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About this product
Product Identifiers
PublisherBloomsbury Academic & Professional
ISBN-100826494188
ISBN-139780826494184
eBay Product ID (ePID)71670991
Product Key Features
Number of Pages176 Pages
LanguageEnglish
Publication NameAnalysing Teaching-Learning Interactions in Higher Education : Accounting for Structure and Agency
Publication Year2009
SubjectGeneral, Higher, Teaching Methods & Materials / General
TypeTextbook
AuthorPaul Ashwin
Subject AreaEducation
FormatHardcover
Dimensions
Item Height0.4 in
Item Weight15.1 Oz
Item Length9.2 in
Item Width6.1 in
Additional Product Features
Intended AudienceCollege Audience
LCCN2008-046617
Dewey Edition23
Reviews'The book ends with a call for more empirical studies that examine the relations between 'particular sets of structural-agentic process and teaching-learning interactions' (p. 141) where the empirical data and the explicit conceptual framework interrogate each other. I am already recommending it to those engaged in these studies.'- British Educational Research Journal , January 2010, Analysing Teaching--Learning Interactions in Higher Education does a very good job of examining theoretical frameworks for teaching and learning in higher education contexts and select educational systems of European heritage. If you are fatigued with the same old binary debates in American mainstream publication "teaching versus learning, student-centered versus teaching-centered pedagogies, or disciplinary content versus critical thinking "this book might be right for you., 'This excellent book makes a major contribution to the study of teaching and learning in Higher Education through its perceptive analysis of theoretical frameworks and their implications. Ranging across studies of perception, identity, activity systems, field and pedagogic device, Paul Ashwin offers both an accessible review and a wealth of ideas for the future development of understanding.' Andrew Pollard, Professor of Education and Director of the ESRC Teaching and Learning Research Programme, Institute of Education, University of London, UK, "This book ends with a call for more empirical studies that examine the relations between 'particular sets of structural-agentic process and teaching-learning interactions' (p. 141) where the empirical data and the explicit conceptual framework interrogate each other. I am already recommending it to those engaged in these studies." John Pryor, University of Sussex, UK., &"This book ends with a call for more empirical studies that examine the relations between 'particular sets of structural-agentic process and teaching-learning interactions' (p. 141) where the empirical data and the explicit conceptual framework interrogate each other. I am already recommending it to those engaged in these studies.&" John Pryor, University of Sussex, UK., Analysing TeachingLearning Interactions in Higher Education does a very good job of examining theoretical frameworks for teaching and learning in higher education contexts and select educational systems of European heritage. If you are fatigued with the same old binary debates in American mainstream publication �teaching versus learning, student-centered versus teaching-centered pedagogies, or disciplinary content versus critical thinking �this book might be right for you., "Ashwin's analysis of teaching-learning interactions is insightful and will be useful to any college teacher who reads it. He writes well so that the book is both thoughtful and readable." Professor Bill McKeachie, University of Michigan
IllustratedYes
Dewey Decimal378.1/25
Table Of ContentAcknowledgements \ 1. Introduction \ 2. Conceptualising Structure and Agency in Relation to Teaching-Learning Interactions \ 3. Current Ways of Analysing the Relations between Structural-Agentic Processes and Teaching-Learning Interactions \ 4. An Activity Theory Approach to Analysing the Relations Between Student and Academic Identities and Teaching-Learning Interactions \ 5. A Symbolic-Interactionist Approach to Analysing the Relations between Student and Academic Identities and Teaching-Learning Interactions \ 6. A Bernsteinian Approach to Analysing the Relations between Disciplinary Knowledge Practices and Teaching-Learning Interactions \ 7. A Bourdieusian Approach to Analysing the Relations between Institutional Cultures and Teaching-Learning Interactions \ 8. Implications for Researching Teaching-Learning Interactions \ References \ Index
SynopsisWhilst current research into teaching and learning offers many insights into the experiences of academics and students in higher education, it has two significant shortcomings. It does not highlight the dynamic ways in which students and academics impact on each other in teaching-learning interactions or the ways in which these interactions are shaped by wider social processes. This book offers critical insight into existing perspectives on researching teaching and learning in higher education and argues that alternative perspectives are required in order to account for structure and agency in teaching-learning interactions in higher education. In considering four alternative perspectives, it examines the ways in which teaching-learning interactions are shaped by teaching-learning environments, student and academic identities, disciplinary knowledge practices and institutional cultures. It concludes by examining the conceptual and methodological implications of these analyses of teaching-learning interactions and provides the reader with an invaluable guide to alternative ways of conceptualising and researching teaching and learning in higher education. >, A thorough investigation of the research, development, policy and practice of teaching and learning in Higher Education., Whilst current research into teaching and learning offers many insights into the experiences of academics and students in higher education, it has two significant shortcomings. It does not highlight the dynamic ways in which students and academics impact on each other in teaching-learning interactions or the ways in which these interactions are shaped by wider social processes. This book offers critical insight into existing perspectives on researching teaching and learning in higher education and argues that alternative perspectives are required in order to account for structure and agency in teaching-learning interactions in higher education. In considering four alternative perspectives, it examines the ways in which teaching-learning interactions are shaped by teaching-learning environments, student and academic identities, disciplinary knowledge practices and institutional cultures. It concludes by examining the conceptual and methodological implications of these analyses of teaching-learning interactions and provides the reader with an invaluable guide to alternative ways of conceptualising and researching teaching and learning in higher education.
LC Classification NumberLB2331.A775 2009
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