Analysing teaching-learning interactions in higher education accounting for structure and agency /
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 interactio...
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| Format: | Electronic |
| Language: | English |
| Published: |
London ; New York :
Continuum International Pub. Group,
c2009.
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| Series: | Continuum studies in education.
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| Subjects: | |
| Online Access: | ebrary View fulltext via EzAccess MyiLibrary |
| LEADER | 03774cam a2200577Ia 4500 | ||
|---|---|---|---|
| 001 | 2021 | ||
| 003 | OCoLC | ||
| 005 | 20130711004953.0 | ||
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| 100 | 1 | # | |a Ashwin, Paul, |d 1970- |
| 245 | 1 | 0 | |a Analysing teaching-learning interactions in higher education |b accounting for structure and agency / |c Paul Ashwin. |h [electronic resource] : |
| 260 | # | # | |a London ; |a New York : |b Continuum International Pub. Group, |c c2009. |
| 300 | # | # | |a 1 online resource (vii, 167 p.) : |b ill. |
| 490 | 1 | # | |a Continuum studies in education |
| 504 | # | # | |a Includes bibliographical references (p. 143-162) and index. |
| 505 | 0 | # | |a Introduction -- Conceptualising structure and agency in relation to teaching-learning interactions -- Current ways of analysing the relations between structural-agentic processes and teaching-learning interactions -- Analysing the relations between teaching-learning environments and teaching-learning interactions -- Analysing the relations between student and academic identities and teaching-learning interactions -- Analysing the relations between disciplinary knowledge practices and teaching-learning interactions -- Analysing the relations between institutional cultures and teaching-learning interactions -- Implications for researching teaching-learning interactions. |
| 520 | # | # | |a 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. |
| 588 | # | # | |a Description based on print version record. |
| 650 | # | 0 | |a College teaching. |
| 650 | # | 0 | |a Teacher-student relationships. |
| 650 | # | 0 | |a Interaction analysis in education. |
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| 655 | # | 4 | |a Electronic books. |
| 776 | 0 | 8 | |a Ashwin, Paul, 1970- |d London ; New York : Continuum International Pub. Group, c2009 |i Print version: |t Analysing teaching-learning interactions in higher education. |w (OCoLC)268547477 |w (DLC) 2008046617 |z 0826494188 |z 9780826494184 |
| 830 | # | 0 | |a Continuum studies in education. |
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