This textbook gives readers a clear overview of a selection of 19 of the most influential thinkers on education, including established names (Vygotsky, Bruner, Dewey), more recent thinkers (Freire, hooks, Claxton) and other key names whose writing has helped shaped our views on teaching and learning.

Each chapter includes practical examples showing how theories can be used to inform classroom teaching, and critiques of each theorist exploring opposing viewpoints and the strengths and weaknesses of different ideas.

This third edition includes:

• New chapters on Barak Rosenshine and Daniel Goleman
• Revamped reflective tasks with a greater practical focus for the classroom
• More models and theoretical diagrams throughout

This is an essential primer for any university course that includes learning theory, with particular relevance for initial teacher education, education studies and early childhood degrees.

Karl Aubrey has recently retired from his post at Bishop Grosseteste University.

Alison Riley is the Programme Leader for the BA Early Childhood Studies at Bishop Grosseteste University.

Riley, Alison

Alison Riley is the Programme Leader for the BA(Hons) Early Childhood Studies degree at Bishop Grosseteste University, she has also worked on a number of educational-related programmes at the university including initial teaching training courses. Prior to joining Bishop Grosseteste University Alison spent sixteen years working in primary education, as a classroom teacher, deputy head teacher and finally head teacher of a large junior school. Alison has been involved in a number of collaborative projects and has recently been involved in an EU-funded project researching 'Creativity in Early Science and Mathematics Education'. Alison has recently commenced doctoral studies in which she is researching the journey of students entering higher education with alternative qualifications.

Aubrey, Karl

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.