Not the latest edition, but information is still relevant (out of print, 2023).

Contents:

Educational Philosophy

• Socrates: the unexamined life is worthless
• Plato: Shadows of reality
• Aristotle: The self-fulfilling prophecy
• Descartes vs Locke: The nature-nurture debate
• Rousseau: Progressivism
• Nietzche: Perspectivism
• Dewey: Pragmatism
• Sartre: Existentialism
• Freire: Critical consciousness

Behaviourism

• Thorndike: Connectionism
• Watson: The principles of stimulus-response
• Pavlov: Classical conditioning
• Skinner: Operant conditioning - radical behaviourism
• Tolman: Latent learning
• Gagne: Nine levels of learning
• Engelmann: Direct instruction

Cognitivism

• Dewey: Intelligent action
• Kohler: Insight theory
• Vygotsky: Scaffolding - the zone of proximal development
• Piaget: Constructivism
• Bandura: Role modelling
• Ausubel: Reception learning
• Bruner: Discovery learning

Humanism

• Knowles: Andragogy
• Rogers: Facilitation
• Maslow: Hierarchy of needs
• Mezirow: Transformational learning

Neurolism

• Hebb: Associative learning
• Miller: Chunking and the magical number 7
• Sweller: Cognitive load theory
• Paivio: Dual coding theory
• Festinger: Cognitive dissonance
• Broadbent: Artificial intelligence
• Gardner: Multiple intelligences
• Goleman: Emotional intelligence
• Doidge: Brain plasticity
• Caine and Caine: The 12 principles of meaningful learning

Professionalism

• Petty: Creativity and the ICEDIP model
• Burch: Competency and the conscious-unconscious model
• Bryk and Schneider: caring and relational trust
• Purkey: Communication and invitational education
• Berne: Confidence and the values model
• Covey: Consideration and the emotional bank account
• Thomas and Kilmann: conflict and the resolution model

Learning styles

• Herrman: The brain dominance instrument
• Fleming: The VARK model
• Kolb: Learning style inventory
• Honey and Mumford: Learning styles preference
• Gregorc: Mind styles
• Myers and Briggs: Type indicator
• Sternberg: The mental self-government model

Motivation

• Alderfer: The ERG model
• Vroom: Expectancy theory
• McGregor: X and Y theory
• McClelland: Needs theory
• Curzon: Fourteen points for motivation
• Dweck: Mindsets

Behaviour management

• Canter: assertive discipline
• Kounin: Classroom management
• Hattie: The rope model
• Willingham: Why students don't like school
• Cowley: Getting the buggers to behave
• Hare: The psychopathic checklist

Coaching and mentoring

• Whitmore: The GROW model
• Bates: The COACHING model
• Bell: The mentor scale
• Costa and Kallick: The critical friend

Teamworking

• Tuckman: The group development model
• Wheelan: The group maturity model
• Buckley: Team teaching

Children and society

• Bowlby: Attachment theory
• Erikson: Pyschosocial development
• Lave and Wenger: Socially situated learning
• Bronfenbrenner: Ecological systems theory

Emotional Growth

• Gesell: Maturational theory
• Coles: The moral life of children
• Banks: Ethnic identity
• Kohlberg: Moral reasoning

Classroom strategies

• Froebel: Gifts and occupations
• Chomsky: Language acquisition device
• Lloyd and Wernham: Jolly phonics
• Goldschmeid: Heuristic learning
• Claxton: Learning power

Working with children with additional needs

• Singer: Neurodiversity
• Kabat-Zinn: Mindfulness
• Berne: Transactional analysis
• Bandler and Grinder: Neuro-linguistic programming
• Beck: Cognitive learning
• Bateman and Fonagy: Mentalisation-based treatment
• Walker, Johnston and Cornforth: Makaton

Different school approaches

• Montessori: The absorbent mind
• Neill: Summerhill school
• Malaguzzi: The Reggio Emilia experience
• Steiner: Steiner schools
• May and Carr: Te Whariki
• Flateau: Forest schools

Curriculum planning

• Tler: The rational objective model
• Taba: The grassroots model
• Stenhouse: The interactive model
• Wheeler: The rational cyclical model
• Walker: The naturalistic model
• Grundy: The praxis model
• Bruner: Spiral curriculum
• Jackson: Hidden curriculum
• Dewey: Flexible curriculum

Lesson planning

• Bloom: Levels in the cognitive domain
• Dave: Levels in the psychomotive domain
• Krathwohl and Bloom: Levels in the affective domain
• Biggs and Collis: The SOLO lodel
• Pritchard: The lesson checklist
• Doran: SMART objectives
• Clarke, Timperley and Hattie: Learning intentions

Delivering Learning

• Hattie: Visible learning
• Carroll and Bloom: Mastery learning
• Reece and Walker: Techniques to provide extrinsic motivation
• Shayer and Adey: Cognitive acceleration
• Alexander: The dialogic classroom
• Tomlinson: Differentiation

Assessment and feedback

• Black and Wiliam: Inside the black box
• Brown, Race and Smith: The ten point assessment manifesto
• Clarke: Peer assessment
• Luft and Ingham: Johari windows
• Gould and Roffey- Barentson: Six stages of feedback

Evaluating teaching and learning

• Schon: The reflective practitioner
• Brookfield: Critical lenses
• Bolton: Looking through the mirror
• Tummons: Evaluation of lifelong learning
• Argyris and Schon: Triple-loop learning
• Bush and Middlewood: The role of leaders and managers
• Barber, Moffit and Kihn: Deliverology
• Crosby: Quality is free
• Pedler Burgoyne and Boydell: The learning company
• Senge: The fifth discipline