According to Evans and Forney (1998), each of us has a set of organizing principles, an “informal theory” that we use to make sense of our experiences. We grow by refining proficiencies in the practice of student development theory, and being conscious of personal theoretical predispositions. This understanding of theory enables a more effective and efficiently classification of information resulting in better understanding and service of students.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.