Perspectives on School Learning: Selected Writings of John B. Carroll

Perspectives on School Learning: Selected Writings of John B. Carroll

Perspectives on School Learning: Selected Writings of John B. Carroll

Perspectives on School Learning: Selected Writings of John B. Carroll

Excerpt

When Lorin Anderson first proposed, several years ago, that he and I put together a collection of my writings on school learning and related topics, I was frankly a little puzzled as to why such a collection might be thought useful and of value to educators and teachers. I recognized, of course, that many items had been published in places that made them relatively inaccessible to those who might want to consult them, but I was not really sure that the net worth of my writings on school learning was sufficient to justify collecting them in a volume such as this. Lorin persuaded me, in any case, that a selection of my writings would be eagerly sought out by contemporary students of educational psychology and by others interested in how and why learning in school (and elsewhere) can succeed or fail, and on how characteristics of students can interact with instructional plans and programs.

Somehow my name has become associated with the notion that one of the most important variables in school learning is time. But time is only one of the important variables, and I would not want to be thought to claim time to be more important than some other things. As Lorin Anderson points out in one of his excellent section introductions, time is perhaps only a metric by which other variables can be expressed. To promote a better understanding of my ideas, I have therefore welcomed the opportunity to have them assembled and presented in their full detail and in their proper contexts.

Readers may be interested to learn how I came to develop my "model of school learning." Some information on that is to be found in one of the articles published in this volume (The Model of School Learning: Progress of an Idea), but perhaps my educational background and the course of my . . .

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