryk and Schneider develop to name "how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement." It is bui
• Relative age as a factor in special education diagnosis - The article treats a student's relative age among classroom peers as a factor influencing whether the student is diagnosed as disabled and receives special education services.
• Relevance-theoretic three-type, eleven-subtype classification of discourse connectives by contextual effect - The article adopts a relevance-theory framework (Sperber & Wilson, 1995; Blakemore) in which DCs encode procedural meaning that constrains the reader's inferential context.
• ReLOOP/ReLOOP+: design-based causal estimators combining remnant-trained imputations with leave-one-out covariate adjustment - ReLOOP and ReLOOP+ are covariate-adjusted A/B test effect estimators that train an outcome-prediction model on 'remnant' users who were not randomized, generate predictions for experimental participan
• Remapping via the local/global dynamic yields four human/social responses to nature: control, submission, awe, reconstruction - To deprivilege the first map, the authors remap EE-related discourse around the local/global locus of vision using two continua: an axiology of community (species beings versus social beings) and an e
• Research Design Taxonomy — Quantitative/Qualitative and Descriptive/Correlational/Experimental - Two overlapping ways of classifying a research study — quantitative vs. qualitative (or mixed) by data type, and descriptive vs. correlational vs. experimental by what conclusion the design can actual
• Research Practice Partnerships (RPPs) as long-term partnerships focused on problems of practice - RPPs bring researchers and practitioners together to study problems of practice from the field.
• Research project supervision (TPI) as a special case of tutoring with identified organizational and process elements - The article presents a model for online research project tutoring (TPI) in which supervision is treated as "a special case of tutoring that offers the student guidance and orientation in aspects linke
• Research-based design: edtech products should derive their purpose, framework, and design decisions from learning sciences research - Research-based design is the organizing account of this report: edtech quality is judged by whether a product articulates a learning purpose and explicitly consults learning sciences research to drive
• Research-practice partnership model for improving problems of educational practice - The report presents the research-practice partnership (RPP) as a collaboration model in which researchers and practitioners form trust-based relationships to address problems of practice.
• Research-Practice-Industry Partnership (RPIP) model - The RPIP model extends research-practice partnerships by bringing industry into a three-sector collaboration in which "representatives from all three sectors collaborate to develop new learnings that
• Research-practice-technology partnerships (RPTPs) as the ecosystem sustaining modelable systems - The article extends research-practice partnerships into research-practice-technology partnerships, arguing that "Creating a modelable ecosystem requires coordinated effort across the research-practice
• Response likelihood as a measure of the reliability of the response actually given, computed from the 2PL IRT model - The article defines response likelihood L = π(θ)^s · (1−π(θ))^(1−s), where π is the 2PL IRT probability that an examinee of ability θ answers correctly and s is 1 for correct or 0 for incorrect.
• Response styles as construct-irrelevant variation in Likert scale use - The article frames response styles as differences in how respondents use the categories of a Likert scale despite having the same true score on the construct of interest.
• Response styles as scale-usage differences independent of true score - Response styles are patterns in how survey respondents use Likert scale categories.
• Response-to-intervention multitiered support model with universal screening and progress monitoring as its assessment components - The article describes the response-to-intervention (RTI) model as a multitiered framework for student support aimed at early identification of struggling students, typically with three tiers: Tier 3 i
• Responsive literacy coaching as a co-learner model grounded in trust and inquiry - The article articulates a framework of eight principles for responsive literacy coaching in which the coach embraces Cambourne's co-learner model rather than positioning herself as the expert.
• Responsive, resilient school communities built from interlocking student-centered efforts - The report's organizing account is that no single initiative makes a school responsive or resilient; rather, "it is the interlocking of multiple different efforts intended to center and respond to the
• Restorative practices as the grounding framework of the program - The program is grounded in restorative practices, operationalized through 11 essential elements that center on the importance of communication, responsibility, restoration, and separating the deed fro
• Retrieval Practice Experiment Architecture and Factors - The chapter's organizing framework: learners study materials, a retrieval practice condition completes initial retrieval activities while a control does not, and all take a final criterial assessment.
• Retrieval-practice account of why HOCS clicker questions benefit LOCS exam performance - The article explains its counterintuitive finding with a retrieval-practice mechanism: when students answer higher-order clicker questions, they must "practice recalling factual material in order to “
• Revised Bloom's Taxonomy process dimensions as a framework for framing value education objectives - The article adopts Anderson and Krathwohl's (2001) Revised Bloom's Taxonomy, in which "six process dimensions" are named "Remember, Understand, Apply, Analyze, Evaluate and Create." These dimensions "
• Revised emergent-growth model of technology adoption integrating voluntary activities with maintained early concerns - The article proposes a revised theoretical conception in which adoption is not a linear, sequential progression but an emergent growth process: voluntary adoption activities initially motivated by ear
• Revised ICAP Framework embedding formative feedback in each engagement mode for asynchronous online learning - This revision of Chi and Wylie's ICAP Framework adds formative feedback, or its absence, to each of the four engagement modes for asynchronous online learning.
• Reyes and Stanic's five-aspect model of differences in mathematics achievement - The review describes Reyes and Stanic's (1988) model explaining differences in mathematics achievement based on race, sex, and socioeconomic status.
• Ricoeur's hermeneutical arc as a three-step model of film interpretation - The article applies Ricoeur's hermeneutical arc to film experience as a movement through three steps: narrative understanding (an intuitive first approach in which the viewer constructs 'a world of th
• Rightful Presence - Rightful presence holds that equitable STEM learning spaces require treating marginalized learners as legitimate members with the power to reshape community norms, not just guests granted conditional
• Rightful presence in education systems: a framework for building equity and justice at the systems level - The brief defines rightful presence as a systems-level extension of a concept from sanctuary-city scholarship, reimagined for classrooms by Calabrese Barton and Tan and extended to education systems b
• Ritual versus exploration routines and the process of de-ritualization - Drawing on Lavie et al.
• Role distance as one dimension of authenticity: a continuum from complete role embracement to complete role alienation - The paper proposes linking Goffman's concept of role distance to Halpin and Croft's concept of authenticity, treating authenticity as a "derived concept" positioned on a role distance continuum.
• Role relational specificity: trust in schooling operates through asymmetric role relations among teachers, principals, and parents - Because school-based relations are asymmetric rather than symmetric, the normative basis of trust takes on role relational specificity.
• Role-playing gamification design framework: RPG mechanics, aesthetics, and game thinking applied to language learning - The article adopts Kapp's (2012) gamification framework and Crocco's (2016) RPG elements, defining gamification as "the use of design elements characteristic for games (rather than play or playfulness
• Rotter's internal-external locus of control of reinforcement construct - The article organizes its predictions around Rotter's (1966) "control of reinforcement" construct, described as "a dimension of belief or expectancy about the locus of reinforcing consequences for beh
• Rubin's socio-stylistics of writing: style as both a function of individual identity and the social matrix - Socio-stylistics of writing is Donald Rubin's concept, introduced in Composing Social Identity in Written Language, holding that "style is at once a function of the writer's idiosyncratic identity, an
• Rule-based model of fault diagnosis as selection among ordered rules-of-thumb - The article proposes that fault diagnosis involves "the use ofaset of rules-of-thumb (orheuristics)from which the human selects, using some type of priority structure." Based on Experiments Three, Fiv
• Rules-versus-rulesets methodological account: rulesets answer exploratory sequential questions while regression answers average unique-impact questions - This account distinguishes what rule induction methods can and cannot answer relative to regression.
• Rural school achievement and growth as an equity concern intertwined with seasonal learning patterns - The brief situates rural achievement within an equity framing and connects it to seasonal learning research.