More Great Reads for Educators


Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Free Press.

Dewey, J. (1938). Experience and education. New York: Macmillan.

Erikson, E. H. (1963). Childhood and society ( 2nd ed.). New York: Norton.

Freire, P. (1972). Pedagogy of the oppressed. London: Penguin.

Illich, I. (1971). Deschooling society. London : Calder & Boyars.

Lortie, D. (1975). Schoolteacher:  A sociological study. Chicago: University of Chicago Press.

Montessori, M. (1917). The advanced Montessori method. New York: Frederick A. Stokes.

Neill, A.S. (1960). Summerhill.  Hammondsworth: Penguin.

Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. Brighton, Sussex: Harvester Press.

Piaget, J. (1928).  The child’s conception of the world. London: Routledge and Kegan Paul.



These books (and a few articles) have been chosen to give pre-service and beginning teachers in particular a solid grounding in the best (in my eyes, at least) of 20th century educational thinking, across the disciplines of educational philosophy, psychology and sociology, with some historical perspectives. 

These are all books that I believe have made me a better teacher and thinker over the years.

I have included hyperlinks to Google Books or pages where possible and annotate and add to this list periodically.

Apple, M. W. (2000). Official knowledge:  Democratic education in a conservative age ( 2nd ed.). New York: Routledge.

Apple, M. W. (2006). Educating the 'right' way:  Markets, standards, god and inequality (2nd ed.). New York: RoutledgeFalmer.

ACDE (2001). New learning: A charter for Australian education. Canberra: ACDE.

Ball, S., & Goodson, I. (1985). Teachers' lives and careers. Lewes: Falmer Press.

Bernstein, B. (1996). Pedagogy, symbolic control and identity. London: Taylor & Francis.

Carr, W., & Kemmis, S. (1986). Becoming critical:  Education, knowledge and action research. London: Falmer Press.

Campbell, C. & Proctor, H. (2014). A History of Australian Schooling. Sydney: Allen & Unwin.

Connell, R.W., Ashenden, D., Kessler, S. and Dowsett, G. (1982). Making the difference: Schools, families and social division. Sydney: Allen & Unwin.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280-298.

Eisner, E. (1998). The enlightened eye:  Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Prentice-Hall.

Fullan, M., & Hargreaves, A. (1992). What's worth fighting for in your school? Buckingham: Open University Press.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. New York: Teachers' College Press.

Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006). Teachers and schooling making a difference. Sydney: Allen & Unwin.

Huberman, M., Grounauer, M. & Marti, J. (1993). The lives of teachers. London: Cassell.

Sergiovanni, T. J. (1994). Building community in schools. San Francisco: Jossey Bass.

Sergiovanni, T. J. (2000). Leadership for the schoolhouse: How is it different? Why is it important? San Francisco: Jossey-Bass.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Postman, N., & Weingartner, C. (1969). Teaching as a subversive activity. New York: Delacorte Press.

Rousseau. J.J. (1911). Emile, or, on education. London: Dent. (Originally published 1762)

Stenhouse, L. (1983). Authority, education and emancipation. London: Heinemann Press.

Vygotsky, L.S. (1978). Mind in society: Development of higher psychological processes (14th ed.).  Cambridge, MA: Harvard University Press.

Contemporary & Australian Classics