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Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency (Continuum Studies in Education (Hardcover)) - Hardcover
Synopsis
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.
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About the Author
Paul Ashwin is Professor of Higher Education at Lancaster University, UK.
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Analysing Teaching-Learning Interactions in Higher Education
Published by
Bloomsbury Publishing (UK), 2009
ISBN 10: 0826494188
ISBN 13: 9780826494184
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Analysing Teaching-Learning Interactions in Higher Education (Hardcover)
Published by
Bloomsbury Publishing PLC, London, 2009
ISBN 10: 0826494188
ISBN 13: 9780826494184
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Hardcover. Condition: new. Hardcover. 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. Presents a monograph investigating the research, development, policy and practice of teaching and learning in Higher Education. This title offers readers an insight into the way in which teaching and learning in higher education have been researched and explained. It places these explanations in the broader context of social science research. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Seller Inventory # 9780826494184
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Analysing Teaching-Learning Interactions in Higher Education
Published by
Bloomsbury Publishing (UK), 2009
ISBN 10: 0826494188
ISBN 13: 9780826494184
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Ashwin, P: Analysing Teaching-Learning Interactions in Highe
Published by
Bloomsbury Publishing PLC, 2009
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ISBN 13: 9780826494184
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Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - 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. Seller Inventory # 9780826494184
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Analysing Teaching-Learning Interactions in Higher Education (Hardcover)
Published by
Bloomsbury Publishing PLC, London, 2009
ISBN 10: 0826494188
ISBN 13: 9780826494184
New
Hardcover
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Seller rating 5 out of 5 stars
Hardcover. Condition: new. Hardcover. 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. Presents a monograph investigating the research, development, policy and practice of teaching and learning in Higher Education. This title offers readers an insight into the way in which teaching and learning in higher education have been researched and explained. It places these explanations in the broader context of social science research. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780826494184
Quantity: 1 available