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    Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency (Paperback) By (author) Paul Ashwin

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    DescriptionThis is 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.


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  • Full bibliographic data for Analysing Teaching-Learning Interactions in Higher Education

    Title
    Analysing Teaching-Learning Interactions in Higher Education
    Subtitle
    Accounting for Structure and Agency
    Authors and contributors
    By (author) Paul Ashwin
    Physical properties
    Format: Paperback
    Number of pages: 176
    Width: 156 mm
    Height: 234 mm
    Thickness: 13 mm
    Weight: 272 g
    Language
    English
    ISBN
    ISBN 13: 9781441191809
    ISBN 10: 1441191801
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 27230
    B&T Book Type: NF
    BIC E4L: EDU
    Nielsen BookScan Product Class 3: S3.8
    B&T Merchandise Category: TXT
    B&T Modifier: Region of Publication: 03
    BIC subject category V2: JNT
    Ingram Subject Code: ED
    Libri: I-ED
    B&T General Subject: 340
    B&T Modifier: Academic Level: 02
    B&T Approval Code: A37242500
    LC subject heading:
    B&T Approval Code: H37010000
    LC subject heading:
    BIC subject category V2: JNMH
    LC subject heading:
    BISAC V2.8: EDU015000
    LC subject heading: ,
    DC22: 378.1/25
    LC subject heading:
    DC22: 378.125
    B&T Approval Code: A37170000
    DC23: 378.125
    LC classification: LB2331 .A775 2012
    Ingram Theme: INDS/EDHSTD
    Thema V1.0: JNM, JNT
    Edition statement
    New ed.
    Illustrations note
    3 bw illustrations
    Publisher
    Continuum Publishing Corporation
    Imprint name
    Continuum Publishing Corporation
    Publication date
    26 April 2012
    Publication City/Country
    New York
    Author Information
    Paul Ashwin is Senior Lecturer in Education at Lancaster University, UK.
    Review quote
    "'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)"
    Table of contents
    Acknowledgements; 1. Introduction; 2. Conceptualising Structure and Agency in Relation to Teaching-Learning Interactions in Higher Education; 3. Current Ways of Analysing Teaching-Learning Interactions in Higher Education; 4. An Activity Theory Approach to Analysing the Relations between Teaching-Learning Environments and Teaching-Learning Interactions in Higher Education; 5. A Symbolic-Interactionist Approach to Analysing the Relations between Student and Academic Identities and Teaching-Learning Interactions in Higher Education; 6. A Bernsteinian Approach to Analysing the Relations between Disciplinary Knowledge Practices and Teaching-Learning Interactions in Higher Education; 7. A Bourdieusian Approach to Analysing the Relations between Institutional Cultures and Teaching-Learning Interactions in Higher Education; 8. Implications for Researching Teaching-Learning Interactions in Higher Education; References; Index.