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Theories of Learning
Four Volume Set
Edited by:
- David Scott - University College London Institute of Education, UK
November 2012 | 1 640 pages | SAGE Publications Ltd
In recent years, research into theories of learning has been gaining momentum as a majorly significant academic pursuit, sending ripples of influence over the realm of the social sciences. Bringing together a wide-ranging selection of articles, written by elite of internationally-renowned scholars, this four-volume collection aims to provide an overview of the many theories of learning, from Aristotle to the present day.
Editor David Scott presents a comprehensive exploration of the subject, ranging from theories to models of learning, and from relations with curriculum to resulting themes and issues. The work is carefully organized and structured with reference to Jerome Bruner's model of learning; particularly in relation to Bruner's distinction between symbol-processing and socio-cultural views of learning.
Volume I: Philosophical, Sociological and Psychological Theories of Learning
Volume II: Models of Learning
Volume III: Relations with Curriculum, Pedagogy and Assessment
Volume IV: Themes and Issues
VOLUME ONE : PHILOSOPHICAL, SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES OF LEARNING
Jean Piaget
Intellectual Evolution from Adolescence to Adulthood
Joan Grusec
Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura
Stephen Kemmis
System and Lifeworld, and the Conditions of Learning in Late Modernity
Hanan Alexander
Human Agency and the Curriculum
Roger Deacon
Michel Foucault on Education: A Preliminary Theoretical Overview
Fred Zimring
Carl Rogers (1902 - 1987)
Bo Dahlin
On the Path towards Thinking: Learning from Martin Heidegger and Rudolf Steiner
Christopher Winch
Rousseau on Learning: A Re-Evaluation
Stephen Brookfield
Learning Democratic Reason: The Adult Education Project of Jurgen Habermas
Kathleen Weiler
Myths of Paulo Freire
Roger Tweed and Darrin Lehman
Learning Considered within a Cultural Context: Confucian and Socratic Learning
Kristjan Kristjansson
Habituated Reason: Aristotle and the 'Paradox of Moral Education'
Barbara Rogoff
Cognitive Development through Social Interaction: Vygotsky and Piaget
Paul Cobb
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Howard Gardner and Thomas Hatch
Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences
Jerome Bruner
Culture, Mind and Education
Basil Bernstein
Vertical and Horizontal Discourses: An Essay
Marilyn Strathern
Learning
VOLUME TWO: MODELS OF LEARNING
Frank Coffield et al
Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review
M. Beatrice Ligorio
Dialogical Relationship between Identity and Learning
John Seely Brown, Allan Collins and Paul Diguid
Situated Cognition and the Culture of Learning
Yrjo Engestrom, Hannele Kerosuo and Anu Kajamaa
Beyond Discontinuity: Expansive Organizational Learning Remembered
John Halliday and Mary Johnsson
A MacIntyrian Perspective on Organizational Learning
Kim Niewolny and Arthur Wilson
What Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions
David Wood and Heather Wood
Vygotsky, Tutoring and Learning
Nicholas Burbules
Aporias, Webs and Passages: Doubt as an Opportunity to Learn
Jerome Bruner
Notes on a Theory of Instruction
Wolfgang Schneider
The Development of Meta-Cognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education
Alice Y. Kolb and David A. Kolb
The Learning Way: Meta-Cognitive Aspects of Experiential Learning
Kathryn Ecclestone and John Pryor
'Learning Careers' or 'Assessment Careers'? The Impact of Assessment Systems on Learning
Barbara Rogoff et al
First-Hand Learning through Intent Participation
Anna Sfard
On Two Metaphors for Learning and the Dangers of Choosing Just One
John White
Howard Gardner: The Myth of Multiple Intelligences
Richard Jordi
Reframing the Concept of Reflection: Consciousness, Experiential Learning and Reflective Learning Practices
Jack Mezirow
On Critical Reflection
Andrew Kitchenham
The Evolution of John Mezirow's Transformative Learning Theory
VOLUME THREE: RELATIONS WITH CURRICULUM, PEDAGOGY AND ASSESSMENT
Samuel Messick
Meaning and Values in Test Validation: The Science and Ethics of Assessment
Paul Black and Dylan Wiliam
Assessment and Classroom Learning
John Hattie and Helen Timperley
The Power of Feedback
Howard Gardner
Assessment in Context
Paul Black and Dylan Wiliam
Developing the Theory of Formative Assessment
Wynne Harlen and Mary James
Assessment and Learning: Differences and Relationships between Formative and Summative Assessment
Harvey Siegel
High Stakes Testing, Educational Aims and Ideals, and Responsible Assessment
May Jadallah et al
Influence of a Teacher's Scaffolding Moves during Child-Led Small Group Discussions
Julia Anghileri
Scaffolding Practices That Enhance Mathematics Learning
Joan Bliss, Mike Askew and Sheila Macrae
Effective Teaching and Learning: Scaffolding Revisited
Janneke van de Pol, Monique Volman and Jos Beishuizen
Scaffolding in Teacher-Student Interaction: A Decade of Research
David Gijbels et al
Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment
Knud Illeris
Transformative Learning in the Perspective of a Comprehensive Learning Theory
Cleo Cherryholmes
An Exploration of Meaning and the Dialogue between Textbooks and Teaching
VOLUME FOUR: THEMES AND ISSUES
Clyde Chitty
IQ, Racism and the Eugenics Movement
Lyle Yorks and Elizabeth Kasl
Towards a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect
Michael Eraut
Informal Learning in the Workplace
Kaela Jubas
Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills
Michael Eraut
Learning from Other People in the Workplace
Harry Daniels
Analyzing Trajectories of Professional Learning in Changing Workplaces
James Avis
Engestrom's Version of Activity Theory: A Conservative Praxis?
Peter Freebody, Allan Luke and Pam Gilbert
Reading Positions and Practices in the Classroom
Sharon Bailin et al
Common Misconceptions of Critical Thinking
Sharon Bailin et al
Conceptualizing Critical Thinking
Chris Argyris
Learning and Teaching: A Theory of Action Perspective
David Guile and Michael Young
Apprenticeship as a Conceptual Basis for a Social Theory of Learning
Baiyin Yang
Toward an Holistic Theory of Knowledge and Adult Learning
Stephen Brookfield
Tales from the Dark Side: A Phenomenography of Adult Critical Reflection
Ronald Barnett
Learning about Learning: A Conundrum and a Possible Resolution
Dae Joong Kang
Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning
Betts Fetherston and Rhys Kelly
Conflict Resolution and Transformative Pedagogy: A Grounded Theory Research Project on Learning in Higher Education
Michael Allan
Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural Personality
Chrissie Rogers
(S)excerpts from a Life Told: Sex, Gender and Learning Disability
"Extensive work Theories of Learning explains the most important concepts and streams of thought in the field of research on learning. It is an indispensable source of knowledge and information and a valuable tool for researchers and academics."
Dr. Mojca Vizjak Pavsic, DELO, Slovenia
