David Scott is a Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. His most recent books are The European School System (coauthored with S. Leaton-Gray and P. Mehisto; Macmillan Palgrave, 2017); Equalities and Inequalities in the English Education System (coauthored with B. Scott; University College London Institute of Education Press, 2017); The Mexican Education System (coauthored with C. Posner, C. Martin, and E. Guzman; University College London Press, 2017); Education Systems and Learners: Knowledge and Knowers (Macmillan Palgrave, 2016); Policy Transfer and Educational Change (coauthored with C. Husbands, R. Slee, R. Wilkins, and M. Terano; SAGE, 2015); Roy Bhaskar: A Theory of Education (Springer International, 2015); New Perspectives on Curriculum, Pedagogy and Assessment (Springer International, 2015); and SAGE Handbook on Learning (coauthored with E. Hargreaves; SAGE, 2015).

"Extensive work Theories of Learning explains the most important concepts and streams of thought in the field of research on learning. It is an indispensable source of knowledge and information and a valuable tool for researchers and academics."Dr. Mojca Vizjak Pavsic, DELO, Slovenia

• VOLUME ONE : PHILOSOPHICAL, SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES OF LEARNINGIntellectual Evolution from Adolescence to Adulthood - Jean Piaget Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura - Joan Grusec System and Lifeworld, and the Conditions of Learning in Late Modernity - Stephen Kemmis Human Agency and the Curriculum - Hanan Alexander Michel Foucault on Education: A Preliminary Theoretical Overview - Roger Deacon Carl Rogers (1902 - 1987) - Fred Zimring On the Path towards Thinking: Learning from Martin Heidegger and Rudolf Steiner - Bo Dahlin Rousseau on Learning: A Re-Evaluation - Christopher Winch Learning Democratic Reason: The Adult Education Project of Jurgen Habermas - Stephen Brookfield Myths of Paulo Freire - Kathleen Weiler Learning Considered within a Cultural Context: Confucian and Socratic Learning - Roger Tweed and Darrin Lehman Habituated Reason: Aristotle and the ′Paradox of Moral Education′ - Kristjan Kristjansson Cognitive Development through Social Interaction: Vygotsky and Piaget - Barbara Rogoff Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development - Paul Cobb Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences - Howard Gardner and Thomas Hatch Culture, Mind and Education - Jerome Bruner Vertical and Horizontal Discourses: An Essay - Basil Bernstein Learning - Marilyn Strathern VOLUME TWO: MODELS OF LEARNINGLearning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review - Frank Coffield et alDialogical Relationship between Identity and Learning - M. Beatrice Ligorio Situated Cognition and the Culture of Learning - John Seely Brown, Allan Collins and Paul Diguid Beyond Discontinuity: Expansive Organizational Learning Remembered - Yrjo Engestrom, Hannele Kerosuo and Anu Kajamaa A MacIntyrian Perspective on Organizational Learning - John Halliday and Mary JohnssonWhat Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions - Kim Niewolny and Arthur Wilson Vygotsky, Tutoring and Learning - David Wood and Heather Wood Aporias, Webs and Passages: Doubt as an Opportunity to Learn - Nicholas Burbules Notes on a Theory of Instruction - Jerome Bruner The Development of Meta-Cognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education - Wolfgang Schneider The Learning Way: Meta-Cognitive Aspects of Experiential Learning - Alice Y. Kolb and David A. Kolb′Learning Careers′ or ′Assessment Careers′? The Impact of Assessment Systems on Learning - Kathryn Ecclestone and John Pryor First-Hand Learning through Intent Participation - Barbara Rogoff et al On Two Metaphors for Learning and the Dangers of Choosing Just One - Anna Sfard Howard Gardner: The Myth of Multiple Intelligences - John White Reframing the Concept of Reflection: Consciousness, Experiential Learning and Reflective Learning Practices - Richard Jordi On Critical Reflection - Jack Mezirow The Evolution of John Mezirow′s Transformative Learning Theory - Andrew Kitchenham VOLUME THREE: RELATIONS WITH CURRICULUM, PEDAGOGY AND ASSESSMENTMeaning and Values in Test Validation: The Science and Ethics of Assessment - Samuel Messick Assessment and Classroom Learning - Paul Black and Dylan Wiliam The Power of Feedback - John Hattie and Helen Timperley Assessment in Context - Howard Gardner Developing the Theory of Formative Assessment - Paul Black and Dylan Wiliam Assessment and Learning: Differences and Relationships between Formative and Summative Assessment - Wynne Harlen and Mary James High Stakes Testing, Educational Aims and Ideals, and Responsible Assessment - Harvey Siegel Influence of a Teacher′s Scaffolding Moves during Child-Led Small Group Discussions - May Jadallah et al Scaffolding Practices That Enhance Mathematics Learning - Julia Anghileri Effective Teaching and Learning: Scaffolding Revisited - Joan Bliss, Mike Askew and Sheila Macrae Scaffolding in Teacher-Student Interaction: A Decade of Research - Janneke van de Pol, Monique Volman and Jos Beishuizen Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment - David Gijbels et alTransformative Learning in the Perspective of a Comprehensive Learning Theory - Knud Illeris An Exploration of Meaning and the Dialogue between Textbooks and Teaching - Cleo Cherryholmes VOLUME FOUR: THEMES AND ISSUESIQ, Racism and the Eugenics Movement - Clyde Chitty Towards a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect - Lyle Yorks and Elizabeth Kasl Informal Learning in the Workplace - Michael Eraut Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills - Kaela Jubas Learning from Other People in the Workplace - Michael Eraut Analyzing Trajectories of Professional Learning in Changing Workplaces - Harry Daniels Engestrom′s Version of Activity Theory: A Conservative Praxis? - James Avis Reading Positions and Practices in the Classroom - Peter Freebody, Allan Luke and Pam Gilbert Common Misconceptions of Critical Thinking - Sharon Bailin et al Conceptualizing Critical Thinking - Sharon Bailin et alLearning and Teaching: A Theory of Action Perspective - Chris Argyris Apprenticeship as a Conceptual Basis for a Social Theory of Learning - David Guile and Michael Young Toward an Holistic Theory of Knowledge and Adult Learning - Baiyin Yang Tales from the Dark Side: A Phenomenography of Adult Critical Reflection - Stephen Brookfield Learning about Learning: A Conundrum and a Possible Resolution - Ronald Barnett Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning - Dae Joong Kang Conflict Resolution and Transformative Pedagogy: A Grounded Theory Research Project on Learning in Higher Education - Betts Fetherston and Rhys Kelly Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural Personality - Michael Allan (S)excerpts from a Life Told: Sex, Gender and Learning Disability - Chrissie Rogers

David Scott is a Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. His most recent books are The European School System (coauthored with S. Leaton-Gray and P. Mehisto; Macmillan Palgrave, 2017); Equalities and Inequalities in the English Education System (coauthored with B. Scott; University College London Institute of Education Press, 2017); The Mexican Education System (coauthored with C. Posner, C. Martin, and E. Guzman; University College London Press, 2017); Education Systems and Learners: Knowledge and Knowers (Macmillan Palgrave, 2016); Policy Transfer and Educational Change (coauthored with C. Husbands, R. Slee, R. Wilkins, and M. Terano; SAGE, 2015); Roy Bhaskar: A Theory of Education (Springer International, 2015); New Perspectives on Curriculum, Pedagogy and Assessment (Springer International, 2015); and SAGE Handbook on Learning (coauthored with E. Hargreaves; SAGE, 2015).

"Extensive work Theories of Learning explains the most important concepts and streams of thought in the field of research on learning. It is an indispensable source of knowledge and information and a valuable tool for researchers and academics."Dr. Mojca Vizjak Pavsic, DELO, Slovenia

• VOLUME ONE : PHILOSOPHICAL, SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES OF LEARNINGIntellectual Evolution from Adolescence to Adulthood - Jean Piaget Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura - Joan Grusec System and Lifeworld, and the Conditions of Learning in Late Modernity - Stephen Kemmis Human Agency and the Curriculum - Hanan Alexander Michel Foucault on Education: A Preliminary Theoretical Overview - Roger Deacon Carl Rogers (1902 - 1987) - Fred Zimring On the Path towards Thinking: Learning from Martin Heidegger and Rudolf Steiner - Bo Dahlin Rousseau on Learning: A Re-Evaluation - Christopher Winch Learning Democratic Reason: The Adult Education Project of Jurgen Habermas - Stephen Brookfield Myths of Paulo Freire - Kathleen Weiler Learning Considered within a Cultural Context: Confucian and Socratic Learning - Roger Tweed and Darrin Lehman Habituated Reason: Aristotle and the ′Paradox of Moral Education′ - Kristjan Kristjansson Cognitive Development through Social Interaction: Vygotsky and Piaget - Barbara Rogoff Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development - Paul Cobb Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences - Howard Gardner and Thomas Hatch Culture, Mind and Education - Jerome Bruner Vertical and Horizontal Discourses: An Essay - Basil Bernstein Learning - Marilyn Strathern VOLUME TWO: MODELS OF LEARNINGLearning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review - Frank Coffield et alDialogical Relationship between Identity and Learning - M. Beatrice Ligorio Situated Cognition and the Culture of Learning - John Seely Brown, Allan Collins and Paul Diguid Beyond Discontinuity: Expansive Organizational Learning Remembered - Yrjo Engestrom, Hannele Kerosuo and Anu Kajamaa A MacIntyrian Perspective on Organizational Learning - John Halliday and Mary JohnssonWhat Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions - Kim Niewolny and Arthur Wilson Vygotsky, Tutoring and Learning - David Wood and Heather Wood Aporias, Webs and Passages: Doubt as an Opportunity to Learn - Nicholas Burbules Notes on a Theory of Instruction - Jerome Bruner The Development of Meta-Cognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education - Wolfgang Schneider The Learning Way: Meta-Cognitive Aspects of Experiential Learning - Alice Y. Kolb and David A. Kolb′Learning Careers′ or ′Assessment Careers′? The Impact of Assessment Systems on Learning - Kathryn Ecclestone and John Pryor First-Hand Learning through Intent Participation - Barbara Rogoff et al On Two Metaphors for Learning and the Dangers of Choosing Just One - Anna Sfard Howard Gardner: The Myth of Multiple Intelligences - John White Reframing the Concept of Reflection: Consciousness, Experiential Learning and Reflective Learning Practices - Richard Jordi On Critical Reflection - Jack Mezirow The Evolution of John Mezirow′s Transformative Learning Theory - Andrew Kitchenham VOLUME THREE: RELATIONS WITH CURRICULUM, PEDAGOGY AND ASSESSMENTMeaning and Values in Test Validation: The Science and Ethics of Assessment - Samuel Messick Assessment and Classroom Learning - Paul Black and Dylan Wiliam The Power of Feedback - John Hattie and Helen Timperley Assessment in Context - Howard Gardner Developing the Theory of Formative Assessment - Paul Black and Dylan Wiliam Assessment and Learning: Differences and Relationships between Formative and Summative Assessment - Wynne Harlen and Mary James High Stakes Testing, Educational Aims and Ideals, and Responsible Assessment - Harvey Siegel Influence of a Teacher′s Scaffolding Moves during Child-Led Small Group Discussions - May Jadallah et al Scaffolding Practices That Enhance Mathematics Learning - Julia Anghileri Effective Teaching and Learning: Scaffolding Revisited - Joan Bliss, Mike Askew and Sheila Macrae Scaffolding in Teacher-Student Interaction: A Decade of Research - Janneke van de Pol, Monique Volman and Jos Beishuizen Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment - David Gijbels et alTransformative Learning in the Perspective of a Comprehensive Learning Theory - Knud Illeris An Exploration of Meaning and the Dialogue between Textbooks and Teaching - Cleo Cherryholmes VOLUME FOUR: THEMES AND ISSUESIQ, Racism and the Eugenics Movement - Clyde Chitty Towards a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect - Lyle Yorks and Elizabeth Kasl Informal Learning in the Workplace - Michael Eraut Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills - Kaela Jubas Learning from Other People in the Workplace - Michael Eraut Analyzing Trajectories of Professional Learning in Changing Workplaces - Harry Daniels Engestrom′s Version of Activity Theory: A Conservative Praxis? - James Avis Reading Positions and Practices in the Classroom - Peter Freebody, Allan Luke and Pam Gilbert Common Misconceptions of Critical Thinking - Sharon Bailin et al Conceptualizing Critical Thinking - Sharon Bailin et alLearning and Teaching: A Theory of Action Perspective - Chris Argyris Apprenticeship as a Conceptual Basis for a Social Theory of Learning - David Guile and Michael Young Toward an Holistic Theory of Knowledge and Adult Learning - Baiyin Yang Tales from the Dark Side: A Phenomenography of Adult Critical Reflection - Stephen Brookfield Learning about Learning: A Conundrum and a Possible Resolution - Ronald Barnett Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning - Dae Joong Kang Conflict Resolution and Transformative Pedagogy: A Grounded Theory Research Project on Learning in Higher Education - Betts Fetherston and Rhys Kelly Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural Personality - Michael Allan (S)excerpts from a Life Told: Sex, Gender and Learning Disability - Chrissie Rogers

David Scott is a Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. His most recent books are The European School System (coauthored with S. Leaton-Gray and P. Mehisto; Macmillan Palgrave, 2017); Equalities and Inequalities in the English Education System (coauthored with B. Scott; University College London Institute of Education Press, 2017); The Mexican Education System (coauthored with C. Posner, C. Martin, and E. Guzman; University College London Press, 2017); Education Systems and Learners: Knowledge and Knowers (Macmillan Palgrave, 2016); Policy Transfer and Educational Change (coauthored with C. Husbands, R. Slee, R. Wilkins, and M. Terano; SAGE, 2015); Roy Bhaskar: A Theory of Education (Springer International, 2015); New Perspectives on Curriculum, Pedagogy and Assessment (Springer International, 2015); and SAGE Handbook on Learning (coauthored with E. Hargreaves; SAGE, 2015).

"Extensive work Theories of Learning explains the most important concepts and streams of thought in the field of research on learning. It is an indispensable source of knowledge and information and a valuable tool for researchers and academics."Dr. Mojca Vizjak Pavsic, DELO, Slovenia

• VOLUME ONE : PHILOSOPHICAL, SOCIOLOGICAL AND PSYCHOLOGICAL THEORIES OF LEARNINGIntellectual Evolution from Adolescence to Adulthood - Jean Piaget Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura - Joan Grusec System and Lifeworld, and the Conditions of Learning in Late Modernity - Stephen Kemmis Human Agency and the Curriculum - Hanan Alexander Michel Foucault on Education: A Preliminary Theoretical Overview - Roger Deacon Carl Rogers (1902 - 1987) - Fred Zimring On the Path towards Thinking: Learning from Martin Heidegger and Rudolf Steiner - Bo Dahlin Rousseau on Learning: A Re-Evaluation - Christopher Winch Learning Democratic Reason: The Adult Education Project of Jurgen Habermas - Stephen Brookfield Myths of Paulo Freire - Kathleen Weiler Learning Considered within a Cultural Context: Confucian and Socratic Learning - Roger Tweed and Darrin Lehman Habituated Reason: Aristotle and the ′Paradox of Moral Education′ - Kristjan Kristjansson Cognitive Development through Social Interaction: Vygotsky and Piaget - Barbara Rogoff Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development - Paul Cobb Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences - Howard Gardner and Thomas Hatch Culture, Mind and Education - Jerome Bruner Vertical and Horizontal Discourses: An Essay - Basil Bernstein Learning - Marilyn Strathern VOLUME TWO: MODELS OF LEARNINGLearning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review - Frank Coffield et alDialogical Relationship between Identity and Learning - M. Beatrice Ligorio Situated Cognition and the Culture of Learning - John Seely Brown, Allan Collins and Paul Diguid Beyond Discontinuity: Expansive Organizational Learning Remembered - Yrjo Engestrom, Hannele Kerosuo and Anu Kajamaa A MacIntyrian Perspective on Organizational Learning - John Halliday and Mary JohnssonWhat Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions - Kim Niewolny and Arthur Wilson Vygotsky, Tutoring and Learning - David Wood and Heather Wood Aporias, Webs and Passages: Doubt as an Opportunity to Learn - Nicholas Burbules Notes on a Theory of Instruction - Jerome Bruner The Development of Meta-Cognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education - Wolfgang Schneider The Learning Way: Meta-Cognitive Aspects of Experiential Learning - Alice Y. Kolb and David A. Kolb′Learning Careers′ or ′Assessment Careers′? The Impact of Assessment Systems on Learning - Kathryn Ecclestone and John Pryor First-Hand Learning through Intent Participation - Barbara Rogoff et al On Two Metaphors for Learning and the Dangers of Choosing Just One - Anna Sfard Howard Gardner: The Myth of Multiple Intelligences - John White Reframing the Concept of Reflection: Consciousness, Experiential Learning and Reflective Learning Practices - Richard Jordi On Critical Reflection - Jack Mezirow The Evolution of John Mezirow′s Transformative Learning Theory - Andrew Kitchenham VOLUME THREE: RELATIONS WITH CURRICULUM, PEDAGOGY AND ASSESSMENTMeaning and Values in Test Validation: The Science and Ethics of Assessment - Samuel Messick Assessment and Classroom Learning - Paul Black and Dylan Wiliam The Power of Feedback - John Hattie and Helen Timperley Assessment in Context - Howard Gardner Developing the Theory of Formative Assessment - Paul Black and Dylan Wiliam Assessment and Learning: Differences and Relationships between Formative and Summative Assessment - Wynne Harlen and Mary James High Stakes Testing, Educational Aims and Ideals, and Responsible Assessment - Harvey Siegel Influence of a Teacher′s Scaffolding Moves during Child-Led Small Group Discussions - May Jadallah et al Scaffolding Practices That Enhance Mathematics Learning - Julia Anghileri Effective Teaching and Learning: Scaffolding Revisited - Joan Bliss, Mike Askew and Sheila Macrae Scaffolding in Teacher-Student Interaction: A Decade of Research - Janneke van de Pol, Monique Volman and Jos Beishuizen Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment - David Gijbels et alTransformative Learning in the Perspective of a Comprehensive Learning Theory - Knud Illeris An Exploration of Meaning and the Dialogue between Textbooks and Teaching - Cleo Cherryholmes VOLUME FOUR: THEMES AND ISSUESIQ, Racism and the Eugenics Movement - Clyde Chitty Towards a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect - Lyle Yorks and Elizabeth Kasl Informal Learning in the Workplace - Michael Eraut Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills - Kaela Jubas Learning from Other People in the Workplace - Michael Eraut Analyzing Trajectories of Professional Learning in Changing Workplaces - Harry Daniels Engestrom′s Version of Activity Theory: A Conservative Praxis? - James Avis Reading Positions and Practices in the Classroom - Peter Freebody, Allan Luke and Pam Gilbert Common Misconceptions of Critical Thinking - Sharon Bailin et al Conceptualizing Critical Thinking - Sharon Bailin et alLearning and Teaching: A Theory of Action Perspective - Chris Argyris Apprenticeship as a Conceptual Basis for a Social Theory of Learning - David Guile and Michael Young Toward an Holistic Theory of Knowledge and Adult Learning - Baiyin Yang Tales from the Dark Side: A Phenomenography of Adult Critical Reflection - Stephen Brookfield Learning about Learning: A Conundrum and a Possible Resolution - Ronald Barnett Rhizoactivity: Toward a Postmodern Theory of Lifelong Learning - Dae Joong Kang Conflict Resolution and Transformative Pedagogy: A Grounded Theory Research Project on Learning in Higher Education - Betts Fetherston and Rhys Kelly Frontier Crossings: Cultural Dissonance, Intercultural Learning and the Multicultural Personality - Michael Allan (S)excerpts from a Life Told: Sex, Gender and Learning Disability - Chrissie Rogers