Theories of Learning
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Theories of Learning SAGE Library of Educational Thought & Practice Edited by David Scott Institute of Education Four-Volume Set In recent years, research into learning has become increasingly important as a significant academic pursuit. Bringing together a wide range of articles, written by internationally renowned scholars, this four-volume collection provides an overview of the many theories of learning, from Aristotle to Jean-Jacques Rousseau to Michel Foucault. Editor David Scott, in an extensive introduction, presents a comprehensive account of the subject, which ranges from philosophical, sociological and psychological perspectives on learning and models of learning, to those important relations between learning, curriculum, pedagogy and assessment, and finally concludes with ideas and themes related to learning dispositions, life-long learning and learning environments. The whole work consists of 80 articles (including the introduction) organized into four volumes: Volume One: Philosophical, Sociological and Psychological Theories of Learning Volume Two: Models of Learning Volume Three: Learning, Curriculum, Pedagogy and Assessment Volume Four: Learning Dispositions, Lifelong Learning and Learning Environments October 2012 • 1600 pages Cloth (978-1-4462-0907-3) Price £600.00 Special Introductory Offer • £550.00 (on print orders received before the end of month of publication) Contents VOLUME ONE: PHILOSOPHICAL, 16. Where Is the Mind? 30. Vygotsky, Tutoring SOCIOLOGICAL AND Constructivist and and Learning PSYCHOLOGICAL THEORIES Sociocultural Perspectives on David Wood and OF LEARNING Mathematical Development Heather Wood Paul Cobb 31. Aporias Webs and 1. Intellectual Evolution from 17. Multiple Intelligences Go Passages: Doubt as an Adolescence to Adulthood to School: Educational Opportunity to Learn Jean Piaget Implications of the Theory Nicholas Burbules, 2. Social Learning Theory and of Multiple Intelligences 32. Notes on a Theory Developmental Psychology: Howard Gardner and of Instruction The Legacies of Robert Thomas Hatch Jerome Bruner Sears and Albert Bandura 18. Reconstructing Joan Grusec 33. The Role of Meta-Cognitive Educational Psychology Knowledge in Learning, 3. System and Lifeworld, and Eric Bredo Teaching and Assessing the Conditions of Learning 19. Culture, Mind and Education Paul Pintrich in Late Modernity Jerome Bruner Stephen Kemmis 34. The Development of 20. Vertical and Horizontal Meta-Cognitive Knowledge 4. Constraints on the Internal Discourses: An Essay in Children and Adolescents: Conversation: Margaret Basil Bernstein Major Trends and Archer and the Structural Implications for Education Shaping of Thought 21. The Burt Controversy: Wolfgang Schneider Alistair Mutch An Essay Review of Hearnshaw’s and Joynson’s 35. The Learning Way: 5. Human Agency and Biographies of Sir Cyril Burt Meta-Cognitive Aspects of the Curriculum John Hattie Experiential Learning Hanan Alexander 22. Learning Alice Kolb and David Kolb 6. Michel Foucault on Marilyn Strathern 36. ‘Learning Careers’ or Education: A Preliminary ‘Assessment Careers’? Theoretical Overview The Impact of Assessment Roger Deacon VOLUME TWO: MODELS OF LEARNING Systems on Learning 7. Carl Rogers Kathryn Ecclestone and Fred Zimring 23. Learning Styles and Pedagogy John Pryor 8. On the Path towards in Post-16 Learning: A 37. Passion, Pedagogies and Thinking: Learning from Martin Systematic and Critical Review the Project of the Personal Heidegger and Rudolf Steiner Frank Coffield et al in Higher Education Bo Dahlin 24. Teaching, as Learning, Sue Clegg and 9. Lifelong Learning as Being: in Practice Miriam David The Heideggerian Perspective Jean Lave 38. First-Hand Learning Ya-hui Su 25. Dialogical Relationship through Intent Participation 10. Rousseau on Learning: between Identity and Learning Barbara Rogoff et al A Re-Evaluation M. Beatrice Ligorio 39. On Two Metaphors for Christopher Winch 26. Situated Cognition and the Learning and the Dangers 11. Learning Democratic Reason: Culture of Learning of Choosing Just One The Adult Education Project John Seely Brown, Anna Sfard of Jürgen Habermas Allan Collins and 40. Models of Innovative Stephen Brookfield Paul Diguid Knowledge Communities and 12. Myths of Paulo Freire 27. Beyond Discontinuity: Three Metaphors of Learning Kathleen Weiler Expansive Organizational Sami Paavola, 13. Learning Considered within a Learning Remembered Lasse Lipponen and Cultural Context: Confucian Yrjo Engestrom, Kai Hakkarainen and Socratic Learning Hannele Kerosuo and 41. Howard Gardner: The Myth Roger Tweed and Anu Kajamaa of Multiple Intelligences Darrin Lehman 28. A MacIntyrian Perspective John White 14. Habituated Reason: on Organizational Learning 42. Learning and Assessment Aristotle and the ‘Paradox John Halliday and in Postmodern Education of Moral Education’ Mary Johnsson Thomas Rorner Kristjan Kristjansson 29. What Happened to the 43. Reframing the Concept of 15. Cognitive Development Promise: A Critical (Re-) Reflection: Consciousness, through Social Interaction: Orientation of Two Experiential Learning and Vygotsky and Piaget Sociocultural Learning Reflective Learning Practices Barbara Rogoff Traditions Richard Jordi Kim Niewolny and Arthur Wilson 44. On Critical Reflection 58. Language and the 66. Analyzing Trajectories of Jack Mezirow Inquiry-Oriented Curriculum Professional Learning in 45. The Evolution of John Gordon Wells Changing Workplaces Mezirow’s Transformative 59. Transformative Learning Harry Daniels Learning Theory in the Perspective of a 67. Engestrom’s Version of Andrew Kitchenham Comprehensive Activity Theory: A Learning Theory Conservative Praxis? VOLUME THREE: LEARNING, Knud Illeris James Avis CURRICULUM, PEDAGOGY AND 60. An Exploration of Meaning 68. Reading Positions and ASSESSMENT and the Dialogue between Practices in the Classroom Textbooks and Teaching Peter Freebody, Allan Luke 46. Meaning and Values in Test Cleo Cherryholmes and Pam Gilbert Validation: The Science and 69. Common Misconceptions Ethics of Assessment VOLUME FOUR: LEARNING of Critical Thinking Samuel Messick DISPOSITIONS, LIFE LONG Sharon Bailin et al 47. Assessment and LEARNING AND LEARNING 70. Conceptualizing Classroom Learning ENVIRONMENTS Critical Thinking Paul Black and Sharon Bailin et al Dylan Wiliam 61. IQ, Racism and the 71. Learning and Teaching: A 48. The Power of Feedback Eugenics Movement Clyde Chitty Theory of Action Perspective John Hattie and Chris Argyris Helen Timperley 62. Towards a Theory and Practice for Whole-Person 72. Apprenticeship as a 49. Assessment in Context Conceptual Basis for a Howard Gardner Learning: Reconceptualizing Experience and the Social Theory of Learning 50. Developing the Theory of Role of Affect David Guile and Formative Assessment Lyle Yorks and Michael Young Paul Black and Elizabeth Kasl 73. Conceptualizing Teacher Dylan Wiliam 63. Informal Learning Professional Learning 51. Assessment and Learning: in the Workplace V. Darleen Opfer and Differences and Relationships Michael Eraut David Pedder between Formative and 74. Toward an Holistic Theory of Summative Assessment 64. Everyday Scholars: Framing Informal Learning Knowledge and Adult Learning Wynne Harlen and Baiyin Yang Mary James in Terms of Academic Disciplines and Skills 75. Tales from the Dark Side: A 52. High Stakes Testing, Kaela Jubas Phenomenography of Adult Educational Aims and Ideals, 65. Learning from Other Critical Reflection and Responsible Assessment Stephen Brookfield Harvey Siegel People in the Workplace Michael Eraut 76. Learning about Learning: 53. Influence of a Teacher’s A Conundrum and a Scaffolding Moves during Possible Resolution Child-Led Small Group Ronald Barnett Discussions May Jadallah et al 54. Scaffolding Practices That Enhance Mathematics Learning Julia Anghileri 55. Effective Teaching and Learning: Scaffolding Revisited Joan Bliss, Mike Askew and Sheila Macrae 56. Scaffolding in Teacher-Student Interaction: A Decade of Research Janneke van de Pol, Monique Volman and Jos Beishuizen 57. Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment David Gijbels et al 77. Rhizoactivity: Toward a 79. Frontier Crossings: Cultural Postmodern Theory of Dissonance, Intercultural Lifelong Learning Learning and the Dae Joong Kang Multicultural Personality 78. Conflict Resolution and Michael Allan Transformative Pedagogy: 80. (S)excerpts from a Life A Grounded Theory Research Told: Sex, Gender and Project on Learning in Learning Disability Higher Education Chrissie Rogers Betts Fetherston and Rhys Kelly October 2012 • 1600 pages Cloth (978-1-4462-0907-3) Price £600.00 Special Introductory Offer • £550.00 (on print orders received before the end of month of publication) EDITED BY: David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. Recent research projects include: Teacher Cadre Management in Indian Schools; Teaching and Learning in Higher Education; Assessment for Learning in Hong Kong Schools and National Curriculum Standards and Structures in Mexico. He has been the Editor of The Curriculum Journal (1995-2001), and is widely published in this area. His last three books are: Researching Education (Continuum, Second Edition, 2010); Education, Epistemology and Critical Realism (Routledge, 2010); and Critical Essays on Major Curriculum Theorists (Routledge, 2007). Please note that information provided is correct at the time of print and may be subject to change. Standing Orders are available to Trade customers and Institutions only. To set up a standing order for the SLCEP series please send your order on headed paper with a purchase order number to the details below. ORDER SAGE MAJOR WORKS FROM: Blackwell’s Book Services, Unipart House, Garsington Road, Cowley, Oxford, OX4 2PG T: +44 (0) 1865 382575 F: +44 (0) 1865 382970 E: [email protected].