Learners, Learning and Educational Activity

By Judith Ireson

© 2008 – Routledge

164 pages

Purchasing Options:
Paperback: 9780415414067
pub: 2008-03-10
US Dollars$54.95
Hardback: 9780415414074
pub: 2008-03-19
US Dollars$170.00

e–Inspection Copy

About the Book

Learners, Learning and Educational Activity offers a new and creative approach to the psychology of learning. The central idea in the book is that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place.

Providing an accessible introduction to new ideas and recent developments in cognitive and socio-cultural perspectives on learning, the book reviews advances in selected topics that are especially relevant for teachers and other educators. These include:

  • learners’ conceptions of the nature of learning
  • the development of advanced levels of learning and thinking
  • the role of motivation and self-regulation in learning
  • how learning and thinking relate to social and cultural contexts
  • the ways in which these contexts influence interactions between teachers and learners.

By illustrating connections between individual and social aspects of learning in educational settings in and out of school, the book encourages teachers, parents and other educators to think about learners and learning in new ways.


"A welcome contribution to educational studies shelves that reviews crucial topics and problems confronted by teachers and educational professionals on a day-to-day basis." – James A. Cox, The Midwest Book Review, May 2008

Table of Contents

1. Psychological and Social Perspectives on Learning and Development 2. Becoming Proficient 3. Consciousness and Control 4. Cultural Perspectives on Learning and Thinking 5. Learning Up Close 6. Exploring Connections between Individual and Culture at Home and at School 7. Individual and Social Perspectives Reconsidered

About the Author

Judith Ireson is currently Reader in Psychology and Education at the Institute of Education, University of London, where she directs funded research, supervises research students and teaches Graduate Diploma and Masters courses in Psychology of Education. She has a longstanding interest in relationships between social contexts and individual learning and development and has explored these in diverse settings such as ability grouping in schools, individual tutoring in and out of school and with children who experience difficulties in learning. She has an international reputation for her research on ability grouping in schools, which attracted funding from ESRC, DfES and the Nuffield Foundation. She has published widely including chapters in books, articles in academic journals, numerous end of award reports to research councils and charities including a research report for circulation to school managers in all secondary schools (DfEE, 1999), articles in practitioner journals, a training pack for use in primary schools (Institute of Education, 1989) and a study guide for students taking psychology of education courses at a distance (University of London, 1993,1999).

About the Series

Foundations and Futures of Education

Peter Aggleton, UNSW, Australia
Sally Power, University of Cardiff, UK 
Michael Reiss, Institute of Education, University of London, UK

Foundations and Futures of Education focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on the purposes and nature of education; increasing interdisciplinarity within the field; and the theory-practice divide.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Educational Psychology
EDUCATION / Philosophy & Social Aspects
EDUCATION / Classroom Management