You are here: Wiki-Summaries >> Common Topics & Terms >> Behaviour & Learning Theories      Also See the Section on this topic

Behaviour & Learning Theories - Overview

  • Glossary Term (GT)
  • Encyclopedia Entry (EE)
  • Handbook Section (HS)
  • Bibliography/Toolbox (BT)
  • Additional Resources (AR)
<
>
Behaviour & Learning Theories include theories such as Social Learning/Cognition, Planned Behaviour, Moral Disengagement, Self-Determination, Social Attachment, Transtheoretical Model, Emotional Intelligence, Resilience and others. Learning theories are used to understand and guide pedagogy, education, teaching and learning. They can be grouped in three categories: behaviourist, cognitivist and constructivist. There are several specific theories including cognitive development (Piaget), proximal development (Vygotsky), domains & taxonomy (Bloom), Conditions of learning (Gagne), spiral learning (Bruner), needs-based (Maslow), multiple intelligences (Gardner), stages of psychological development (Erikson), experiential learning (Kolb), sensory (Laird), behaviourist (Skinner), humanist (Rogers), assertive discipline (Canter) classroom management (Dreiker). Behaviour & learning theories often underpin and guide the development, implementation and maintenance of interventions, learning/behavioural models, multi-intervention programs and multi-component approaches.  
This summary was first posted in December 2019. Currently it has been posted as  a "first draft" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:. 
Text

This summary was first posted in June 2012. Currently it has been posted as  an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:
Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions. 

This summary was first posted in June 2012. Currently it has been posted as  an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:
 Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below.  Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.
Research
Reports, Resources
Define/Understand the Theory

Evidence, Applications of the Theory

How to Apply/Implement/Expand the Use of the Theory

Relevance of the Theory to Ecological/Systems Approach

Relevance of the Theory to Working Within Education Systems

Research Issues/KDE Agenda
Define/Understand the Theory

Evidence, Applications of the Theory

How to Apply/Implement/Expand the Use of the Theory

Relevance of the Theory to Ecological/Systems Approach

Relevance of the Theory to Working Within Education Systems

Research Issues/KDE Agenda
The following additional resources are posted on this web site or published by other credible sources. Please send any suggested additions to info@internationalschoolhealth.org
For updates and reader comments on this section, go to our Mini-Blog on Common Topics & Terms
For updates and reader comments on this section, go to our Mini-Blog on Common Topics & Terms

Here is our list of topics and sub-topics for this section:
- Introduction & Overview
- Education Equity, Inclusion & Success - Multi-component Approaches (MCAs)         - School Culture & Climate
          - Staff Wellness
          - Student Conduct & Discipline
          - Engaging/Empowering Youth
          - Parent Participation
          - Community Involvement/Ownership
  • Physical Environment & Resources
- Multi-Intervention Programs (MIPs)
  • How to Build a Multi-Intervention Program
- Single Interventions (Issue-Specific Programs, Policies, Services & Practices)

- Learning/Behaviour Models (LBMs)

- Behaviour & Learning Theories

- Government/Inter-Sector Actions/Levers - Workforce Development
  • Workforce Planning in HPSD
  • Teacher Education & Development
    - Early Childhood Educators
    - Primary School Teachers
    - Secondary PSHE Specialists
    - Home Economics Specialists
    - Physical Education Specialists
    - School Counsellors
    - School Psychologists
    - School Principals
  • Preparing Other Professionals to Work with or within Schools
    - School Nurses
    - School Social Workers
    - School Resource (Police) Officers
    - Security/Civil Protection Guards
    - Teaching/Learning Assistants
    - School Administrative/Clerical Staff
    - School Maintenance Staff
    - Pastoral Counsellors
    - Community Volunteers & Elders
    - Emergency Relief Aid Workers
    - Development Aid Workers
- Systems Approaches
  • A Systems Focused Paradigm
  • Contextualizing Approaches & Programs
  • Implement, Maintain, Scale Up & Sustain Programs & Approaches
  • System & Organizational Capacities
  • Integrate Within Education System Mandates, Concerns & Constraints
  • Better Use of Systems Science & Organizational Development Tools
Writers, contributors, editors and presenters of the knowledge in these summaries include: