Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 2 RE: Chapter 7
teaching as designlearning affordanceseducational task designsocial arrangementsdesign for learningpedagogical intentiterative designprofessional judgementJournal article Evidence summaryAt a glance
Goodyear argues that university teaching should be understood partly as design: the upstream work of creating tasks, structures, resources, tools, spaces, and social arrangements within which students act. Design differs from live, responsive interaction with learners and from later evaluation, although these phases inform one another in iterative cycles.
Key ideas
Teachers cannot directly design learning because learning activity is emergent and shaped by students’ intentions, histories, relationships, and circumstances. They can design for learning by improving the conditions, affordances, and guidance likely to support worthwhile activity. The article connects this perspective with increasing student diversity, technological change, workload pressures, and accumulating evidence about learning. It advocates reusable design knowledge and better representations that communicate pedagogical intent without treating lessons as rigid scripts.
Why it matters
Teaching-as-design is not a demand that every academic become a professional designer or adopt a standard template. It is a way to make educational decisions more deliberate, collaborative, inspectable, evidence-informed, and adaptable while preserving professional judgement during enactment.
-
- Vol 6 PE: App E
- Vol 6 RE: Chapters 1, 3, 4, 5, 6, 10, 11, App A, App B, App D, App E
professional capitalhuman capitalsocial capitaldecisional capitalteacher collaborationprofessional judgementteacher inductioncollective responsibilityBook Evidence summaryAt a glance
Hargreaves and Fullan frame high-quality teaching as professional capital built from three interacting resources. Human capital is the knowledge, skill, judgement, and capability of individual teachers.
Key ideas
Social capital lies in relationships through which educators exchange expertise, challenge practice, and improve decisions. Decisional capital is the professional judgement developed through experience, reflection, evidence, and responsibility in complex situations. Investing only in talented individuals is insufficient when organisational conditions isolate them; collaboration without expertise or disciplined judgement can also reproduce weak practice. Systems should therefore recruit well, provide strong preparation and induction, create purposeful collaborative cultures, retain and develop teachers over time, and involve the profession in improvement. The authors contrast this investment strategy with a business-capital approach based on short training, scripts, surveillance, competition, and rapid turnover.
Why it matters
Professional capital is not protection from evidence or accountability. It combines collective responsibility, capable judgement, and continuous learning so educators can respond intelligently to varied learners rather than merely comply with externally packaged solutions.
View or buy the cited work >>Read a similar article free online >>
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway