The SAGE Handbook of Learning

David Scott is a Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. His most recent books are The European School System (coauthored with S. Leaton-Gray and P. Mehisto; Macmillan Palgrave, 2017); Equalities and Inequalities in the English Education System (coauthored with B. Scott; University College London Institute of Education Press, 2017); The Mexican Education System (coauthored with C. Posner, C. Martin, and E. Guzman; University College London Press, 2017); Education Systems and Learners: Knowledge and Knowers (Macmillan Palgrave, 2016); Policy Transfer and Educational Change (coauthored with C. Husbands, R. Slee, R. Wilkins, and M. Terano; SAGE, 2015); Roy Bhaskar: A Theory of Education (Springer International, 2015); New Perspectives on Curriculum, Pedagogy and Assessment (Springer International, 2015); and SAGE Handbook on Learning (coauthored with E. Hargreaves; SAGE, 2015). Eleanore Hargreaves is Reader in Learning and Pedagogy at UCL Institute of Education. 

PART I: Philosophical, Sociological and Psychological Theories of Learning
Introduction (Part One) - David Scott and Eleanore Hargreaves
Learning, Complexity and Emergent (Irreversible) Change - Deborah Osberg
Learning in relation to Culture and Social Interaction - Harry Daniels
Learning and Philosophy - Emma Williams and Paul Standish
Phenomenology and Learning - David Aldridge
A Dialogical Relationship with Cultural-Historical Activity Theory: A Realist Perspective - Iskra Nunez
Deleuze and Learning - David R. Cole
Sociomateriality and Learning: A Critical Approach - Tara Fenwick
The Concept of Learning in a Cultural-Historical Perspective - Seth Chaiklin
The Post-Human and Responsible Experimentation in Learning - Richard Edwards
Learning, Commognition and Mathematics - Anna Sfard
PART II: Models of Learning
Introduction (Part Two) - David Scott and Eleanore Hargreaves
Knowledge, Curriculum and Learning: ‘What Did You Learn in School?’ - Alex Moore
A Social Semiotic Multimodal Approach to Learning - Gunther Kress and Jeff Bezemer
Learners, Politics and Education - Barbara Crossouard and Rebecca Webb
Learning, Governance and the European Educational Space - Martin Lawn and Rosario Sergio Maniscalco
The Elements of a Learning Environment - David Scott and Carol Evans
PART III: Learning, Curriculum, Pedagogy and Assessment
Introduction (Part Three) - Eleanore Hargreaves and David Scott
Formative Assessment – A Success Story - John Pryor
Professional Development in Dialogic Teaching: Helping Teachers Promote Argument Literacy in Their Classrooms - Alina Reznitskaya and Ian Wilkinson
Interactions between Teaching and Learning Mathematics in Elementary Classrooms - Aki Murata
Violence in Schools: The Role of Authoritarian Learning - Clive Harber
Learning, Pedagogy and Assessment - Bethan Marshall
Teaching and Learning in a Global World - Lisa Smulyan
Learning in a Professional Learning Community: The Challenge Evolves - Vicki A. Vescio and Alyson Adams
PART IV: Learning Dispositions, Life-Long Learning and Learning Environments
Introduction (Part Four) - Eleanore Hargreaves and David Scott
Meta-Cognition and Self-Regulation in Learning - Deborah L. Butler
Pedagogy, Fear and Learning - Eleanore Hargreaves
Meta-Learning in Classrooms - Chris Watkins
Transformative Learning - Knud Illeris
Learning and Pedagogic Relations - Tone Saevi
Affective Dimensions of Learning - Carolyn Jackson
The Impact of Gender, Race and Class on Learning Dispositions in Schools - Diane Reay
Learning and New Media - Mary Kalantzis and Bill Cope
Harnessing the Power of Knowledge and Beliefs in Teaching and Learning: Interventions that Promote Change - P. Karen Murphy, Carla M. Firetto and Valerie A. Long
Endpoint - David Scott and Eleanore Hargreaves