Major references (IMHO) are in bold
[A]
[B] [C]
[D] [E]
[F] [G]
[H] [I]
[J] [K]
[L] [M]
[N] [O]
[P] [Q]
[R] [S]
[T] [U] [V]
[W] [X]
[Y] [Z] |
|
|
|
Main
citation in: |
| ANDERSON G, BOUD D, and SAMPSON J (1996) Learning Contracts:
a practical guide London; Kogan Page |
Learning
Contracts
|
| APTER M J (1989) Reversal Theory:
motivation, emotion and personality London: Routledge |
Motivation
and Anxiety |
| ARGYRIS C and SCHÖN D (1978)
Organizational Learning: a theory in action perspective New
York: Addison-Wesley |
Reflective
Practice |
|
ASCH S E (1955) "Opinions and Social
Pressure" Scientific American 193 (5) pp. 31-35 |
Authority and Learning
|
| ATHERTON J S (1999) “Resistance
to Learning: a discussion based on participants in in-service professional
training programmes” Journal of Vocational Education and Training
vol.51, no 1, pp 77-90 |
Resistance
to Learning |
|
ATKINSON R C
and SCHIFFRIN R M (1968) “Human memory: a proposed system and
its control processes” in K T and J W Spence (eds.) The
Psychology of Learning and Motivation vol 2. London; Academic
Press |
Memory
|
| ATKINSON R
L, ATKINSON R C, SMITH E E, and BEM D J (1993) Introduction to
Psychology (11th edition) Fort Worth TX: Harcourt Brace Jovanovich |
What is Learning? |
|
|
To top |
| BANNISTER D and
FRANSELLA F (1986) Inquiring Man: the psychology of personal
constructs (3rd edition) London: Routledge |
Personal Constructs |
| BANNISTER D and MAIR J M M (1968)
The Evaluation of Personal Constructs London: Academic Press |
Personal Constructs |
| BATESON G (1973) Steps to an
Ecology of Mind London: Paladin |
Learning how
to Learn |
| BEARD R (1969) An Outline of
Piaget's Developmental Psychology London, Routledge and Kegan
Paul. (dense and orthodox) |
Piaget |
| BECKER H (1963) “Why school is
a lousy place to learn anything in” reprinted in R J Burgess (ed.)
Howard Becker on Education Buckingham; Open University Press |
Critical Approaches
Tacit knowledge and
Implicit learning |
| BEE H (1992) The Developing Child
New York, Harper Collins College Publishers Chapter 7 (readable:
brings in more up-to-date findings) |
Piaget |
|
BERRY D C (ed.) (1997) How Implicit
is Implicit Learning? Oxford; Oxford University Press. |
Tacit knowledge and
Implicit
learning
|
| BIGGS J (1987) Student Approaches
to Learning and Studying Hawthorn, Vic: Australian Council for
Educational Research |
Deep and Surface
Learning |
| BIGGS J (1993) "What
do inventories of students' learning process really measure? A theoretical
review and clarification" Brit. J. Ed. Psych. vol 83
pp 3-19 |
Deep and Surface
Learning |
|
BIGGS J (1999) Teaching for Quality
Learning at University Buckingham: SRHE and Open University
Press |
Deep and Surface
Learning
SOLO taxonomy |
|
BIGGS J and COLLIS K (1982)
Evaluating the Quality of Learning: the SOLO taxonomy New
York: Academic Press |
SOLO taxonomy |
|
BLACKMORE S (1999) The Meme Machine
Oxford; Oxford University Press |
Imitation
|
| BLAKE R R and MOUTON
J S (1984) Synergogy: a new strategy for education, training
and development San Francisco Jossey-Bass |
Andragogy |
|
BLIGH D (1998) What's the Use of Lectures? (5th edition) Intellect
Books |
Lectures
|
| BLOOM B S (ed.) (1956) Taxonomy
of Educational Objectives, the classification of educational goals
– Handbook I: Cognitive Domain New York: McKay |
Bloom’s Taxonomy |
| BOUD D, KEOGH R and WALKER D (1985)
Reflection: turning experience into learning London: Croom Helm |
Reflective
Practice |
| BOURDIEU P (1977) Outline
of a Theory of Practice (tr. R Nice) Cambridge: Cambridge University
Press |
Situated Learning |
| BUTCHER, H. J..(1970) Human
intelligence : its nature and assessment. London : Methuen,
(Methuen's manuals of modern psychology). |
Intelligence |
|
|
To top |
| CANDY P (1981) Mirrors of the
Mind: personal construct theory in the training of Adult Educators
Manchester: University of Manchester Department of Adult andHigher
Education, Manchester Monographs 16. |
Personal Constructs |
| CLAXTON G, ATKINSON
T, OSBORN M and WALLACE M (1996) Liberating the Learner: lessons
for professional development in education London, Routledge |
What is Learning? |
| COLLINS M I (1991) Adult Education
as Vocation London, Routledge |
Critical Approaches |
| CURZON L (1998) Teaching in
Further Education: an outline of principles and practice (5th
edition) London: Cassell |
General Text |
|
|
To top |
| DANIELS H (ed.) (1996)
An Introduction to Vygotsky London : Routledge, . |
Constructivism |
| DAVE R H (1975) in Developing
and Writing Behavioural Objectives (R J Armstrong, ed.) Educational
Innovators Press |
Bloom’s Taxonomy |
| DAVENPORT J (1987) "Is
there any way out of the andragogy morass?" in M Thorpe, R
Edwards and A Hanson Culture and Processes of Adult Learning,
London; Routledge/Open University, 1993 |
Andragogy |
| DEWEY J (1938) Experience and
Education New York: Macmillan |
Constructivism |
| DONALDSON M (1984) Children's
Minds London Fontana |
Piaget |
| DREYFUS H L and DREYFUS S E (1986)
Mind over Machine: the power of human intuition and expertise
in the era of the computer Oxford; Basil Blackwell |
Reflective
Practice |
|
|
To top |
| ENTWISTLE N (1981) Styles
of Learning and Teaching; an integrated outline of educational psychology
for students, teachers and lecturers Chichester: John Wiley
(0 471 10013 7) |
Deep and Surface
Learning |
|
|
To top |
|
FESTINGER L (1957) A Theory of Cognitive
Dissonance Evanston, Ill.; Row Peterson |
Cognitive Dissonance
|
| FEUERSTEIN R (1980) Instrumental
Enrichment: intervention program for cognitive modifiability
Maryland: University Park Press |
Intelligence |
|
FLYNN J R (1999) "Searching for Justice:
The Discovery of IQ Gains Over Time" American Psychologist
Vol. 54 (1), pp. 5-20 |
Intelligence
|
| FREIRE P (1972) The Pedagogy
of the Oppressed Harmondsworth: Penguin |
Critical Approaches |
|
|
To top |
| GARDNER H (1993) Frames of
Mind: the theory of multiple intelligences (2nd edition) London,
Fontana |
Multiple Intelligences |
| GOLEMAN, D (1996) Emotional
intelligence : why it can matter more than IQ. London: Bloomsbury |
Multiple Intelligences |
| GOULD S J (1984) The Mismeasure
of Man Harmondsworth: Penguin |
Intelligence |
|
GROSS R (1996) Psychology: the
science of mind and behaviour (3rd edn.) London: Hodder and
Stoughton |
Memory
|
|
|
To top |
| HARROW A J (1972) Taxonomy of
the Psychomotor Domain: a guide for developing behavioral objectives
New York: McKay |
Bloom’s Taxonomy |
| HEBB D O (1955) "Drives and
the C.N.S. (Conceptual Nervous System)" Psychological Review
62:243-54 : |
Motivation
and Anxiety |
| HEIM A (1970) Intelligence and
Personality: their assessment and relationship Harmondsworth:
Penguin (14021216-7) |
Intelligence |
| HERRNSTEIN R and
MURRAY C (1995) The Bell Curve: Intelligence and Class Structure
in American Life (Glencoe: Ill. The Free Press) |
Intelligence |
| HERZBERG F (1966) Work and
the Nature of Man Cleveland: World Publishing Company |
Motivation |
| HOLT J (1970) How Children Fail
Harmondsworth: Penguin |
Critical Approaches |
| HONEY P and MUMFORD
A (1982) Manual of Learning Styles London: P Honey |
Experiential
Learning |
| HUDSON L (1967) Contrary Imaginations;
a psychological study of the English Schoolboy Harmondsworth:
Penguin |
Convergers
and Divergers |
|
|
To top |
| ILLICH I (1970) De-Schooling
Society Harmondsworth: Penguin |
Critical Approaches |
|
|
To top |
|
JARVIS P (1987) Adult Education in the Social Context London;
Croom Helm |
Problem-Based Learning
|
|
|
To top |
| KELLY G (1955) The Psychology
of Personal Constructs New York: W W Norton |
Personal Constructs |
| KNOWLES M S (1990) The Adult
Learner: a neglected species (4th edition) Houston: Gulf Publishing |
Andragogy |
| KOLB D A (1984) Experiential Learning:
experience as the source of learning and development New Jersey:
Prentice-Hall (0 13 295261 0) |
Experiential
Learning |
| KOLB D
A, RUBIN I M and OSLAND J (1991) Organizational Behavior; an
experiential approach (5th edition) Englewood Cliffs, N J: Prentice-Hall |
Experiential
Learning |
| KRATWOHL D R, BLOOM
B S and MASIA B B (1964) Taxonomy of Educational Objectives,
the classification of educational goals– Handbook II: Affective
Domain New York: McKay |
Bloom’s Taxonomy |
|
|
To top |
| LAURILLARD D (2002) Rethinking
University Teaching: a framework for the effective use of educational
technology (2nd edition) London; RoutledgeFalmer (0-415-25679-) |
Conversational
Approach |
| LAVE J and WENGER E (1991)
Situated Learning: legitimate peripheral participation Cambridge:
Cambridge University Press |
Situated Learning |
| LIFTON R J (1961) Thought Reform
and the Psychology of Totalism Harmondsworth; Penguin |
Critical
Reflection |
|
LOZANOV G (1979) "Accelerated Learning
and Individual Potential" Prospects: Quarterly Review of
Education; vol 9 no 4 pp414-25 |
Motivation
and Anxiety |
|
|
To top |
|
McHUGH P (1968) Defining the Situation
Evanston Ill.; Bobbs-Merrill |
Authority and Learning
|
| MARTON F and
SÄLJÖ (1976) "On Qualitative Differences in Learning
— 1: Outcome and Process" Brit. J. Educ. Psych. 46,
4-11 |
Deep and Surface
Learning |
| MARTON F and SÄLJÖ (1976) "On Qualitative
Differences in Learning — 2: Outcome as a function of the learner's
conception of the task" Brit. J. Educ. Psych. 46, 115-27 |
Deep and Surface
Learning |
| MARTON F, HOUNSELL
D and ENTWISTLE N (eds.) (1997) The Experience of Learning
(2nd edition) Edinburgh: Scottish Academic Press |
Deep and Surface
Learning |
| MASLOW A (1987) Motivation and
Personality (3rd edition) New York: Harper and Row |
Motivation |
| McGREGOR D (1960) The Human
Side of Enterprise New York McGraw-Hill |
Andragogy |
| MEZIROW J and Associates (1990)
Fostering Critical Reflection in Adulthood San Francisco:
Jossey-Bass |
Critical
Reflection |
|
MILGRAM S (1973) Obedience to Authority
London; Methuen |
Authority and Learning
|
|
MILLER G A (1956) “The Magical
Number Seven, plus or minus two: some limits on our capacity for
processing information” Psychological Review vol. 63 pp 81-97 |
Memory
|
|
MONTAGU A (ed) (1999) Race and IQ
(Expanded Edition) New York; Oxford University Press |
Intelligence
|
|
MOON J (1999) Reflection in Learning and
Professional Development: theory and practice London; Kogan
Page 0-7494-2864-3 |
Reflective
Practice |
| MORGAN A (1993) Improving your
Students’ Learning: reflections on the experience of study London,
Kogan Page |
Motivation |
|
|
To top |
|
NEIGHBOUR R (1992) The Inner Apprentice Plymouth UK; Petroc
Press |
Dissonance
|
|
|
To top |
|
|
To top |
| PASK G (1975) The Cybernetics
of Human Learning and Performance London: Hutchinson |
Pask |
| PAVLOV I P (1928) Lectures on
Conditioned Reflexes, Vol. I London: Lawrence and Wishart |
Behaviourism |
| PIAGET J and INHELDER
B (1969) The Psychology of the Child London, Routledge and
Kegan Paul (alternately readable and even denser) |
Piaget |
| PLOTKIN H (1994) Darwin Machines
and the Nature of Knowledge Harmondsworth, Penguin |
Theories |
|
POLANYI M (1958) Personal Knowledge:
towards a post-critical philosophy London: Routledge and Kegan
Paul |
Tacit Knowledge and
Implicit
Learning
|
| POPE M L and KEEN T
R (1981) Personal Construct Theory and Education London:
Academic Press |
Personal Constructs |
|
|
To top |
|
|
To top |
|
RACE P (2000) 2000 Tips for Lecturers
London; Kogan Page |
Lectures
|
| RAMSDEN P (1992) Learning to
Teach in Higher Education London: Routledge (0-415-06415-5) |
Deep and Surface
Learning |
| RAMSDEN
P BESWICK D and BOWDEN J (1989) "Effects of Learning Skills
Intervention on First Year Students' Learning" Human Learning
5: 151-64 |
Deep and Surface
Learning |
|
REBER A S (1967) "Implicit learning
of artificial grammars" Journal of Verbal Learning and Verbal
Behaviour 5 pp 855-863 |
Tacit Knowledge and
Implicit
Learning
|
| REYNOLDS B (1965) Learning
and Teaching in the Practice of Social Work (2nd edn.) New York:
Russell and Russell |
Learning Curve |
|
RICHARDSON K (2000) The Making
of Intelligence London; Phoenix |
Intelligence
|
| ROGERS C R (1980) Freedom
to learn for the 80s New York: Free Press |
Humanistic
theories |
|
ROSE S (1993) The Making of Memory:
from molecules to mind London; Bantam Books |
Memory
|
|
ROSENTHAL R and JACOBSON L (1968) Pygmalion
in the Classroom New York; Holt, Rinehart and Winston |
Educational
Innovations
|
|
|
To top |
| SÄLJÖ R (1979)
"Learning in the Learner's Perspective: 1: some commonplace
misconceptions" Reports from the Institute of Education,
University of Gothenburg, 76. |
Deep and Surface
Learning |
| SAVIN-BADEN M (2000) Problem-based
Learning in Higher Education; untold stories Buckingham; Open
University Press/SRHE |
Problem-based Learning
|
| SELIGMAN
M E P (1975) Helplessness: depression, development and death
New York: W H Freeman |
Learned Helplessness |
| SCHÖN D A (1983) The Reflective
Practitioner: how professionals think in action London: Temple
Smith |
Reflective
Practice |
| SCOTT B (1993) "Working
with Gordon: developing and applying conversation theory (1968-1978)"
Systems Research vol 10 No 3 pp 167-182 |
Pask |
| SHARRON H (1987) Changing
Children's Minds; Feuerstein's revolution in the teaching of intelligence
London: Souvenir Press (0 285 65034 3) |
Intelligence |
|
SILK D and REED B (1962) Parables in
Song and Action London; Christian Teamwork |
Memory
|
| SKINNER B F (1973) Beyond Freedom
and Dignity Harmondsworth: Penguin |
Behaviourism |
| SNYDER B R (1971) The Hidden
Curriculum New York; Alfred A Knopf |
What is Learning |
| SODEN R (1994) Teaching Problem
Solving in Vocational Education London: Routledge |
Intelligence |
|
SOLOMON R L and WYNNE L C
(1953) "Traumatic avoidance learning: acquisition in normal
dogs" Psychological Monographs 67 no 354 |
Anticipatory-avoidance
learning
|
| STEWART
I and JOINES V (1987) TA Today: a new introduction to Transactional
Analysis Nottingham: Lifespace |
Behaviour modification |
|
|
To top |
| TENNANT M (1997) Psychology
and Adult Learning (2nd edn.) London Routledge |
Andragogy |
| THOMAS L
and HARRI-AUGSTEIN S (1977) "Learning to Learn: the Personal
Construction and Exchange of Meaning" in M J A Howe (ed) Adult
Learning: Psychological research and applications Chichester,:
John Wiley and Sons, |
Personal Constructs |
| THOMAS
L and HARRI-AUGSTEIN S (1985) Self-Organised Learning: foundations
of a conversational science for psychology London: Routledge
and Kegan Paul |
Personal Constructs |
| TULLY J B (1976) "Personal
Construct Theory and Psychological Change Related to Social Work
Training" Brit. J. Social Work 6:4 pp 481-499 |
Personal Constructs |
|
TULVING E (1985) “How many memory
systems are there?” American Psychologist vol. 40 pp 385-398 |
Memory
|
|
|
To top
|
|
|
To top |
| VYGOTSKY, L. S. (1962)
Thought and language Cambridge [Mass] : M.I.T. Press. |
Constructivism |
|
|
To top |
| WADDINGTON C H (1977) Tools
for Thought London; Paladin |
Andragogy |
| WRIGHT R (1996) The Moral Animal:
why we are the way we are London: Abacus |
Theories of
Learning |
|
|
To top |
|
|
To top |
|
|
To top
|
|
|
Annotated
links to other pages on learning theories
|
|
|
|
