The SAGE Handbook of Learning
Editat de David Scott, Eleanore Hargreavesen Limba Engleză Hardback – 30 aug 2015
Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field.
The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode.
The Handbook is organized into four sections, each beginning with a short introduction:
- Philosophical, Sociological and Psychological Theories of Learning
- Models of Learning
- Learning, Curriculum, Pedagogy and Assessment
- Learning Dispositions, Life-Long Learning and Learning Environments
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Specificații
ISBN-13: 9781446287569
ISBN-10: 1446287564
Pagini: 440
Dimensiuni: 184 x 246 x 22 mm
Greutate: 0.93 kg
Ediția:1
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
ISBN-10: 1446287564
Pagini: 440
Dimensiuni: 184 x 246 x 22 mm
Greutate: 0.93 kg
Ediția:1
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
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Recenzii
Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique. This handbook will make an excellent contribution to the field of learning and especially for researchers, faculty, and practitioners for whom learning informs their consciousness about their work. I want my copy now so I can make use of it in my own research and teaching.
This wide ranging text provokes thinking about learning from four angles: theories of learning; elements of learning; curriculum,pedagogy and assessment; and the learner. It brings together an impressive array of some of the best researchers and authors on learning, each contributing their perspective on the topic of learning from fundamental philosophical and conceptual arguments about the relationship between knowledge and learning; teachers communities of practice; and understanding of children's voices in the classroom. The contributions are organised in to Parts; each Part is given an introduction by Scott and Hargreaves, who also provide a scene setting introduction and conclusion or endpoint to the Handbook. This is a major piece of work which researchers and academics will find a most valuable resource.
This new Handbook of Learning from Sage brings together a wide range of critical discourses in what is a very contested field. While it is not possible to conceptually disentangle learning from the learner, as the former is manifested in the latter, the handbook uses this structure to arrange chapters that give a deep insight into the issues of the nature of learning and the place of the learning in framing that nature. A third section on curriculum, pedagogy and assessment provides the contextual application for the theories and models espoused. I endorse this book as a valuable addition to any academic library.
This wide ranging text provokes thinking about learning from four angles: theories of learning; elements of learning; curriculum,pedagogy and assessment; and the learner. It brings together an impressive array of some of the best researchers and authors on learning, each contributing their perspective on the topic of learning from fundamental philosophical and conceptual arguments about the relationship between knowledge and learning; teachers communities of practice; and understanding of children's voices in the classroom. The contributions are organised in to Parts; each Part is given an introduction by Scott and Hargreaves, who also provide a scene setting introduction and conclusion or endpoint to the Handbook. This is a major piece of work which researchers and academics will find a most valuable resource.
This new Handbook of Learning from Sage brings together a wide range of critical discourses in what is a very contested field. While it is not possible to conceptually disentangle learning from the learner, as the former is manifested in the latter, the handbook uses this structure to arrange chapters that give a deep insight into the issues of the nature of learning and the place of the learning in framing that nature. A third section on curriculum, pedagogy and assessment provides the contextual application for the theories and models espoused. I endorse this book as a valuable addition to any academic library.
Cuprins
PART I: Philosophical, Sociological and Psychological Theories of Learning
Introduction (Part One) - David Scott and Eleanore Hargreaves
Learning, Complexity and Emergent (Irreversible) Change - Deborah Osberg
Learning in relation to Culture and Social Interaction - Harry Daniels
Learning and Philosophy - Emma Williams and Paul Standish
Phenomenology and Learning - David Aldridge
A Dialogical Relationship with Cultural-Historical Activity Theory: A Realist Perspective - Iskra Nunez
Deleuze and Learning - David R. Cole
Sociomateriality and Learning: A Critical Approach - Tara Fenwick
The Concept of Learning in a Cultural-Historical Perspective - Seth Chaiklin
The Post-Human and Responsible Experimentation in Learning - Richard Edwards
Learning, Commognition and Mathematics - Anna Sfard
PART II: Models of Learning
Introduction (Part Two) - David Scott and Eleanore Hargreaves
Knowledge, Curriculum and Learning: ‘What Did You Learn in School?’ - Alex Moore
A Social Semiotic Multimodal Approach to Learning - Gunther Kress and Jeff Bezemer
Learners, Politics and Education - Barbara Crossouard and Rebecca Webb
Learning, Governance and the European Educational Space - Martin Lawn and Rosario Sergio Maniscalco
The Elements of a Learning Environment - David Scott and Carol Evans
PART III: Learning, Curriculum, Pedagogy and Assessment
Introduction (Part Three) - Eleanore Hargreaves and David Scott
Formative Assessment – A Success Story - John Pryor
Professional Development in Dialogic Teaching: Helping Teachers Promote Argument Literacy in Their Classrooms - Alina Reznitskaya and Ian Wilkinson
Interactions between Teaching and Learning Mathematics in Elementary Classrooms - Aki Murata
Violence in Schools: The Role of Authoritarian Learning - Clive Harber
Learning, Pedagogy and Assessment - Bethan Marshall
Teaching and Learning in a Global World - Lisa Smulyan
Learning in a Professional Learning Community: The Challenge Evolves - Vicki A. Vescio and Alyson Adams
PART IV: Learning Dispositions, Life-Long Learning and Learning Environments
Introduction (Part Four) - Eleanore Hargreaves and David Scott
Meta-Cognition and Self-Regulation in Learning - Deborah L. Butler
Pedagogy, Fear and Learning - Eleanore Hargreaves
Meta-Learning in Classrooms - Chris Watkins
Transformative Learning - Knud Illeris
Learning and Pedagogic Relations - Tone Saevi
Affective Dimensions of Learning - Carolyn Jackson
The Impact of Gender, Race and Class on Learning Dispositions in Schools - Diane Reay
Learning and New Media - Mary Kalantzis and Bill Cope
Harnessing the Power of Knowledge and Beliefs in Teaching and Learning: Interventions that Promote Change - P. Karen Murphy, Carla M. Firetto and Valerie A. Long
Endpoint - David Scott and Eleanore Hargreaves
Introduction (Part One) - David Scott and Eleanore Hargreaves
Learning, Complexity and Emergent (Irreversible) Change - Deborah Osberg
Learning in relation to Culture and Social Interaction - Harry Daniels
Learning and Philosophy - Emma Williams and Paul Standish
Phenomenology and Learning - David Aldridge
A Dialogical Relationship with Cultural-Historical Activity Theory: A Realist Perspective - Iskra Nunez
Deleuze and Learning - David R. Cole
Sociomateriality and Learning: A Critical Approach - Tara Fenwick
The Concept of Learning in a Cultural-Historical Perspective - Seth Chaiklin
The Post-Human and Responsible Experimentation in Learning - Richard Edwards
Learning, Commognition and Mathematics - Anna Sfard
PART II: Models of Learning
Introduction (Part Two) - David Scott and Eleanore Hargreaves
Knowledge, Curriculum and Learning: ‘What Did You Learn in School?’ - Alex Moore
A Social Semiotic Multimodal Approach to Learning - Gunther Kress and Jeff Bezemer
Learners, Politics and Education - Barbara Crossouard and Rebecca Webb
Learning, Governance and the European Educational Space - Martin Lawn and Rosario Sergio Maniscalco
The Elements of a Learning Environment - David Scott and Carol Evans
PART III: Learning, Curriculum, Pedagogy and Assessment
Introduction (Part Three) - Eleanore Hargreaves and David Scott
Formative Assessment – A Success Story - John Pryor
Professional Development in Dialogic Teaching: Helping Teachers Promote Argument Literacy in Their Classrooms - Alina Reznitskaya and Ian Wilkinson
Interactions between Teaching and Learning Mathematics in Elementary Classrooms - Aki Murata
Violence in Schools: The Role of Authoritarian Learning - Clive Harber
Learning, Pedagogy and Assessment - Bethan Marshall
Teaching and Learning in a Global World - Lisa Smulyan
Learning in a Professional Learning Community: The Challenge Evolves - Vicki A. Vescio and Alyson Adams
PART IV: Learning Dispositions, Life-Long Learning and Learning Environments
Introduction (Part Four) - Eleanore Hargreaves and David Scott
Meta-Cognition and Self-Regulation in Learning - Deborah L. Butler
Pedagogy, Fear and Learning - Eleanore Hargreaves
Meta-Learning in Classrooms - Chris Watkins
Transformative Learning - Knud Illeris
Learning and Pedagogic Relations - Tone Saevi
Affective Dimensions of Learning - Carolyn Jackson
The Impact of Gender, Race and Class on Learning Dispositions in Schools - Diane Reay
Learning and New Media - Mary Kalantzis and Bill Cope
Harnessing the Power of Knowledge and Beliefs in Teaching and Learning: Interventions that Promote Change - P. Karen Murphy, Carla M. Firetto and Valerie A. Long
Endpoint - David Scott and Eleanore Hargreaves
Descriere
Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this handbook brings together original contributions from respected researchers who are leading figures in the field.