Not the latest edition, but information is still relevant (out of print, 2023).
Contents:
Educational Philosophy
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Socrates: the unexamined life is worthless
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Plato: Shadows of reality
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Aristotle: The self-fulfilling prophecy
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Descartes vs Locke: The nature-nurture debate
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Rousseau: Progressivism
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Nietzche: Perspectivism
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Dewey: Pragmatism
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Sartre: Existentialism
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Freire: Critical consciousness
Behaviourism
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Thorndike: Connectionism
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Watson: The principles of stimulus-response
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Pavlov: Classical conditioning
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Skinner: Operant conditioning - radical behaviourism
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Tolman: Latent learning
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Gagne: Nine levels of learning
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Engelmann: Direct instruction
Cognitivism
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Dewey: Intelligent action
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Kohler: Insight theory
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Vygotsky: Scaffolding - the zone of proximal development
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Piaget: Constructivism
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Bandura: Role modelling
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Ausubel: Reception learning
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Bruner: Discovery learning
Humanism
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Knowles: Andragogy
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Rogers: Facilitation
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Maslow: Hierarchy of needs
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Mezirow: Transformational learning
Neurolism
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Hebb: Associative learning
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Miller: Chunking and the magical number 7
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Sweller: Cognitive load theory
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Paivio: Dual coding theory
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Festinger: Cognitive dissonance
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Broadbent: Artificial intelligence
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Gardner: Multiple intelligences
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Goleman: Emotional intelligence
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Doidge: Brain plasticity
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Caine and Caine: The 12 principles of meaningful learning
Professionalism
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Petty: Creativity and the ICEDIP model
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Burch: Competency and the conscious-unconscious model
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Bryk and Schneider: caring and relational trust
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Purkey: Communication and invitational education
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Berne: Confidence and the values model
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Covey: Consideration and the emotional bank account
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Thomas and Kilmann: conflict and the resolution model
Learning styles
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Herrman: The brain dominance instrument
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Fleming: The VARK model
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Kolb: Learning style inventory
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Honey and Mumford: Learning styles preference
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Gregorc: Mind styles
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Myers and Briggs: Type indicator
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Sternberg: The mental self-government model
Motivation
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Alderfer: The ERG model
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Vroom: Expectancy theory
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McGregor: X and Y theory
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McClelland: Needs theory
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Curzon: Fourteen points for motivation
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Dweck: Mindsets
Behaviour management
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Canter: assertive discipline
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Kounin: Classroom management
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Hattie: The rope model
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Willingham: Why students don't like school
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Cowley: Getting the buggers to behave
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Hare: The psychopathic checklist
Coaching and mentoring
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Whitmore: The GROW model
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Bates: The COACHING model
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Bell: The mentor scale
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Costa and Kallick: The critical friend
Teamworking
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Tuckman: The group development model
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Wheelan: The group maturity model
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Buckley: Team teaching
Children and society
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Bowlby: Attachment theory
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Erikson: Pyschosocial development
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Lave and Wenger: Socially situated learning
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Bronfenbrenner: Ecological systems theory
Emotional Growth
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Gesell: Maturational theory
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Coles: The moral life of children
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Banks: Ethnic identity
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Kohlberg: Moral reasoning
Classroom strategies
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Froebel: Gifts and occupations
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Chomsky: Language acquisition device
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Lloyd and Wernham: Jolly phonics
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Goldschmeid: Heuristic learning
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Claxton: Learning power
Working with children with additional needs
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Singer: Neurodiversity
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Kabat-Zinn: Mindfulness
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Berne: Transactional analysis
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Bandler and Grinder: Neuro-linguistic programming
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Beck: Cognitive learning
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Bateman and Fonagy: Mentalisation-based treatment
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Walker, Johnston and Cornforth: Makaton
Different school approaches
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Montessori: The absorbent mind
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Neill: Summerhill school
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Malaguzzi: The Reggio Emilia experience
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Steiner: Steiner schools
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May and Carr: Te Whariki
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Flateau: Forest schools
Curriculum planning
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Tler: The rational objective model
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Taba: The grassroots model
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Stenhouse: The interactive model
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Wheeler: The rational cyclical model
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Walker: The naturalistic model
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Grundy: The praxis model
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Bruner: Spiral curriculum
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Jackson: Hidden curriculum
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Dewey: Flexible curriculum
Lesson planning
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Bloom: Levels in the cognitive domain
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Dave: Levels in the psychomotive domain
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Krathwohl and Bloom: Levels in the affective domain
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Biggs and Collis: The SOLO lodel
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Pritchard: The lesson checklist
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Doran: SMART objectives
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Clarke, Timperley and Hattie: Learning intentions
Delivering Learning
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Hattie: Visible learning
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Carroll and Bloom: Mastery learning
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Reece and Walker: Techniques to provide extrinsic motivation
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Shayer and Adey: Cognitive acceleration
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Alexander: The dialogic classroom
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Tomlinson: Differentiation
Assessment and feedback
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Black and Wiliam: Inside the black box
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Brown, Race and Smith: The ten point assessment manifesto
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Clarke: Peer assessment
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Luft and Ingham: Johari windows
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Gould and Roffey- Barentson: Six stages of feedback
Evaluating teaching and learning
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Schon: The reflective practitioner
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Brookfield: Critical lenses
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Bolton: Looking through the mirror
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Tummons: Evaluation of lifelong learning
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Argyris and Schon: Triple-loop learning
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Bush and Middlewood: The role of leaders and managers
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Barber, Moffit and Kihn: Deliverology
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Crosby: Quality is free
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Pedler Burgoyne and Boydell: The learning company
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Senge: The fifth discipline