References
I make no apology for the age of many of these references; most of them refer to the introduction of an idea, rather than the latest glosses on it. Such later critiques and revisions tends to appear in academic journals which remain relatively inaccessible to real people. I have routinely referred to British editions of books; publishers and publication dates may differ for those you have access to.
Incidentally, it is not regarded as good practice to CAPITALISE the surnames of authors in strict APA style. I therefore do it deliberately. No--not just to be awkward. Think about it. I've not included all the punctuation, either: my take on this whole obsessional business is here.
Major references (IMHO) are in bold
[A] [B] [C] [D] [E] [F] [G] [H] [I] [J] [K] [L] [M] [N] [P] [R] [S] [T] [V] [W] [Z]
A |
Main citation in: |
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ANDERSON G, BOUD D, and SAMPSON J (1996) Learning Contracts: a practical guide London; Kogan Page |
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ANDERSON, L W, & KRATHWOHL D R (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman |
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| 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 |
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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? |
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AUSUBEL D P (1968) Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston |
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B |
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| 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 |
| BEE H (1992) The Developing Child New York, Harper Collins College Publishers Chapter 7 (readable: brings in more up-to-date findings) |
Piaget |
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BELENKY M F, CLINCHY B M, GOLDBERGER N R, TARULE J M (1986) Women's Ways Of Knowing: the development of self, voice, and mind New York; Basic Books |
Andragogy |
| BERGER P L and LUCKMANN T (1967) The Social Construction of Reality London; Penguin | |
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BERRY D C (ed.) (1997) How Implicit is Implicit Learning? Oxford; Oxford University Press. |
Tacit knowledge and |
| BIGGS J (1987) Student Approaches to Learning and Studying Hawthorn, Vic: Australian Council for Educational Research | |
| 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 | |
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BIGGS J and TANG C (2007) Teaching for Quality Learning at University (3rd edn) Buckingham: SRHE and Open University Press |
Deep and Surface Learning |
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BIGGS J and COLLIS K (1982) Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press |
SOLO taxonomy |
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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 |
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BLIGH D (1998) What's the Use of Lectures? (5th edition) Intellect Books |
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BLOOM B S (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay |
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| 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 |
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BRUNER J S (1966) Toward a theory of instruction Cambridge, MA: The Belknap Press of Harvard University Press |
Enactive, Iconic and Symbolic |
| BUTCHER, H. J..(1970) Human intelligence : its nature and assessment. London : Methuen, (Methuen's manuals of modern psychology). |
Intelligence |
C |
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| 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 (1998) Hare Brain, Tortoise Mind; why intelligence increases when you think less London; Fourth Estate |
Theories of Learning |
| 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 |
| COPELAND W, BIRMINGHAM C and LEWIN B (1993) "The reflective practitioner in teaching; towards a research agenda" Teaching and Teacher Education vol 9 no 4 pp 247-259 |
Reflection |
| CURZON L (2004) Teaching in Further Education: an outline of principles and practice (6th edition) London: Continuum |
General Text |
D |
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DALE E (1969) Audiovisual Methods in Teaching, New York: Dryden Press. |
Myths and Misconceptions |
| 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 | |
| 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 |
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DWECK C (2000) Self-theories: their role in motivation, personality, and development Hove: Psychology Press |
Other angles on “Intelligence” |
E |
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| 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) | |
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ERICSSON K A, PRIETULA M J, and COKELY E T (2007) "The Making of an Expert" Harvard Business Review (online edition) 7 June 2007: available http://www.coachingmanagement.nl/The%20Making%20of%20an%20Expert.pdf (accessed 6 April 2012) |
Other angles on “Intelligence” |
F |
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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 |
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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 |
G |
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| GARDNER H (1993) Frames of Mind: the theory of multiple intelligences (2nd edition) London, Fontana |
Multiple Intelligences |
| GOLDACRE B (2008) Bad Science London; Fourth Estate |
Theories of Learning |
| 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 |
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GROSS R (1996) Psychology: the science of mind and behaviour (3rd edn.) London: Hodder and Stoughton |
Memory |
H |
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| HARROW A J (1972) Taxonomy of the Psychomotor Domain: a guide for developing behavioral objectives New York: McKay | |
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HATTIE J (2009) Visible Learning; a synthesis of over 800 meta-analyses relating to achievement London; Routledge |
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| 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 |
I |
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| ILLICH I (1970) De-Schooling Society Harmondsworth: Penguin |
Critical Approaches |
J |
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JARVIS P (1987) Adult Education in the Social Context London; Croom Helm |
Problem-Based Learning |
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JARVIS P (2006)Towards a Comprehensive Theory of Adult Learning London; Routledge |
Experiential Learning |
| JOHNSON S (2005) Mind Wide Open; why you are what you think London; Penguin | |
K |
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| 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 | |
L |
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| 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 |
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LOZANOV G (1979) "Accelerated Learning and Individual Potential" Prospects: Quarterly Review of Education; vol 9 no 4 pp414-25 |
Motivation and Anxiety |
M |
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McHUGH P (1968) Defining the Situation Evanston Ill.; Bobbs-Merrill |
Authority and Learning |
| MAGENNIS S and FARRELL A (2005) "Teaching and Learning Activities: expanding the repertoire to support student learning" in G O'Neill, S Moore and B McMullin Emerging Issues in the Practice of University Learning and Teaching, Dublin; All Ireland Society for Higher Education/Higher Education Authority |
Myths and Misconceptions |
| MARTON F and SÄLJÖ (1976) "On Qualitative Differences in Learning — 1: Outcome and Process" Brit. J. Educ. Psych. 46, 4-11 | |
| 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 | |
| MARTON F, HOUNSELL D and ENTWISTLE N (eds.) (1997) The Experience of Learning (2nd edition) Edinburgh: Scottish Academic Press | |
| 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 |
| MEHRABIAN A (1972) Non-verbal Communication Chicago; Aldine |
Myths and Misconceptions |
| MEZIROW J and Associates (1990) Fostering Critical Reflection in Adulthood San Francisco: Jossey-Bass |
Critical Reflection |
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MILGRAM S (1973) Obedience to Authority London; Methuen |
Authority and Learning |
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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 |
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MONTAGU A (ed) (1999) Race and IQ (Expanded Edition) New York; Oxford University Press |
Intelligence |
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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 |
N |
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NEIGHBOUR R (1992) The Inner Apprentice Plymouth UK; Petroc Press |
Dissonance |
P |
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| 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 |
| PETTY G (2006) Evidence-based teaching; a practical approach Cheltenham; Nelson Thornes |
Other angles on “Intelligence” |
| 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 |
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POLANYI M (1958) Personal Knowledge: towards a post-critical philosophy London: Routledge and Kegan Paul |
Tacit Knowledge and |
| POPE M L and KEEN T R (1981) Personal Construct Theory and Education London: Academic Press |
Personal Constructs |
R |
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RACE P (2000) 2000 Tips for Lecturers London; Kogan Page |
|
| RAMSDEN P (1992) Learning to Teach in Higher Education London: Routledge (0-415-06415-5) | |
| RAMSDEN P BESWICK D and BOWDEN J (1989) "Effects of Learning Skills Intervention on First Year Students' Learning" Human Learning 5: 151-64 | |
|
REBER A S (1967) "Implicit learning of artificial grammars" Journal of Verbal Learning and Verbal Behaviour 5 pp 855-863 |
Tacit Knowledge and |
| REYNOLDS B (1965) Learning and Teaching in the Practice of Social Work (2nd edn.) New York: Russell and Russell |
Learning Curve |
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RICHARDSON K (2000) The Making of Intelligence London; Phoenix |
Intelligence |
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RIDLEY M (2003) Nature via Nurture: genes, experience and what makes us human London; Fourth Estate |
Intelligence |
| ROGERS C R (1980) Freedom to learn for the 80s New York: Free Press |
Humanistic theories |
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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 |
S |
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| SÄLJÖ R (1979) "Learning in the Learner's Perspective: 1: some commonplace misconceptions" Reports from the Institute of Education, University of Gothenburg, 76. | |
| 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 |
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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 |
T |
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| 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 |
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TULVING E (1985) “How many memory systems are there?” American Psychologist vol. 40 pp 385-398 |
Memory |
V |
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| VYGOTSKY, L. S. (1962) Thought and language Cambridge [Mass] : M.I.T. Press. |
Constructivism |
W |
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| WADDINGTON C H (1977) Tools for Thought London; Paladin |
Andragogy |
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WENGER E (1998) Communities of Practice; learning, meaning and identity Cambridge; Cambridge University Press |
Situated Learning |
| WRIGHT R (1996) The Moral Animal: why we are the way we are London: Abacus |
Theories of Learning |
Z |
|
| ZULL J E (2002)The Art of Changing the Brain; enriching the practice of teaching by exploring the biology of learning Sterling, VA; Stylus Publishing. |
Theories of Learning |
This is an archived copy of Atherton J S (2013) Learning and Teaching [On-line: UK] Original material by James Atherton: last up-dated overall 10 February 2013
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