Dr. Andrew Johnson is Professor of Literacy and Distinguished Faculty Scholar at Minnesota State University, Mankato. He has written 12 books and published over 41 articles related to literacy, learning, and the human condition.

Dr. Johnson’s capture and summary of essential learning theories combined with his framework for application for all levels of teacher-learners would serve as an invaluable asset to instructors. I recommend Dr. Johnson's treatment of theories and issues as an asset and primer for teachers as lead learners at any stage of discovery and development.

• DedicationPrefacePART I. BACKGROUNDChapter 1: Theories, Learning, and Learning to TeachPART II. NEUROLOGICAL LEARNING THEORYChapter 2: Neurological Learning TheoryChapter 3: Applying Neurological Learning TheoryPART III. BEHAVIORAL LEARNING THEORIESChapter 4: Behaviorism - Classical ConditioningChapter 5: Behaviorism - Operant ConditioningChapter 6: Applying Behave Modification In The ClassroomChapter 7: Social Cognitive Learning TheoryPART IV. COGNITIVE LEARNING THEORIESChapter 8: Piaget’s Learning TheoryChapter 9: Vygotsky’s Learning TheoryChapter 10: The Information Processing ModelChapter 11: MemoryChapter 12: LearningChapter 13: Constructivist Learning TheoryChapter 14: The Learning Theory of Jerome BrunerChapter 15: Ausubel’s Theory of Meaningful Verbal LearningPART V. TRANSFORMATIVE LEARNING THEORIESChapter 16: Humanistic Learning TheoryChapter 17: Applying Humanistic Learning Theory in the ClassroomChapter 18: Holistic Learning TheoryChapter 19: Applying Holistic Learning Theory in the ClassroomPART VI. ALGORITHMIC VIEWS OF TEACHINGChapter 20: Planning for LearningChapter 21: The Danielson FrameworkPART VII. END MATERIALChapter 22: Defining TeachingChapter 23: DEFINING YOUR EDUCATIONAL PHILOSOPHY

Dr. Andrew Johnson is Professor of Literacy and Distinguished Faculty Scholar at Minnesota State University, Mankato. He has written 12 books and published over 41 articles related to literacy, learning, and the human condition.

Dr. Johnson’s capture and summary of essential learning theories combined with his framework for application for all levels of teacher-learners would serve as an invaluable asset to instructors. I recommend Dr. Johnson's treatment of theories and issues as an asset and primer for teachers as lead learners at any stage of discovery and development.

• DedicationPrefacePART I. BACKGROUNDChapter 1: Theories, Learning, and Learning to TeachPART II. NEUROLOGICAL LEARNING THEORYChapter 2: Neurological Learning TheoryChapter 3: Applying Neurological Learning TheoryPART III. BEHAVIORAL LEARNING THEORIESChapter 4: Behaviorism - Classical ConditioningChapter 5: Behaviorism - Operant ConditioningChapter 6: Applying Behave Modification In The ClassroomChapter 7: Social Cognitive Learning TheoryPART IV. COGNITIVE LEARNING THEORIESChapter 8: Piaget’s Learning TheoryChapter 9: Vygotsky’s Learning TheoryChapter 10: The Information Processing ModelChapter 11: MemoryChapter 12: LearningChapter 13: Constructivist Learning TheoryChapter 14: The Learning Theory of Jerome BrunerChapter 15: Ausubel’s Theory of Meaningful Verbal LearningPART V. TRANSFORMATIVE LEARNING THEORIESChapter 16: Humanistic Learning TheoryChapter 17: Applying Humanistic Learning Theory in the ClassroomChapter 18: Holistic Learning TheoryChapter 19: Applying Holistic Learning Theory in the ClassroomPART VI. ALGORITHMIC VIEWS OF TEACHINGChapter 20: Planning for LearningChapter 21: The Danielson FrameworkPART VII. END MATERIALChapter 22: Defining TeachingChapter 23: DEFINING YOUR EDUCATIONAL PHILOSOPHY