2013/07/25 by Anita Woolfolk Hoy, Heather A. Davis, Eric M. Anderman
Psychology · Social Sciences · #Innovative Teaching and Learning Methods #Parental Involvement in Education #Teacher Education and Leadership Studies
paper · doi:10.1080/00405841.2013.795437
crossref issued 2013/07/25 · crossref published 2013/07/25 · crossref published-online 2013/07/25 · openalex publication_date 2013/07/25 · crossref created 2013/07/25 · crossref published-print 2013/10/20 · openalex created_date 2025/10/10 · crossref deposited 2026/02/12 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
Research on learning theories is central to most of the articles that have appeared in Theory Into Practice (TIP) over the past 50 years. Scholarship on this topic in many ways undergirds all articles that provide discussions of ways of moving theory into practice within the broad field of education. Indeed, one could easily argue that all research focusing on improving the education of learners at some level encompasses assumptions based on learning theory. Learning theory has been covered in TIP throughout the journal's history. As we review in this article, coverage within TIP has varied, and has included a wide array of perspectives on human learning within diverse educational contexts. Although learning theories often are taught and discussed along a historical continuum (e.g., behavioral theories lead to more cognitive theories), coverage in TIP has been broad. Indeed, scholarship from diverse theoretical perspectives has been published throughout the journal's history.