Chapter 1 Abraham Maslow: The father of American humanism Chapter 2 Carl Rogers: The father of client-centred therapy Chapter 3 A. S. Neill: Freedom to learn Chapter 4 John Goodlad: The renewal of teaching and learning, schools and teacher education Chapter 5 Basil Bernstein: Language codes, social class, pedagogy and the curriculum Chapter 6 Pierre Bourdieu: Theory of society Chapter 7 Michel Foucault: Power, surveillance, discipline and control in education Chapter 8 Nel Noddings: Caring in education Chapter 9 Lawrence Stenhouse: Linking the curriculum with theory, research and practice Chapter 10 Henry Giroux: Critical pedagogy Chapter 11 Howard Gardner: Multiple intelligences and education Chapter 12 John Holt: Unschooling or home schooling Chapter 13 bell hooks: Education as the practice of freedom Chapter 14 Jack Mezirow: Transformative learning Chapter 15 Linda Darling-Hammond: Equity in education - policy, teachers, and teaching
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.
This book includes learning theories which educators can use and apply directly to practice and would be useful for early career researchers who may appreciate an overview of educational theory. The personal background perspective included with each chapter makes the book an accessible read as a story is weaved through an understanding of the context of the times and personal circumstances of each theorist. The structure of each chapter including: proposed learning outcomes, summaries and further reading, facilitates learning and encourages a critical understanding of each theory.-- Lynn Boyle
An excellent companion to Aubrey and Riley's 'Understanding and Using Educational Theories', this book presents the ideas of more peripheral and contemporary theorists, serving to extend and enrich readers' knowledge of key thinkers on education and learning.
The key concepts of each theorist are clearly presented and contextually cushioned, enabling readers to form a web of understanding in how they link to, and have been influenced by, others in the field, whilst at the same time recognising how they may be viewed as 'challengers' to more traditional ideas on education.
Application to policy and practice helps to illuminate key ideas visibly in educational settings in an easily accessible format. I will, most certainly, be adopting this as one of our key texts.-- Jane Cawdell
Supported students in a number of ways; they began to comprehend, especially first years, what it means to be critical when exploring and implementing Educational Theories not just challenging ones. Secondly the way in which the theories were mapped out, referenced and presented provided greater information and learning support for most students.-- Deirdre Daly