PhD - The Topic Plan
- An Overview of the context of educational theories
- Mentalism/Cognitivism - This considers the mental processes, i.e. how people perceive, think, remember, learn, solve problems as well as how they direct their attention between competing stimuli.
- Behaviourism - This deals with studying learner behaviours that can be observed and measured.
- Radical Behaviourism - This adds thoughts, emotions and other thought behaviours to the standard behaviourist model.
- Instructivism - A variant of behaviourism that is the opposing view to constructivism. Here is it the teacher who is deemed to be best placed to create and deliver a curriculum. This is the prevailing view in education today.
- Cognitivism - This considers the mental processes, i.e. how people perceive, think, remember, learn, solve problems as well as how they direct their attention between competing stimuli.
- Connectivism - This assumes that learner will work with a range of sources and media to improve their understanding and share these with those around them, usually through social contact or social media.
- Constructivism - Where learners interact with the environment and then construct their own knowledge based on that interaction.
- Radical Constructivism - Knowledge is the result of a self-organized collection of understandings which may or may not agree with others around them.
- Grounded Theory - This was put forward by Barney G. Glaser and Anselm L, Strauss in 1967. This argues that usual method of creating a theory and then testing it could be turned on its head. Here, the data is analysed to generate a theory, i.e. the theory is grounded in the data.
- Pedagogy - The process adults helping children to learn in a teacher-pupil relationship.
- Andragogy - The process of adults helping adults learn and encompasses the relationship between them.
- Heutagogy - The process of self-directed study, i.e. the counter-point to current educational systems.
- A brief history of the English curriculum
- Pre-industrialisation - private tutoring and public universities (The Romans, Oxbridge and the personal tutor)
- The Apprenticeship System
- Church schools - 1811 National Society for Promoting the Education of the Poor in the Principles of the Established Church
- Philanthropic schooling - Rowntree, Cadbury, Lever Bros., etc.
- Primary education - 1870 Elementary Education Act
- Secondary education - 1902 Education Act
- Education for all - 1944 Education Act
- The National Curriculum - 1988 Education Reform Act
- OfSTED - 1992 Education (Schools Act)
- The Utilitarian view of education - Teach for employability skills
- The opposing view - theory and practice
- Learning through discourse - Socrates, Plato, Aristotle and de Bono
- Teach the child to think - Comenius, Rousseau, Pestalozzi and Fröbel
- The theory and practice of education - Steiner and Montessori
- Social behaviourism - Dewey
- 1960's and 70's rebellion - Bruner, Holt, Frier, Goodman, Herndon, Postman and Weingartner, Illych, Kohl, Silberman and Dennison
- Current campaigners - Gatto, Khan, Kozol, Siemens and Robinson
- The Idealist view of education - Educate for personal fulfilment
- An overview of teaching theories
- Stages of learning - Steiner, Piaget, Bloom, Kolb
- Conditioning - Twitmyer, Pavlov, Skinner
- The zone of proximal development - Vygotsky, Ausbel
- Metacognition - Flavell
- Learning strategies - Pask, Entwistle, Marton and Säljö
- Learning styles - Dunn and Dunn, Honey and Mumford, Myer and Briggs, Felder and Silverman, Fleming, Gregorc, Hermann
- ... and their refutation - Reiner and Willingham
- The nature of intelligence - Gardner, Sternberg
- Experiential learning - Kolb, Bonwell and Eison, Lave and Wenger
- Adaptive hyper-media - Brusilovsky, de Bra
- The physical learning environment - ???
- Connectivism - Downes and Siemens
- Mathematical treatment of education - Marzano, Hattie, Siemens
- Classroom flipping - Salman Khan
- Meta-Analysis - An overview of Visible Learning
- The student
- The home
- The school
- The teacher
- The curriculum
- The approach to teaching
- Combining theory and meta-analysis - The triangle of virtuous education
- The round-trip approach to developing axiomata
- Applying the axiomata - What should education look like?
- In the classroom
- In a technologically enhanced environment
- In a social context (vicarious learning)
- Testing the theory
- Ethical issues
- Design of the product to be used
- Selecting the test sample
- Feedback from the test sample
- Learning dissonance
- Analysis of the results
- Conclusions
- Future work - Reconciling the two systems
- The matrix of qualifications
- The Educational Management System
- Making the data available
- National, local, school and family level monitoring