LCT-5000 v1

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
This reading draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development. The authors synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning.

Graham, S. (2022). Self-efficacy and language learning -- What it is and what it isn’t. Language Learning Journal, 50(2), 186–207.
This article considers the presentation of self-efficacy as defined in the work of Albert Bandura. A discussion of social cognitive theory in relation to theories of motivation and models of self-regulation is examined. A focus on intervention studies targeting language learning and self-efficacy development within school contexts provides insight into curriculum development and instruction.

Nurhuda, A., Fiqhussunnah Al Khoiron, M., Syafi’i Azami, Y., & Jaroyatun Ni’mah, J. (2023). Constructivism learning theory in education: Characteristics, steps and learning models. Research in Education and Rehabilitation, 6(2), 234–242.
The authors maintain that to increase students' enthusiasm for learning, teachers must innovate, including using a constructivist approach to learning. This reading aims to describe their research in the Constructivist Learning Theory in Education. The results of their research show that constructivist learning theory is an approach to the individual learning process in which it has principles and characteristics to answer various relevant problems, adapts to the current curriculum, focuses on student activity, and participates in assessing students' opinions when they express their opinions. They discuss current learning models based on constructivism, including Problem-Based Learning, Authentic Learning, Inquiry-Based Learning, and Cooperative Learning.

Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education, 10(2), 107–119.
This reading examines the eight principles of Connectivism Learning Theory and provides examples of how institutions of learning--K-12 may think about applying them. Engaging in such work will allow institutions to take advantage of technological platforms as they exist today and into the future. While the Internet has brought with it the opportunity for a connected, collaborative learning landscape, many classrooms and academic institutions today do not take full advantage of the value this connectedness can have for their learners. The authors offer concrete techniques to engage their learners in the collaborative learning environment of today's technologically connected landscape.

Endeley, M. N., & Zama, M. A. (2021). Perspectives in Curriculum Studies. Spears Media Press.
This is a guide for education practitioners about the concepts, principles, and applications in the field. Basic terminology, curriculum theory and foundations of the curriculum, and the curriculum development process are presented. Curriculum planning approaches and models, curriculum design, and procedures for the development of syllabi and other curriculum materials are also included.

Olson, M.H. & Ramirez, J.J. (2020). An Introduction to Theories of Learning. Tenth Edition. Routledge.
Read Chapter 5: Burrhus Frederic Skinner
This chapter provides an introduction to B.F. Skinner and the behavioral learning theory. It follows the early work of Skinner, how his conception of behaviorism differed from the earlier work of Thorndike. His experiments in learning and application to the educational environment are also discussed.

Zhang, J. (2022). The influence of Piaget in the field of learning science. Higher Education Studies, 12(3), 162–168.
As the most influential figure in the field of learning science, Piaget's research on children's concepts and consciousness, his concept of 'Piagetian education', his contribution to cognitivism and constructivism have been greatly adopted in education. This reading illustrates how Piaget's work has challenged traditional educational approaches and the differences between Piaget's and Vygotsky's theories. It also discusses and compares the theories proposed by a number of other researchers based on Piaget's constructivism.