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My publications are grouped into five topics.  Since some topics overlap, some publications are listed under more than one topic.

Means:  The Paradigm Change Process


Ends:  Instructional

Theory for the

New Paradigm


Ends:  Educational Technology for the

New Paradigm


Ends:  Organizational Structures for the

New Paradigm




5. Miscellaneous

These publications address research methods and theory development, as well as a variety of other topics.

Research Methods and Theory Development

Honebein, P., & Reigeluth, C.M. (2021).  To prove or improve, that is the question: The resurgence of comparative, confounded research between 2010 and 2019.  Educational Technology Research and Development, 69, 465-496.  DOI: 10.1007/s11423-021-09988-1  PDF

Honebein, P.C., & Reigeluth, C.M. (2020).  Making good design judgments via the instructional theory framework.  In J.K. McDonald & R.E. West (Eds.), Design for learning: Principles, processes, and praxis (1st ed.).  EdTech Books. Retrieved from

Honebein, P., & Reigeluth, C.M. (2020).  The instructional theory framework appears lost. Isn’t it time we find it again? Revista de Educación a Distancia, 20 (64). Published Sep 30, 2020. DOI: 10.6018/red.405871  In English:  

Kim, M., & Reigeluth, C.M.  (2018).  Formative research.  In R. Small & M. Mardis (Eds.), Research methods for librarians and educators: Practical applications in formal and informal learning environments (pp. 105-115).  Santa Barbara, CA: ABC-CLIO/Libraries Unlimited.  PDF

Reigeluth, C.M., & An, Y.J.  (2009).  Theory building (Chapter 17).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

Reigeluth, C.M., & Carr-Chellman, A.  (2009).  Understanding instructional theory (Chapter 1).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

Reigeluth, C.M., & Keller, J.B.  (2009).  Understanding instruction (Chapter 2).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

Reigeluth, C.M., & Carr-Chellman, A.  (2009).  Situational principles of instruction (Chapter 4).  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.  PDF

An, Y.J., & Reigeluth, C.M. (2006). Functional contextualism: An ideal framework for theory in IDT. Educational Technology Research & Development, 54 (1), 46-50.  DOI: 10.1007/S11423-006-6494-2  PDF

Joseph, R., & Reigeluth, C.M. (2005). Formative research on an early stage of the systemic change process in a small school district.  British Journal of Educational Technology, 36 (6), 937-956.  DOI 10.1111/j.1467-8535.2005.00566.x  PDF

Lee, J.Y., & Reigeluth, C.M.  (2003).  Formative research on the heuristic task analysis process.  Educational Technology Research & Development, 51 (4), 5-24.  DOI 10.1007/BF02504541  PDF

Reigeluth, C.M.  (2003).  Knowledge building for use of the Internet in education.  Instructional Science, 31 (4), 341-346.  DOI: 10.1023/A:1024694228065  PDF

Reigeluth, C.M.  (1999).  What is instructional-design theory and how is it changing? (Chapter 1).  In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Volume II).  Hillsdale, NJ: Lawrence Erlbaum Assoc.  PDF

Reigeluth, C.M., & Frick, T.W.  (1999).  Formative research: A methodology for improving design theories (Chapter 26). In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Volume II).  Hillsdale, NJ: Lawrence Erlbaum Assoc.  PDF

English, R.E., & Reigeluth, C.M.  (1996).  Formative research on sequencing instruction with the elaboration theory.  Educational Technology Research & Development, 44 (1), 23-42.  DOI: 10.1007/BF02300324  PDF

Reigeluth, C.M., & Curtis, R.V. (1987).  Learning situations and instructional models.  In R.M. Gagné (Ed.), Instructional Technology: Foundations.  Hillsdale, N.J: Erlbaum Associates.  PDF


Reigeluth, C.M. (1983).  Instructional design: What is it and why is it?  In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: An Overview of their Current Status.  Hillsdale, N.J: Erlbaum Associates.  PDF

Reigeluth, C.M., & Merrill, M.D. (1981).  Instructional science and technology: Their context within educology and some ideas for their future development.  In J. Christensen (Ed.), Perspectives on Education as Educology.  Washington, DC: University Press of America.  PDF


Other Topics

Reigeluth, C.M. (2017).  Paradigm change: Its time is now. (Chapter 14, pp. 110-116).  In A. Carr-Chellman & G. Rowland (Eds.), Issues in technology, learning, and instructional design: Classic and contemporary debates.  New York, NY: Routledge.  PDF

Reigeluth, C.M.  (2014).  What is the future of educational technology?  TechTrends, 58 (6), 14-17.  PDF

Aslan, S., & Reigeluth, C.M.  (2011).  A trip to the past and future of educational computing: Understanding its evolution. Contemporary Educational Technology, 2 (1), 1-17.  PDF

Shaughnessy, M.F., & Fulgham, S.M.  (2009).  Q&A with Ed Tech Leaders: Interview with Charles M. Reigeluth.  Educational Technology, 49 (3), 37-42.  PDF

Reigeluth, C.M., & Duffy, F.M.  (2007).  Trends and issues in P-12 educational change.  In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed.). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.  PDF

Reigeluth, C.M.  (2004).  Comparing beans and potatoes, or creating a balanced diet?  Different purposes and different approaches.  Educational Technology, 44 (3), 53-56.  PDF

Reigeluth, C.M., & Beatty, B.J.  (2003).  Why children are left behind and what we can do about it.  Educational Technology, 43 (5), 24-32.  PDF

Carr-Chelman, A.A., & Reigeluth, C.M.  (2002).  Whistling in the Dark?  ID in the Schools.  In R.A. Reiser & J.A. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology. Upper Saddle River, NJ: Merrill/Prentice Hall.  PDF

Reigeluth, C.M. (2002). What every AECT member needs to know about systemic change: The beginning of a dialogue.  Tech Trends, 46 (1), 12-15.  PDF

Reigeluth, C.M., & Joseph, R.  (2002).  Beyond technology integration: The case for technology transformation.  Educational Technology, 42 (4), 9-13.  PDF

Reigeluth, C.M., & Avers, D.  (1997).  Educational technologists, chameleons, and systemic thinking.  In R.M. Branch & B.B Minor (Eds.), Educational Media and Technology Yearbook.  Englewood, CO: Libraries Unlimited.  PDF

Reigeluth, C.M.  (1996).  A new paradigm of ISD?  Educational Technology, 36 (3), 13-20.  PDF   A revised version was published in the Educational Media and Technology Yearbook.  PDF

Carr, A.A., Jenlink, P.M., & Reigeluth, C.M.  (1995).  Critique without difference: A response to Goodman.  Harvard Educational Review, 65 (3), 491-503.  DOI: 10.17763/HAER.65.3. G10X053532Q51024  PDF

Nelson, L.M., & Reigeluth, C.M.  (1995).  Professional development in systemic educational change.  In P.M. Jenlink (Ed.), Changing Education Systemically: Touchstones for Designing Future Schools.  Palatine, IL: Skylight Publishing.  


Reigeluth, C.M.  (1995).  Educational systems development and its relationship to ISD.  In. G. Anglin (Ed.), Instructional Technology: Past, Present, and Future (2nd ed.).  Englewood, CO: Libraries Unlimited.  PDF

Luterbach, K.J., & Reigeluth, C.M.  (1994).  School's not out, yet. Educational Technology, 34 (4), 47-54.  PDF

Reigeluth, C.M.  (1994).  The imperative for systemic change.  In C. Reigeluth & R. Garfinkle (Eds.), Systemic Change in Education (pp. 3-25). Englewood Cliffs, NJ: Educational Technology Publications.  ISBN: 0-87778-271-7  PDF

Salisbury, D.F., Reigeluth, C.M., & Soulier, J.S.  (1994).  A professional development program in educational systems design.  Educational Technology, 34 (1), 73-80.  PDF

Khan, B., & Reigeluth, C.M.  (1993).  Educational systems design (ESD): An integrated, disciplined inquiry in schools of education. Educational Technology, 33 (6), 36-40.  PDF

Reigeluth, C.M.  (1992).  The imperative for systemic change. Educational Technology, 32 (11), 9-13.  PDF

Reigeluth, C.M. (1992).  New directions for educational technology.  In E. Scanlon & T. O'Shea (Eds.), New Directions in Educational Technology.  Berlin: Springer Verlag.  PDF


Reigeluth, C.M. (1991).  Impressions of NASDC's design conference for inventing a new generation of American schools. Educational Technology, 31 (10), 8-10.  PDF

Reigeluth, C.M.  (1991).  Reflections on the implications of constructivism for educational technology.  Educational Technology, 31 (9), 34-37.  PDF

Reigeluth, C.M. (1989).  Educational technology at the crossroads: New mind sets and new directions.  Educational Technology Research & Development, 37 (1), 67-80.  DOI: 10.1007/BF02299047  PDF

Reigeluth, C.M. (Nov. 1984).  The evolution of instructional science: Toward a common knowledge base.  Educational Technology, 24 (11), 20-26.  PDF

Reigeluth, C.M. (1981).  Una disciplina joven que influira en su vida.  Revista de Tecnoloqia Educativa, 7 (1), 82-85.  PDF

Reigeluth, C.M., Van Patten, J., & Doughty, P. (1981).  Science approach to instructional development.  NSPI Journal, 20 (7), 19-22.  PDF

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