Conceptual Issues in Models of School Learning†

†This paper is a translation of ‘Kernkonzepte des Schullernens’, Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, Vol. 9, No. 3 (July, 1977). It is published here with the permission of Verlag fur Psychologie, Dr C. J. Hogrefe. The authors assume joint and equal responsibility for this work. David E. Wiley is also affiliated with the University of Chicago.