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The SAGE Handbook of Learning
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The SAGE Handbook of Learning

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August 2015 | 440 pages | SAGE Publications Ltd

"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." - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech

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

 

 
PART I: Philosophical, Sociological and Psychological Theories of Learning
David Scott and Eleanore Hargreaves
Introduction (Part One)
Deborah Osberg
Learning, Complexity and Emergent (Irreversible) Change
Harry Daniels
Learning in relation to Culture and Social Interaction
Emma Williams and Paul Standish
Learning and Philosophy
David Aldridge
Phenomenology and Learning
Iskra Nunez
A Dialogical Relationship with Cultural-Historical Activity Theory: A Realist Perspective
David R. Cole
Deleuze and Learning
Tara Fenwick
Sociomateriality and Learning: A Critical Approach
Seth Chaiklin
The Concept of Learning in a Cultural-Historical Perspective
Richard Edwards
The Post-Human and Responsible Experimentation in Learning
Anna Sfard
Learning, Commognition and Mathematics
 
PART II: Models of Learning
David Scott and Eleanore Hargreaves
Introduction (Part Two)
Alex Moore
Knowledge, Curriculum and Learning: ‘What Did You Learn in School?’
Gunther Kress and Jeff Bezemer
A Social Semiotic Multimodal Approach to Learning
Barbara Crossouard and Rebecca Webb
Learners, Politics and Education
Martin Lawn and Rosario Sergio Maniscalco
Learning, Governance and the European Educational Space
David Scott and Carol Evans
The Elements of a Learning Environment
 
PART III: Learning, Curriculum, Pedagogy and Assessment
Eleanore Hargreaves and David Scott
Introduction (Part Three)
John Pryor
Formative Assessment – A Success Story
Alina Reznitskaya and Ian Wilkinson
Professional Development in Dialogic Teaching: Helping Teachers Promote Argument Literacy in Their Classrooms
Aki Murata
Interactions between Teaching and Learning Mathematics in Elementary Classrooms
Clive Harber
Violence in Schools: The Role of Authoritarian Learning
Bethan Marshall
Learning, Pedagogy and Assessment
Lisa Smulyan
Teaching and Learning in a Global World
Vicki A. Vescio and Alyson Adams
Learning in a Professional Learning Community: The Challenge Evolves
 
PART IV: Learning Dispositions, Life-Long Learning and Learning Environments
Eleanore Hargreaves and David Scott
Introduction (Part Four)
Deborah L. Butler
Meta-Cognition and Self-Regulation in Learning
Eleanore Hargreaves
Pedagogy, Fear and Learning
Chris Watkins
Meta-Learning in Classrooms
Knud Illeris
Transformative Learning
Tone Saevi
Learning and Pedagogic Relations
Carolyn Jackson
Affective Dimensions of Learning
Diane Reay
The Impact of Gender, Race and Class on Learning Dispositions in Schools
Mary Kalantzis and Bill Cope
Learning and New Media
P. Karen Murphy, Carla M. Firetto and Valerie A. Long
Harnessing the Power of Knowledge and Beliefs in Teaching and Learning: Interventions that Promote Change
David Scott and Eleanore Hargreaves
Endpoint

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.

Carol A. Mullen
Professor of Educational Leadership, Virginia Tech

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.

Caroline Gipps
Visiting Professor UCL Institute of Education and Emeritus professor University of Wolverhampton

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.

Dr Pete Bradshaw
Head of Qualification for the Masters in Education, Open University

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ISBN: 9781446287569
£130.00

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