A comprehensive textbook on important educational theorists, building on Aubrey & Riley's main book (Understanding and Using Educational Theories 3e) and offering a practical, theoretical and critical overview of more challenging theorists, including many with a strong sociological focus.
A comprehensive textbook on important educational theorists, building on Aubrey & Riley's main book (Understanding and Using Educational Theories 3e) and offering a practical, theoretical and critical overview of more challenging theorists, including many with a strong sociological focus.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Karl Aubrey is a Visiting Tutor on the Professional Studies in Education programmes at Bishop Grosseteste University. Prior to this Karl was the Programme Leader for a range of initial teacher education and professional development programmes at a large city further education college. Between 2003 and 2005 he was seconded to the DfES Standards Unit as a learning and teaching practitioner in the East Midlands. Karl has contributed to the Oxford Dictionary of Education. His doctoral thesis explored the reforms in further education teacher education from 2000 to 2010, from the viewpoint of teacher educators. Karl's research interests include inclusion, education policy, pedagogy and work-based learning.
Inhaltsangabe
Introduction Ch1 Abraham Maslow: The third force in psychology Ch2 Carl Rogers: Learner-centred teaching and the fully functioning person Ch3 A.S. Neill: Freedom to learn Ch4 John Goodlad: The renewal of teaching and learning, schools and teacher education Ch5 Basil Bernstein: Language codes, social class, pedagogy and the curriculum Ch6 Ivan Illich: Deschooling society: challenging the concept of school Ch7 Pierre Bourdieu: Theory of society Ch8 Michel Foucault: Power, surveillance, discipline and control in education Ch9 Loris Malaguzzi: The Reggio Emilia experience Ch10 Nel Noddings: Caring in education Ch11 Lawrence Stenhouse: Linking the curriculum with theory, research and practice Ch12 Michael Apple: Ideology, knowledge, power, and the curriculum Ch13 Henry Giroux: Critical pedagogy Ch14 Howard Gardner: Multiple intelligences and education Ch15 John Holt: Unschooling or home schooling Ch16 bell hooks: Education as the practice of freedom Ch17 Jack Mezirow: Transformative learning Ch18 Linda Darling-Hammond: Equity in education: policy, teachers and teaching Ch19 Diane Ravitch: From Champion To Critic Of The American Education System Ch20 Gloria Ladson-Billings: Culturally Relevant Pedagogy
Chapter 1: Abraham Maslow: The father of American humanism Chapter 2: Carl Rogers: Learner-centred teaching and the fully functioning person Chapter 3: A.S. Neill: Freedom to learn Chapter 4: John Goodlad: The renewal of teaching and learning, schools and teacher education Chapter 5: Basil Bernstein: Language codes, social class, pedagogy and the curriculum Chapter 6: Ivan Illich: Deschooling society: challenging the concept of school Chapter 7: Pierre Bourdieu: Theory of society Chapter 8: Michel Foucault: Power, surveillance, discipline and control in education Chapter 9: Loris Malaguzzi: The Reggio Emilia experience Chapter 10: Nel Noddings: Caring in education Chapter 11: Lawrence Stenhouse: Linking the curriculum with theory, research and practice Chapter 12: Michael Apple: Ideology, knowledge, power, and the curriculum Chapter 13: Henry Giroux: Critical pedagogy Chapter 14: Howard Gardner: Multiple intelligences and education Chapter 15: John Holt: Unschooling or home schooling Chapter 16: bell hooks: Education as the practice of freedom Chapter 17: Jack Mezirow: Transformative learning Chapter 18: Linda Darling-Hammond: Equity in education - policy, teachers and teaching
Introduction Ch1 Abraham Maslow: The third force in psychology Ch2 Carl Rogers: Learner-centred teaching and the fully functioning person Ch3 A.S. Neill: Freedom to learn Ch4 John Goodlad: The renewal of teaching and learning, schools and teacher education Ch5 Basil Bernstein: Language codes, social class, pedagogy and the curriculum Ch6 Ivan Illich: Deschooling society: challenging the concept of school Ch7 Pierre Bourdieu: Theory of society Ch8 Michel Foucault: Power, surveillance, discipline and control in education Ch9 Loris Malaguzzi: The Reggio Emilia experience Ch10 Nel Noddings: Caring in education Ch11 Lawrence Stenhouse: Linking the curriculum with theory, research and practice Ch12 Michael Apple: Ideology, knowledge, power, and the curriculum Ch13 Henry Giroux: Critical pedagogy Ch14 Howard Gardner: Multiple intelligences and education Ch15 John Holt: Unschooling or home schooling Ch16 bell hooks: Education as the practice of freedom Ch17 Jack Mezirow: Transformative learning Ch18 Linda Darling-Hammond: Equity in education: policy, teachers and teaching Ch19 Diane Ravitch: From Champion To Critic Of The American Education System Ch20 Gloria Ladson-Billings: Culturally Relevant Pedagogy
Chapter 1: Abraham Maslow: The father of American humanism Chapter 2: Carl Rogers: Learner-centred teaching and the fully functioning person Chapter 3: A.S. Neill: Freedom to learn Chapter 4: John Goodlad: The renewal of teaching and learning, schools and teacher education Chapter 5: Basil Bernstein: Language codes, social class, pedagogy and the curriculum Chapter 6: Ivan Illich: Deschooling society: challenging the concept of school Chapter 7: Pierre Bourdieu: Theory of society Chapter 8: Michel Foucault: Power, surveillance, discipline and control in education Chapter 9: Loris Malaguzzi: The Reggio Emilia experience Chapter 10: Nel Noddings: Caring in education Chapter 11: Lawrence Stenhouse: Linking the curriculum with theory, research and practice Chapter 12: Michael Apple: Ideology, knowledge, power, and the curriculum Chapter 13: Henry Giroux: Critical pedagogy Chapter 14: Howard Gardner: Multiple intelligences and education Chapter 15: John Holt: Unschooling or home schooling Chapter 16: bell hooks: Education as the practice of freedom Chapter 17: Jack Mezirow: Transformative learning Chapter 18: Linda Darling-Hammond: Equity in education - policy, teachers and teaching
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
