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ERIC Number: ED508507
Record Type: Non-Journal
Publication Date: 2006
Pages: 124
Abstractor: ERIC
Reference Count: 198
ISBN: N/A
ISSN: N/A
Being, Having and Doing: Theories of Learning and Adults with Learning Difficulties
Dee, Leslie; Devecchi, Cristina; Florian, Lani
Learning and Skills Development Agency (NJ1)
The starting point for this review of literature on theories of learning and adults with learning difficulties is the FEFC's 1996 landmark report, "Inclusive Learning" (also known as the Tomlinson Report). This report made learning its central focus, arguing that unless we understand how students learn we cannot begin to make the right provision for them. The purpose of this project therefore is to explore the literature on theories of learning and their implications for those who experience difficulties in learning. The objectives of this review of literature were twofold: (1) to identify the principal theoretical perspectives which indicate or reflect effective teaching or training approaches for learners with learning difficulties; and (2) to provide a theoretical framework for evaluating current provision and informing the development of future provision for learners with learning difficulties. Implications for both practitioners and the Learning and Skills Council are presented. Appended to this report are: (1) Twentieth Century Theories of Learning; (2) List of Search Terms; (3) List of Databases; (4) List of Journals; and (5) Key Database Fields. (Contains 1 figure and 1 table.) ["Being, Having and Doing: Theories of Learning and Adults with Learning Difficulties" was written with Steve Cochrane.]
Learning and Skills Development Agency. Available from: Learning and Skills Network. Regent Arcade House, 19-25 Argyll Street, London, W1F 7LS, UK. Tel: +44-845-071-0800; Fax: +44 20 7297 9001; e-mail: enquiries@LSNeducation.org.uk; Web site: http://www.lsneducation.org.uk
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Learning and Skills Network
Identifiers - Location: United Kingdom