Appendix 1: Common Theoretical Frameworks Used in Education Research
| Category | Theoretical Framework | Key Scholars / Dates | Focus or Application in Education Research |
|---|---|---|---|
| Learning and Cognition | Constructivism | Piaget (1972); Vygotsky (1978) | Learning as an active, social process where knowledge is constructed through interaction and experience. |
| Social Cognitive Theory | Bandura (1986) | Explains how behavior, environment, and personal factors (such as self-efficacy) interact in learning. | |
| Cognitive Load Theory | Sweller (1988) | Focuses on how working memory limitations affect instructional design and learning efficiency. | |
| Information Processing Theory | Atkinson & Shiffrin (1968) | Describes how learners encode, store, and retrieve information. | |
| Motivation and Engagement | Self-Determination Theory | Deci & Ryan (1985, 2000) | Examines intrinsic and extrinsic motivation through autonomy, competence, and relatedness. |
| Expectancy-Value Theory | Eccles & Wigfield (2002) | Explains motivation based on learners’ expectations for success and the value they place on a task. | |
| Goal Orientation Theory | Dweck (1986); Ames (1992) | Focuses on mastery versus performance goals and their impact on achievement. | |
| Social and Cultural Perspectives | Sociocultural Theory | Vygotsky (1978) | Emphasizes the role of social interaction and cultural context in cognitive development. |
| Communities of Practice | Lave & Wenger (1991) | Describes how learning occurs through participation in shared professional or social groups. | |
| Cultural Capital Theory | Bourdieu (1986) | Examines how social class and cultural background influence educational access and outcomes. | |
| Organizational and Leadership Theories | Transformational Leadership Theory | Bass (1985) | Explores how leaders inspire and motivate followers toward organizational change. |
| Distributed Leadership Theory | Spillane (2006) | Views leadership as a shared, collective process across members of an organization. | |
| Systems Theory | Bronfenbrenner (1979); Senge (1990) | Focuses on interrelated systems (classroom, school, community) that affect educational outcomes. | |
| Equity, Access, and Inclusion | Social Justice Frameworks | Freire (1970); Sensoy & DiAngelo (2017) | Center on fairness, empowerment, and transformative education practices. |
| Universal Design for Learning (UDL) | Meyer, Rose, & Gordon (2014) | Provides a framework for designing accessible, flexible learning environments for all students. | |
| Critical Race Theory (CRT)* | Delgado & Stefancic (2001); Ladson-Billings (1998) | Examines how race and racism intersect with social institutions, policies, and practices, emphasizing counter-storytelling, intersectionality, and social justice in education. | |
| Adult and Lifelong Learning | Andragogy | Knowles (1980) | Explains principles of adult learning—self-direction, experience, readiness, and motivation. |
| Transformative Learning Theory | Mezirow (1991) | Describes how adults change their perspectives through critical reflection and dialogue. |
*Critical Race Theory (CRT) is both a theoretical framework and a theoretical perspective rooted in the broader tradition of critical theory. Developed by scholars such as Delgado, Stefancic, and Ladson-Billings, CRT examines how race and racism are deeply embedded within social structures, laws, and educational systems.
