The collection opens with Jennifer Kretchmar’s overview of behaviorism and the classical and operant conditioning theories that have contributed to the current understanding of how mankind learns and processes new information over time. Kretchmar also provides a summary of the constructivist learning theory, which holds that knowledge is constructed by individuals through their unique experiences, thereby making knowledge a subjective “truth” that is not universal to all. Constructivism has two branches known as cognitive and social, and both of which can have a dramatic impact on teaching methods and learning styles. Tricia Smith discusses schema theory, a learning method that explains how knowledge is organized in the human mind through compartmentalization and related associations of ideas. As schema theory implies, outlining the knowledge an individual already possesses in an area of study and actively linking it to new information will create a chance in the learners’ schemata, thereby prompting learning and retention to take place. Smith then reviews the concept of “whole language” and how it can determine the most effective model for teaching students how to read. Because learning is an individualized process unique to every student, teachers must be aware of each child’s learning needs and his or her awareness of the learning process in general. Ti accomplish this successfully, teachers can provide students with valuable metacognitive strategies that will improve the control they have over their own learning experience and ability.