Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners' full selves are engaged, and that…

Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students' opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article…

The Common Core State Standards for Mathematics (CCSS-M) aim to engage students in complex mathematical practices, including modeling, reasoning, and argumentation. Currently, little is known about how teachers' daily instruction supports these practices. This study draws upon data from daily logs completed by third-, fourth-, and fifth-grade…

Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K-12 students. To what extent is this enthusiasm warranted? Is the practice uniformly productive, or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and…

The authors have integrated the major findings on the sleep-wake cycle and its performance correlates in adolescents. Basic research shows that lack of synchronicity between early school start times and the circadian rhythm of adolescents (and the sleep debt accumulated as a result) involves several cognitive correlates that may harm the academic…

Replies to "Structures, Doctrines, and Polemical Ghosts," by Carl Bereiter. Holds that Bereiter's proposal, which claims that Piagetian stages are a prerequisite to more specific cognitive processes, violates a basic assumption of stage-developmental views. (Author/GC)

This article was presented as the 2008 Wallace Foundation Distinguished Lecture at the annual meeting of the American Educational Research Association in New York City. It argues that, to generate robust and generative theories of human learning and development, researchers must address the range of diversity within human cultural communities. The…

Connectionist models view knowledge as a network of interconnected elements. Explains connectionism and proposes it as an alternative to the classical view of rule-based cognition. Educational and theoretical implications are discussed. (CJS)

Provides a rebuttal to critical comments on the author's earlier article concerning the concept of epistemological rationality. Main disagreements center on the view that the use of terms with evaluative connotations about cognitive functions have a potential for abuse and that one cannot make judgments about the relative efficacy of the…

Considers new ideas about the nature of learning and knowing as lenses for the understanding of research on teacher learning, focusing on issues in teacher education. Provides an overview of three conceptual themes that are central to the situative perspective that knowing and learning are situated in physical and social contexts. (SLD)

Argues that IQ tests work only for some people some of the time. Offers a theory that emphasizes the roles in intelligence of information-processing, the environmental context, and coping with novelty and automatization of task performance, as a possibility for improving levels of prediction. (CMG)

There is both intuitive and hard evidence which suggests that the quality of human learning has been shaped by evolution, biology, and genetics. Consideration of genetic argument applied to learning processes, however, leads to models of education more optimistic about the role of schooling than those derived from a genetic abilities-based theory.…

Expresses concerns about the way Hiebert et al. (1996) characterized Dewey's approach to thinking and problem solving. It argues that Hiebert et al.'s interpretation of Dewey downplays the crucial role of ideas in the problem-solving process while simultaneously elevating "action, over doing" as the key element in promoting greater…

Examines whether problem solving, decision making, and other thinking skills depend more on deep expertise in a specialty or on reflective awareness and general strategies. General and specialized knowledge function in close partnership. The partnership's nature and implications for educational practice are explored. (Author/BJV)

In the May 2001 issue of "Educational Researcher," Michael Glassman proposed several commonalities in the thinking of John Dewey and Lev Vygotsky. However, in addition to general problems in the article (misstatements about scholars' writings and a reliance on unsupported inferences), the discussion misconstrues major concepts and topics addressed…