All Creators of Named Teaching Methods and Plans

Loris Malaguzzi (February 23, 1920, January 30, 1994) was an Italian educator and psychologist, best known as the founder of the Reggio Emilia approach to early childhood education.

Mazur's research is in experimental ultrafast optics, condensed matter physics and peer instruction.

He is best known for his "Hole in the Wall" experiment, and widely cited in works on literacy and education.

The Decroly plan laid ground rules for social adaptation of a biological organism, in the concrete case, children.

He taught at Columbia University for 26 years and gave his name to the Keller Plan, also known as Personalized System of Instruction, an individually paced, mastery-oriented teaching method that has had a significant impact on college-level science education system.

He is best known for developing precision teaching (including the Standard Celeration Chart).

Mae Carden (1894, January 1977) was an American educator who developed the Carden Method.

Shinichi Suzuki (鈴木 鎮一, Suzuki Shin'ichi; 17 October 1898-26 January 1998) was a Japanese violinist, philosopher, composer, and educator and the founder of the international Suzuki method of music education and developed a philosophy for educating people of all ages and abilities.

Georgi Lozanov (Bulgarian: Георги Лозанов; 22 July 1926-6 May 2012), known as 'the father of accelerated learning', was a Bulgarian scientist, neurologist, psychiatrist, psychologist and educator, creator of suggestology, suggestopedia (or 'suggestopaedia', an experimental branch of suggestology for use in pedagogy), and integrated psychotherapy.

He is best known for introducing new approaches to teaching and learning mathematics (Visible & Tangible Math), foreign languages (The Silent Way) and reading (Words in Color).

Goodman has been described in educational research sources as a key figure in the development of the whole language approach to reading.

One of his contributions to Western thought is his dialogical method of inquiry, known as the Socratic Method, which he largely applied to the examination of key moral concepts such as the Good and Justice , concepts used constantly without any real definition.