RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Research Report on Curriculum and Learning Theories

Constructivism is a learning theory that dates back to as early as 1896, although

there is no single person to be credited for the work into constructivism, the early
researches of this theory are the likes of John Dewey and Jean Piaget, with the
more modern researchers been Ernst Von Glasersfeld. Constructivist theory looks
at the ways in which a learner will learn, interpret and understand new
information. One constructs knowledge through the interactions with others and
the world around them, information is learned through experience and is about
how the learner perceives new information; it is argued that no two learners will
view and understand the world and new information in the same way because
each individual perceives information in a unique way. Flake Et Al, 1991 explain
that problems may arise, when knowledge is introduced that is not coherent with
information and knowledge that has already been learned. In order for this to be
overcome, new learning must take place, reflection and self-regulation will be
used by the individual who is learning this new information to transform the
learners new interpretation of reality.

Learners on the Health and Social care course, learn about the world around them
by supporting them in practical and interactive scenarios that are set up like a
hospital ward, as well as the placement that they attend within the work settings.
By enabling the learners to experience a number of situations that allow them to
develop cognitively, they develop new knowledge and understanding from these
experiences. Many young people that come onto the course with a perceived
understanding that is often negative, about elderly and mental health care, so
learning new information about the world that is often more positive than their
previously learned reality.

Social learning theory has become one of the most influential theories in the field
of learning and development; Albert Bandura, a Canadian born psychologist who
spent most of his career working out of Stamford University, coined it. Bandura
(1977) claimed that behaviours are learned from ones environment through the
process of observational learning. Bandura argued that direct reinforcement
cannot be completely accountable for all aspects of learning and that a social
element is involved, people, especially children and young people learn new

Page 1 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

information from watching others around them. This form of learning is termed
‘modelling’; people seek acceptance within their society or community through
modelling influential people, this could be parents, carers, co-workers or even
characters from a movie.

Bandura claimed there are three core concepts to understand in social learning
theory:
1. Observational learning – watching influential people around them and learning
behaviours from them, this is most common with people that the individual
can identify with the most; modelling can be seen in Banduras 1961 bobo doll
experiment.
2. Mental states (intrinsic reinforcement) – with Bandura recognising that direct
reinforcement is not the only factor involved in social learning he discovered
that a degree of this learning comes from how we feel within; the sense of
accomplishments, feel good factors and self- pride. These are internal cognitive
states of social learning.
3. Learning behaviour does not always lead to a change in behaviour, just
because it has been learned does not mean it will be acted upon.

In order for modelling to be successful it fits into a four stage process: firstly, the
individual must pay attention; secondly they must retain what has been learned;
thirdly, once the individual has learned and retained the behaviour he must then
reproduce the behaviour; and fourthly, once learned, retained, and reproduced
the individual must then be motivated to imitate this behaviour continuously, this
can occur through reward and punishment.

Psychoanalysis is thought to be the search for personal truthfulness; Sigmund

Freud introduced the psychoanalytical theory in 1916/1917 as a theory that each
person could be cured of traumatic memories, individual vulnerabilities, motives,
tensions, impulses, guilt, and fantasies that were locked in the unconscious by
bringing these to the conscious mind through therapeutic intervention.

Psychoanalysts follow a framework that stresses the understanding of-

 Each individual being unique.

Page 2 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

 There are factors outside a person’s awareness with reference to the

unconscious mind i.e. thoughts, feelings and experiences that influences the
person’s conscious thoughts and actions.
 The past is what shapes a person’s future.
 Human beings are always actively engaged in learning and personal
development through the duration of their lives.

The attachment theory looks at relationships and bonds; these could be between
adults or between primary care givers and babies. Early and positive bonding
between baby and primary care giver, such as a parent will have long lasting,
positive psychological effects into early adolescence leading through to adulthood.

The potential impacts can be higher levels of self-esteem, increased self-reliance,

higher levels of independence, higher performance rates in school, college and
university, better social relationships with partners and peers and a lesser chance
of mental health issues such as depression and anxiety. However, should a child
have a negative primary attachment experience, such as physical and or emotional
abuse or neglect, separation from a primary care giver, inconsistency in primary
care givers, frequent moves or placements, traumatic experiences, maternal
depression or maternal addiction or a young/inexperienced mother; then this can
lead to developmental issues in later life. This may include an inability or difficulty
in forming close relationships, understanding own emotions or their feelings
towards others, and the inability to enjoy themselves or others, failure to express
themselves, aggression and anger and a fear of showing love to life partners. It
may cause an inability to ‘bounce back’ from life’s difficulties and this early life
experience may also lead to mental health disorders such as depression and
anxieties, oppositional defiance disorder in later life.

The first theorist accredited for the work on attachment theory is John Bowlby,
who describes it as ‘lasting psychological connectedness between human beings’.
Bowlby describes attachment as a means of survival by keeping young close to
their mothers, a baby is preprogramed to produce innate “social releasers” such as
crying or smiling that will in turn produce a response from their primary care giver.
Bowlby describes the main determinant of attachment is not food, it is care and
responsiveness from the parent. The primary attachment with a caregiver must be

Page 3 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

formed between 0-5 years and should this be disrupted the child will host serious
irreversible consequences for future development.

The Creative Curriculum; ‘what is creativity and how can we apply this to the
curriculum?’ The answer may be found in this quote from Peter Dixon, verbal
quote provided in interview (2006), cited in Lifting The Lid on the Creative
Curriculum, Tim Burgess (2007: 4) - “Creativity is not just art or music, something
else to tick off in our plans for Tuesday afternoon. It is not even an ingredient to
add to the curriculum diet but the inspiration and motivation integral to the
process of learning. In fact it is the underpinning and expression of true learning.”

What we can derive from this is that creativity is not just the work of the children,
but the art of the planning and implementation of activities by the practitioner.
Many psychologists and philosophers have studied the link between creativity in
intelligence or ability to learn. Those such as Jacob Getzels - Creativity Scholar
1912-2001, George Frederick Kneller - The Art and Science of Creativity 1965 and
John Curtis Gowan - Creativity and Its Education Implication 1967, all gave
groundwork into the effectiveness of creativity in learning and provided a base for
many creative curriculums to lay their foundations.

Creativity is about:
 Connecting
 Risking
 Envisaging
 Analysing
 Thinking
 Interacting
 Varying
 Elaborating

Creative Partnerships (2005) conclude that creativity “encourages critical and

reflective thinking and produces excited, enthusiastic, enquiry driven learners”.

Moving away from the creative approach to the curriculum and beginning to look
at a unique, child centred approach, we come to the Montessori Method. Founded
by Maria Montessori, a female physician in Rome in the early 20th century, the

Page 4 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

approach is centred on insightful observations of children and how they construct

knowledge, rather than absorbing and retaining information. In contrast to other
constructivist theories of education, the Montessori approach has its own
curriculum. Many constructivist theorists have substantial ideas on education and
development; however, few have created a curriculum as Maria Montessori did.
Thus leading us to understand why the Montessori approach has had such an
impact on the early year’s curriculum.

“In the first half of the 20th century, Dr. Maria Montessori, a highly intelligent,
scientifically minded woman who herself had been bored in school, decided to
address the problem of education with a fresh outlook. In effect, she redesigned
education from the ground up.” Angeline Stoll Lillard (2017)

The principles of the curriculum in the Montessori Method are:

 Children are to be respected for their individuality.
 Children have an intrinsic, or natural, motivation to learn and will do so if given
the right resources and opportunities in the classroom.
 The first six years of a child's life are the most formative.
 Adults in the classroom are merely facilitators and observers of learning;
children have the ability to direct their own learning without interference from
adults.
 Rote memorization of material does not nurture a child's individual skills and
abilities and, in fact, inhibits, or reduces, them.
 Emphasis is placed on early childhood development. During this period,
children are exposed to Montessori methods and practices that are continued
well into the primary years of school. It is during the early childhood period
that children's minds are the most adaptable to learning new information.

There is a huge focus on the environment in the Montessori curriculum and this
has a proven impact on early childhood development. “…the Montessori
classroom provides a child-centred setting, in which mastery of certain ideas is
emphasized without placing unnecessary limitations on the child. The Montessori
method is designed to make the learning environment a meaningful experience
based on children's natural desire to learn.” – (study.com) The impact that the
theoretical perspective of the Montessori Method has had means that this
approach is widely used in many early years settings.

Page 5 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Reference List:

 Study.com. (2021). [online] Available at: https://study.com/academy/lesson/what-is-

montessoricurriculum.html
 15 LEARNING THEORIES IN EDUCATION (A COMPLETE SUMMARY)
In-text: (15 Learning Theories in Education (A Complete Summary), 2021)
TeacherOfSci. 2021. 15 Learning Theories in Education (A Complete Summary).
[online] Available at: <https://teacherofsci.com/learning-theories-in-education/>
 15 LEARNING THEORIES IN EDUCATION (A COMPLETE SUMMARY)
In-text: (15 Learning Theories in Education (A Complete Summary), 2021)
TeacherOfSci. 2021. 15 Learning Theories in Education (A Complete Summary).
[online]Available at: <https://teacherofsci.com/learning-theories-in-education/>
 ANON
In-text: (2021)
2021. [online] Available at: <https://www.ohsbok.org.au/wp-
content/uploads/2013/12/13-Human-Psychology-principles.pdf>
 EXPLORING THE PROS AND CONS OF MONTESSORI EDUCATION
In-text: (Exploring the Pros and Cons of Montessori Education, 2021)
Rasmussen.edu. 2021. Exploring the Pros and Cons of Montessori Education. [online]
Available at:
<https://www.rasmussen.edu/degrees/education/blog/pros_cons_montessori_educatio
n/>
 EXPLORING THE PROS AND CONS OF MONTESSORI EDUCATION
In-text: (Exploring the Pros and Cons of Montessori Education, 2021)
Rasmussen.edu. 2021. Exploring the Pros and Cons of Montessori Education. [online]
Available at:
<https://www.rasmussen.edu/degrees/education/blog/pros_cons_montessori_educatio
n/>
MACHIN, L., HINDMARCH, D., MURRAY, S. AND RICHARDSON, T.
 A complete guide to the Level 4 certificate in education & training
In-text: (Machin, Hindmarch, Murray and Richardson, n.d.)
Machin, L., Hindmarch, D., Murray, S. and Richardson, T., n.d. A complete guide to the
Level 4 certificate in education & training
MCLEOD, S. AND MCLEOD, S.
 Simply Psychology
In-text: (Mcleod and Mcleod, 2021)
Mcleod, S. and Mcleod, S., 2021. Simply Psychology. [online] Simply Psychology. Available
at: <https://www.simplypsychology.org/>
MCLEOD, S. AND MCLEOD, S.
 Simply Psychology
In-text: (Mcleod and Mcleod, 2021)
Mcleod, S. and Mcleod, S., 2021. Simply Psychology. [online] Simply Psychology. Available
at: <https://www.simplypsychology.org
 MONTESSORI METHOD (MONTESSORI) - LEARNING THEORIES
In-text: (Montessori Method (Montessori) - Learning Theories, 2021)

Page 6 of 14
RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Learning Theories. 2021. Montessori Method (Montessori) - Learning Theories. [online]

Available at: <https://www.learning-theories.com/montessori-method-montessori.html
 MONTESSORI METHOD (MONTESSORI) - LEARNING THEORIES
In-text: (Montessori Method (Montessori) - Learning Theories, 2021)
Learning Theories. 2021. Montessori Method (Montessori) - Learning Theories.
[online]Available at: <https://www.learning-theories.com/montessori-method-
montessori.html> [Accessed 28 March 2021].
 OVERVIEW OF LEARNING THEORIES | GSI TEACHING & RESOURCE CENTER
In-text: (Overview of Learning Theories | GSI Teaching & Resource Center, 2021)
Gsi.berkeley.edu. 2021. Overview of Learning Theories | GSI Teaching & Resource Center.
[online] Available at: <https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-
research/learning-overview/>
 OVERVIEW OF LEARNING THEORIES | GSI TEACHING & RESOURCE CENTER
In-text: (Overview of Learning Theories | GSI Teaching & Resource Center, 2021)
Gsi.berkeley.edu. 2021. Overview of Learning Theories | GSI Teaching & Resource Center.
[online] Available at: <https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-
research/learning-overview/>
 TEACHING AND LEARNING THEORIES | TOMORROW'S PROFESSOR POSTINGS
In-text: (Teaching and Learning Theories | Tomorrow's Professor Postings, 2021)
Tomprof.stanford.edu. 2021. Teaching and Learning Theories | Tomorrow's Professor
Postings. [online] Available at: <https://tomprof.stanford.edu/posting/1505>
 TEACHING AND LEARNING THEORIES | TOMORROW'S PROFESSOR POSTINGS
In-text: (Teaching and Learning Theories | Tomorrow's Professor Postings, 2021)
Tomprof.stanford.edu. 2021. Teaching and Learning Theories | Tomorrow's Professor
Postings. [online] Available at: <https://tomprof.stanford.edu/posting/1505
 THE MONTESSORI METHOD
In-text: (The Montessori Method, 2021)
FAMM. 2021. The Montessori Method. [online] Available at:
<https://www.fundacionmontessori.org/the-montessori-method.htm>
 THE MONTESSORI METHOD
In-text: (The Montessori Method, 2021)
FAMM. 2021. The Montessori Method. [online] Available at:
<https://www.fundacionmontessori.org/the-montessori-method.htm>
 WHAT IS CONSTRUCTIVISM?
In-text: (What Is Constructivism?, 2021)
Western Governors University. 2021. What Is Constructivism?. [online] Available at:
<https://www.wgu.edu/blog/what-constructivism2005.html#:~:text=Constructivism
%20is%20an%20important%20learning,your%20experiences%20as%20a%20learner.>
 WHAT IS CONSTRUCTIVISM?
In-text: (What Is Constructivism?, 2021)
Western Governors University. 2021. What Is Constructivism?. [online] Available at:
<https://www.wgu.edu/blog/what-constructivism2005.html#:~:text=Constructivism
%20is%20an%20important%20learning,your%20experiences%20as%20a%20learner.>

Resubmission

Page 7 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

John Dewey was a psychologist theorist and education reformer; it was he who
first put forward the idea that education should be concerned with experience –
as opposed to abstract knowledge. This was an important shift in emphasis from
traditional models of learning which saw the acquisition of knowledge for its own
sake as a prima facia. This acknowledgement of self direction and personal
experience as reflected in the emerging humanistic school of psychology at the
time; provided the foundation for contemporary adult learning theory which
centres on a student centred active model where the student is seen as an active
participant in the learning process. It is this contemporary approach which has
been adopted in most FE / HE sectors today.

The basic principle in this constructivist educational psychology is that students do

not learn by being passed knowledge from a teacher, but that the student must be
able to construct knowledge in their own minds in order to learn. The teacher is a
facilitator to help students make the connections between life and school as well
as the world. These connections are built on– top of existing notions of
intelligence and abilities (Salvin 2003). Vygotsky developed a sociocultural
approach to cognitive development, making broad use of cooperative learning,
focusing on the social interactions of peers working in groups and challenging
each-others thinking. He defined learning as “the creation of meaning that occurs
when an individual links new knowledge with… existing knowledge” (William and
Woods, 1997). If we apply this understanding of how knowledge is created we
must also look at how the students have gained or interpreted knowledge in the
past.

In ‘Towards an Applied Theory of Experimental Learning’ 1975 D. Kolb and R. Fry

produced a cyclical model of the learning process which emphasised the active
engagement of the learner through their own personal experiences.

Page 8 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Kolb’s cycle consisted of four stages. The first Concrete Experience can be planned
or accidental; the second Reflective Observation involves the learner actively
thinking about the experience and its significance. Abstract Conceptualisation
( theorising ) is where the learner generalises from their experience so they can
develop various ideas or concepts which can be applied in other similar situations.
At the fourth stage, of Active Experimentation testing of the concepts or ideas in
new situations takes place. This results in new concrete experiences, which in turn
results in the beginning of a new learning cycle.

The appeal of the model is that it is cyclical ie the learning process does not reach
a finite ending. Kolb describes how learner experience is translated into concepts
which are then used to guide the choice of new experiences. The Kolb Learning
Cycle Concrete experience Observations & reflections Formulation of abstract
concepts and generalisations Testing implications of concepts in new situations.

In this way, to learn effectively learners must shift from being observers to
participants; from direct involvement to a more objective and analytical
detachment. Teachers must therefore acknowledge that each learner will have a
preferred learning style and teachers must acknowledge these to maximise
effective movement around the cycle.

The development that it is the teachers responsibility to accommodate changes in

teaching methods to maximise individual learner involvement; has been extended

Page 9 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

by a number of writers including Honey and Mumford ( 1986 ) who offered four
inter-complimentary learner styles or ways of learning. They state that most
people have their own individual preferred learning style. The implication
therefore is that learning outcomes may also be influenced by the type of learning
that is involved.

According to B.S.Bloom (1964) there are three main domains of learning and each
domain has a different set of rules with it when teaching:

The first domain is the Psychomotor which deals with manual skills an example
would primarily include this domain is manual handling a wall as it involves the
manipulation of equipment. As the name suggests, learning usually involves a
cognitive aspect and a motor aspect combined – co-ordination between brain and
hands.

The second, Cognitive Domain - involves thought processes or thinking skills. This
could involve either memorising information or by promoting ways to develop an
understanding of a given process. Memory relates to the assimilation & recall of
factual information; and can be assisted by visual aids, testing, repetition or verbal
association. By contrast, understanding is more of an active mental process and so
will tend to involve linking thoughts together – looking for associations,
differences and connections. In this way discussion groups, problem solving or
thought-showers may assist understanding.

The third domain is concerned with teaching learners to learn attitudes – the
Affective Domain. This area is concerned with how someone approaches what
they do. Because attitudes are often non-visual – based on individual perceptions
and experiences, they are sometimes harder to uncover or influence. Approaches
may include challenging existing approaches of beliefs, using role-plays and
themed forum groups. Within Human Resources over the last 10 years there has
been an increasing focus – not just on what employees do at work, but also how
they approach it – leading to an increase in competency based interviews to select
candidates; and competency profiling at appraisals to discuss actual behaviours
demonstrated in a role.

For many teachers, effective learning for broad based subject areas will therefore
not only need to acknowledge different individual learning styles, but also
influence outcomes on a number of levels—incorporating all three domains as
appropriate – impacting on knowledge, skills and attitudes.

Page 10 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Dennis Lawton (1999 p25) defines curriculum as a ‘selection from culture’ of a

given society, to be transmitted to succeeding generations, and which ‘task is
partly entrusted to formal education’. This immediately raises questions as to
what, why and who deems a particular selection to be worthy?

Lawton (1999 p13) states that ‘education cannot be value free’. As a teacher, I
have my own ideas and values about education, as do others, what Lawton calls a
‘social theory’ about the purpose of society. (1999 p4) Yet frequently these are
not always made openly apparent. (Armitage 2004 p210) Underlying different
models of curriculum planning are educational ideologies, which are also based on
values, beliefs and assumptions about the purposes of education and which may
relate to wider social and political contexts.

For instance, a curriculum with an Instrumental ideological base will view learning
as a means to achieving a specific product such as an educated workforce, and
thus there was the introduction of National Vocational Qualification’s or the
increase in the promotion of apprenticeships- ‘learn while you earn’ (Dcsf).

In my own field of Health and Social Care requires learners to develop professional
portfolios and to think about how they will develop as professionals, units include
‘the role of the health and social care worker’. To a degree, learning here becomes
linked to the economy.

A curriculum feature of Progressivism would be concerned with individual

experiences, offering choice, and learning through a sense of discovery rather than
remembering factual knowledge. This might be seen in Open University study or
the National Vocational Qualifications, where learners may decide which units
they would like to study.

By way of contrast a Reconstructionist approach to education concerns itself with

the individual but with the intention of changing society in a particular way.
Classical Humanism selects knowledge on a hierarchical basis selectively educating
only the elite in society. Quite clearly, this ideology runs in opposition to any
notions of educational equality we have today. A more in depth discussion of
these ideologies far exceeds the parameters of this essay however the general
idea is to be aware of how and what factors shape the curriculum. For example
the broad aims of the course I deliver, advocates a Progressive ideology in that it is
concerned with the individual’s development of the ‘caring values’.

Page 11 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

The four main curriculum models current in curriculum development are the
objectives or product model, content, process and situational models. These
models have different points of emphasis. For instance Tyler’s model, derived
from behaviourist learning theory, is closely related to Benjamin Blooms
Taxonomy, which classifies learning and objectives into domains with a
hierarchical structure of behavioural outcomes. Associated too is Paul Hirsts
rational planning model, which advocates for a goal-directed curriculum. (Kelly,
1999 p90).

Some of these features were reflected in the broad statements of aims and
objectives of the CACHE syllabus and more specific aims for the individual lessons
plans in teaching health and social care. This has become customary in current
teaching practice; indeed, it does make sense to know where one is headed, to
define different types of learning and have ways to assess learning attainment.

However, Tyler’s model is not without criticism. Kelly (1999 p121) points out the
implications of knowledge regarded as of ‘utilitarian value’, a means to meet
learning objectives and not of value in itself inferring an instrumental concept of
education. The nature of pre-specified behavioural objectives, he suggests,
presents a description of ‘indoctrination’, rather than of education. That this, in
turn, infers a ‘passive model of man’ and perceives teachers as ‘instructors’ (Kelly
1999 201) all of which, it is not difficult to see, have implications for an inclusive
curriculum.

Tyler’s model focuses on the formula of curricular design rather than the ‘what’ of
the actual curricular itself. Other models add a different dimension to curriculum
design. For instance, the Process model developed by Lawrence Stenhouse
focuses on the how of learning whereas the Content model is concerned with the
transmission of existing knowledge to new learners. A curriculum based on this
approach might be A Levels, which is subject based. However, as has been
frequently stated in curriculum literature models of curriculum planning and
approaches to curriculum design provide emphasis on a range of factors that, as is
commonly necessary, need to be balanced for effective curriculum planning.

It is by analysing these models that we can identify the ideologies behind them as
well as review and develop the courses we teach. A curriculum though may consist
of more than one model and overlap.

Page 12 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Reference List

(PDF) COOPERATIVE LEARNING AND ACHIEVEMENT: THEORY AND RESEARCH

Cooperative Learning and Achievement: Theory and Research, 2021)
ResearchGate. 2021. 
(PDF) Cooperative Learning and Achievement: Theory and Research.
Available at:
<https://www.researchgate.net/publication/227988895_Cooperative_Learning_a
nd_Achievement_Theory_and_Research>

(PDF) CORE PERSONNEL AND DEVELOPMENT

(PDF) Core Personnel and Development, 2021)
ResearchGate. 2021. (PDF) Core Personnel and Development.
Available at:
<https://www.researchgate.net/publication/266395783_Core_Personnel_and_De
velopment>

ANON
In-text: (2021)
Aoc.co.uk. 2021.
Available at: <https://www.aoc.co.uk/sites/default/files/Governors
%20Development%20Programme%20M8%20Curriculum.pdf>

COLE, G. A.
Management
In-text: (Cole, 2011)
Cole, G., 2011. Management. Andover, UK: South-Western Cengage Learning.

Book
COMPLETE GUIDE TO THE LEVEL 5 DIPLOMA IN EDUCATION AND TRAINING
In-text: (COMPLETE GUIDE TO THE LEVEL 5 DIPLOMA IN EDUCATION AND
TRAINING, 2020)
2020. COMPLETE GUIDE TO THE LEVEL 5 DIPLOMA IN EDUCATION AND TRAINING.
CRITICAL Publishing LTD.

Book
GRAY, D. E., GRIFFIN, C. AND NASTA, T.
Training to teach in further and adult education
In-text: (Gray, Griffin and Nasta, 2005)

Page 13 of 14
 RESEARCH REPORT: D - UNIT 502 EMMA DAVIES

Gray, D., Griffin, C. and Nasta, T., 2005. Training to teach in further and adult
education.
Cheltenham: Nelson Thornes.

Book
REECE, I.
Teaching Training and Learning: A Practical Guide
(Reece, 2007)
Reece, I., 2007. Teaching Training and Learning: A Practical Guide. 6th ed. Business
Education Publishers Ltd.

Journal
ROLFE, F. P.
The Curriculum and the Disciplines of Knowledge: A Theory of Curriculum Practice
In-text: (Rolfe, 1967)
Rolfe, F., 1967. The Curriculum and the Disciplines of Knowledge: A Theory of
Curriculum Practice. 
The Journal of Higher Education, 38(8), pp.470-471.

Page 14 of 14