who came up with the gradual release of responsibility model
Gradual release of responsibility While similar models have been identified and represented throughout the study and development of teaching and learning as a construct, it was Pearson & Gallagher (1983)[3] who coined the phrase "gradual release of responsibility" to describe this dynamic in the classroom. Basing their model on the ideas of the Russian educational theorist Lev Vygotsky, Pearson and Gallagher envisioned instruction that moved from explicit modeling and instruction to guided practice and then to activities that incrementally positioned students into becoming independent learners. The teacher guides the students to a point of 'planned obsolescence' on the part of the teacher "...where the student accepts total responsibility for the task, including the responsibility for determining whether or not she is applying the strategy appropriately (i.e, self monitoring)."[3]:34
Max Weber Maximilian Karl Emil "Max" Weber (/ˈveɪbər/;[4] German: [ˈmaks ˈveːbɐ]; 21 April 1864 – 14 June 1920) was a German sociologist, philosopher, jurist, and political economist. His ideas profoundly influenced social theory and social research.[5] Weber is often cited, with Émile Durkheim and Karl Marx, as among the three founders of sociology.[6][7][8][9][10] Weber was a key proponent of methodological antipositivism, arguing for the study of social action through interpretive (rather than purely empiricist) means, based on understanding the purpose and meaning that individuals attach to their own actions. Unlike Durkheim, he did not believe in monocausality and rather proposed that for any outcome there can be multiple causes.[11]