Chapter 1: John Dewey: A democratic notion of learning
Chapter 2: Maria Montessori: Liberating the child
Chapter 3: Jean Piaget: Understanding the mind of the child
Chapter 4: Lev Vygotsky: An early social constructivist
viewpoint
Chapter 5: B.F. Skinner: The father of operant conditioning
Chapter 6: Benjamin Bloom: Learning through taxonomies
Chapter 7: Malcolm S. Knowles: Contextualising adult learning
Chapter 8: Jerome Bruner: An evolution of learning theories
Chapter 9: Albert Bandura: Learning through observation
Chapter 10: Urie Bronfenbrenner: The ecology of human
development
Chapter 11: Paulo Freire: Oppression, freedom and critical
approaches to education
Chapter 12: Donald Schön: Reflection and learning
Chapter 13: David Kolb: Experiential Learning Theory
Chapter 14: Jean Lave and Etienne Wenger: Socially situated
learning and communities of practice
Chapter 15: Guy Claxton: Learning power
Chapter 16: Dylan Wiliam: Assessment for learning
Chapter 17: Carol Dweck: Mindsets and motivation
Karl Aubrey is a Visiting Tutor on the Professional Studies in
Education programmes at Bishop Grosseteste University. Prior to
this Karl was the Programme Leader for a range of initial teacher
education and professional development programmes at a large city
further education college. Between 2003 and 2005 he was seconded to
the DfES Standards Unit as a learning and teaching practitioner in
the East Midlands. Karl has contributed to the Oxford Dictionary of
Education. His doctoral thesis explored the reforms in further
education teacher education from 2000 to 2010, from the viewpoint
of teacher educators. Karl’s research interests include inclusion,
education policy, pedagogy and work-based learning.
Alison Riley is the Programme Leader for the BA(Hons) Early
Childhood Studies degree at Bishop Grosseteste University, she has
also worked on a number of educational-related programmes at the
university including initial teaching training courses. Prior to
joining Bishop Grosseteste University Alison spent sixteen years
working in primary education, as a classroom teacher, deputy head
teacher and finally head teacher of a large junior school. Alison
has been involved in a number of collaborative projects and has
recently been involved in an EU-funded project researching
‘Creativity in Early Science and Mathematics Education’. Alison has
recently commenced doctoral studies in which she is researching the
journey of students entering higher education with alternative
qualifications.
Accessible and thorough overview of the key theorists important to
all learning about education at this time. Important and
game-changing educational thinkers such as Carol Dweck are
critically explored, and their ideas illustrated with classroom
applications. The link with other theorists is a gift to the reader
- connections made that contextualise the educational
thinkers.
*Ellie Hill*
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