Buch, Englisch, 1640 Seiten, Format (B × H): 170 mm x 246 mm, Gewicht: 3311 g
Buch, Englisch, 1640 Seiten, Format (B × H): 170 mm x 246 mm, Gewicht: 3311 g
Reihe: SAGE Library of Educational Thought & Practice
ISBN: 978-1-4462-0907-3
Verlag: Sage Publications
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 One: Philosophical, Sociological and Psychological Theories of Learning
Volume Two: Models of Learning
Volume Three: Relations with Curriculum, Pedagogy and Assessment
Volume Four: Themes and Issues
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
- Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Lernen
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
Weitere Infos & Material
VOLUME ONE: PHILOSOPHICAL, SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES OF LEARNING
Intellectual Evolution from Adolescence to Adulthood - Jean Piaget
Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura - Joan Grusec
System and Lifeworld, and the Conditions of Learning in Late Modernity - Stephen Kemmis
Human Agency and the Curriculum - Hanan Alexander
Michel Foucault on Education: A Preliminary Theoretical Overview - Roger Deacon
Carl Rogers (1902 - 1987) - Fred Zimring
On the Path towards Thinking: Learning from Martin Heidegger and Rudolf Steiner - Bo Dahlin
Rousseau on Learning: A Re-Evaluation - Christopher Winch
Learning Democratic Reason: The Adult Education Project of Jurgen Habermas - Stephen Brookfield
Myths of Paulo Freire - Kathleen Weiler
Learning Considered within a Cultural Context: Confucian and Socratic Learning - Roger Tweed and Darrin Lehman
Habituated Reason: Aristotle and the 'Paradox of Moral Education' - Kristjan Kristjansson
Cognitive Development through Social Interaction: Vygotsky and Piaget - Barbara Rogoff
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development - Paul Cobb
Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences - Howard Gardner and Thomas Hatch
Culture, Mind and Education - Jerome Bruner
Vertical and Horizontal Discourses: An Essay - Basil Bernstein
Learning - Marilyn Strathern
VOLUME TWO: MODELS OF LEARNING
Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review - Frank Coffield et al
Dialogical Relationship between Identity and Learning - M. Beatrice Ligorio
Situated Cognition and the Culture of Learning - John Seely Brown, Allan Collins and Paul Diguid
Beyond Discontinuity: Expansive Organizational Learning Remembered - Yrjo Engestrom, Hannele Kerosuo and Anu Kajamaa
A MacIntyrian Perspective on Organizational Learning - John Halliday and Mary Johnsson
What Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions - Kim Niewolny and Arthur Wilson
Vygotsky, Tutoring and Learning - David Wood and Heather Wood
Aporias, Webs and Passages: Doubt as an Opportunity to Learn - Nicholas Burbules
Notes on a Theory of Instruction - Jerome Bruner
The Development of Meta-Cognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education - Wolfgang Schneider
The Learning Way: Meta-Cognitive Aspects of Experiential Learning - Alice Y. Kolb and David A. Kolb
'Learning Careers' or 'Assessment Careers'? The Impact of Assessment Systems on Learning - Kathryn Ecclestone and John Pryor
First-Hand Learning through Intent Participation - Barbara Rogoff et al
On Two Metaphors for Learning and the Dangers of Choosing Just One - Anna Sfard
Howard Gardner: The Myth of Multiple Intelligences - John White
Reframing the Concept of Reflection: Consciousness, Experiential Learning and Reflective Learning Practices - Richard Jordi
On Critical Reflection - Jack Mezirow
The Evolution of John Mezirow's Transformative Learning Theory - Andrew Kitchenham
VOLUME THREE: RELATIONS WITH CURRICULUM, PEDAGOGY AND ASSESSMENT
Meaning and Values in Test Validation: The Science and Ethics of Assessment - Samuel Messick
Assessment and Classroom Learning - Paul Black and Dylan Wiliam
The Power of Feedback - John Hattie and Helen Timperley
Assessment in Context - Howard Gardner
Developing the Theory of Formative Assessment - Paul Black and Dylan Wiliam
Assessment and Learning: Differences and Relationships between Formative and Summative Assessment - Wynne Harlen and Mary James
High Stakes Testing, Educational Aims and Ideals, and Responsible Assessment - Harvey Siegel
Influence of a Teacher's Scaffolding Moves during Child-Led Small Group Discussions - May Jadallah et al
Scaffolding Practices That Enhance Mathematics Learning - Julia Anghileri
Effective Teaching and Learning: Scaffolding Revisited - Joan Bliss, Mike Askew and Sheila Macrae
Scaffolding in Teacher-Student Interaction: A Decade of Research - Janneke van de Pol, Monique Volman and Jos Beishuizen
Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment - David Gijbels et al
Transformative Learning in the Perspective of a Comprehensive Learning Theory - Knud Illeris
An Exploration of Meaning and the Dialogue between Textbooks and Teaching - Cleo Cherryholmes
VOLUME FOUR: THEMES AND ISSUES
IQ, Racism and the Eugenics Movement - Clyde Chitty
Towards a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect - Lyle Yorks and Elizabeth Kasl
Informal Learning in the Workplace - Michael Eraut
Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills - Kaela Jubas
Learning from Other People in the Workplace - Michael Eraut
Analyzing Trajectories of Professional Learning in Changing Workplaces - Harry Daniels
Engestrom's Version of Activity Theory: A Conservative Praxis? - James Avis
Reading Positions and Practices in the Classroom - Peter Freebody, Allan Luke and Pam Gilbert
Common Misconceptions of Critical Thinking - Sharon Bailin et al
Conceptualizing Critical Thinking - Sharon Bailin et al
Learning and Teaching: A Theory of Action Perspective - Chris Argyris
Apprenticeship as a Conceptual Basis for a Social Theory of Learning - David Guile and Michael Young
Toward an Holistic Theory of Knowledge and Adult Learning - Baiyin Yang
Tales from the Dark Side: A Phenomenography of Adult Critical Reflection - Stephen Brookfield
Learning about Learning: A Conundrum and a Possible Resolution - Ronald Barnett
Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning - Dae Joong Kang
Conflict Resolution and Transformative Pedagogy: A Grounded Theory Research Project on Learning in Higher Education - Betts Fetherston and Rhys Kelly
Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural Personality - Michael Allan
(S)excerpts from a Life Told: Sex, Gender and Learning Disability - Chrissie Rogers
