Donald J. Cunningham

TL;DR: Constructivism! The increase in frequency with which this word appears in the discourse of educational research, theory, and policy is truly remarkable as mentioned in this paper. Unfortunately much of the discussion is at the level of slogan and cliche even bromide, and any approach that is other than constructivist is characterized as promoting passive, rote and sterile learning.

TL;DR: The authors argue that educational psychology is deeply embedded in an objectivist epistemology, the consequences of which seriously undermine our ability to inform educational practice, and provide an introduction to semiotics, the doctrine of signs, and offer four global concepts (the sign, semiosis, inference, and reflexivity) that set semiotics apart from other, more or less related, approaches within psychology and educational psychology (e.g., constructivism).

TL;DR: The minimal comprehension principle as discussed by the authors suggests that reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message, and that most existing tests of reading comprehension are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty.

TL;DR: In the field of instructional design and development, a variation of cognitive information processing theory has begun to attract attention (see Bereiter, 1991) as discussed by the authors, which is called connectionism.

TL;DR: Kirshner and Whitson as mentioned in this paper discuss the theoretical foundations of situated cognition and present an edited book with a high degree of intertextuality, where nearly every chapter references or responds to one or more of the other chapters in the book.