Theories: W

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• Warner's four-step time-series analysis of behavioral interaction data - The article applies and demonstrates a four-step framework for analyzing behavioral time-series of social interaction, attributed to Warner (1998).
• Weick's enactment model: understanding the environment by actively transforming it through action - Drawing on Weick (1979, 2009), the paper defines enactment as "the process of actively transforming the environment through action": people in organizations understand their environment by playing an
• Weiner's dimensional organization of attributions: locus of control, stability, and later controllability - Weiner expanded Heider's model by organizing the four attribution factors into two dimensions: locus of control (internal vs.
• Well-Structured vs. Ill-Structured Problems - Problems vary in how much information and how clear a solution procedure they provide; well-structured problems support algorithms with guaranteed correct solutions, while ill-structured problems requ
• White et al.'s coherent model of coaching's essential ingredients: coach factors, teacher factors, and coach-teacher interaction factors - The paper presents White et al.'s (2015) organization of research findings on coaching's "essential ingredients" into a coherent model with three factor groups.
• Whole language approach: simultaneous teaching of language skills strengthens reading and writing together - The whole language approach is the simultaneous teaching and learning of different language skills, used in adult literacy and basic education.
• Wholetheme constructivism: knowledge understood from the whole, with parts emerging in the context of the whole - Wholetheme constructivism is the paper's organizing framework, derived from biofunctional cognition.
• Wickens' Context Alpha and Context Beta distinction - The chapter reviews Wickens' (1987) taxonomy distinguishing two types of context.
• Widdowson's account of grammar as mediator between words and context for the achievement of meaning - The bibliography reports, citing Widdowson (1988), the argument that grammar is more than a collection of sentence patterns: it is "the mediator between words and context for the achievement of meanin
• Will-skill-tool model as a framework for teacher digital data use in schools - The will-skill-tool (WST) model conceptualizes technology integration through three dimensions: "1) teacher motivation and beliefs (will), 2) their competencies and skills (skill), and 3) the availabi
• Willingness to Communicate in a Second Language - MacIntyre et al.'s (1998) model of L2 willingness to communicate: the situational readiness to speak, shaped by a pyramid of enduring and momentary influences such as confidence, anxiety and motivatio
• Wilson et al.'s five functions of the adult educator committed to experiential approaches - The paper reports that Wilson et al (1989) "suggest five main functions for the adult educator committed to experiential approaches to education": understanding the personal and social history of the
• Within-student longitudinal (fixed-effects-style) design as an approach to causal inference in edtech efficacy evaluation - The article's methodological framework: using multi-year panel data so that "each student as their own control" serves as the identification strategy, "eliminating confounding from time-invariant stud
• Witkin's dichotomous concepts of field-dependent and field-independent cognitive styles - The review presents Witkin's dichotomous cognitive-style concepts, derived from the orientation tests and the embedded figures test.
• Womanist Restorying - A Black feminist/womanist storytelling methodology in which learners deconstruct dominant narratives about who belongs in a domain, analyze whose perspectives those narratives silence, and reconstruct
• Working definition of breakthrough innovation in education - The article defines breakthrough innovation in education as "a highly novel advance that fundamentally redefines an entrenched problem or its opportunity space, enables significant improvements in lea
• Writing process approach: prewriting, drafting, and revising as overlapping cyclical task groups - The manual organizes writing instruction around a process approach that focuses less on the product than on the writer.