Details

Subject(s)

• Education—Research—Methodology [Browse]

Editor

• Damşa, Crina [Browse]
• Rajala, Antti [Browse]
• Ritella, Giuseppe [Browse]
• Brouwer, Jasperina [Browse]

Series

New Perspectives on Learning and Instruction Series [More in this series]

Summary note

"Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises seventeen chapters and three commentaries, thematically organized into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years"-- Provided by publisher.

Bibliographic references

Includes bibliographical references and index.

Source of description

Description based on print version record.

Contents

• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Table of Contents
• Preface
• Foreword
• Acknowledgements
• List of Contributors
• Introduction
• A diverse and evolving research field
• Re-theorising theory and methods
• Section A: From theory to methodology
• Section B: From method(ology) to theory
• Section C: Societal challenge unleashing change in research on learning and instruction
• This book's contribution to the learning research field
• References
• Chapter 1: Researching the learning of knowledge transformation
• Theoretical outset: context dependency and the need to learn knowledge transformation
• Knowledge as situated
• Context-level framework for analysing situational characteristics
• Conceptualising knowledge transformation and the learning of knowledge transformation
• Empirical illustration: investigating student-teachers' knowledge transformation
• Methodological challenges and necessary developments in researching the learning of knowledge transformation
• Empirical investigation of learning knowledge transformation
• Identifying instances of knowledge transformation
• Identifying the learning of knowledge transformation
• Distinguishing between contexts
• Concluding discussion
• Chapter 2: Ecological perspectives on learning and methodological implications for research
• Ecologies and learning: definitions
• Ecological perspectives as theoretical frameworks
• Person-focused perspectives
• Relations-focused perspectives
• Community-focused perspectives
• Investigating learning ecologies: topologies of units of analysis
• An empirical case: Fast Food da Politica
• Description
• Analysis and discussion
• Reflection: ecological notions as analytical instruments
• Conclusions
• References.
• Chapter 3: Dialogic learning with the "more-than-human world": Insights from posthuman theorising
• Dialogic learning revisited with posthuman theories
• Methodological consequences and implications
• A posthuman view of dialogic learning and its methodological implications
• Discussion and conclusion
• Chapter 4: Learning in dialogues through aesthetic experiences: Some theoretical and methodological issues
• What do we mean by 'aesthetic experience'?
• The original works of Vygotsky and Dewey
• What do we learn from current research on transformative aesthetic experience?
• Methodological implications and challenges
• From theory to methodological discussion
• The 'event' and its context
• Analysis of the moves
• Implications for education and research practices
• Acknowledgement
• Notes
• Chapter 5: Analytical-methodological entanglements: On learning to (re)notice what, where, when, why and by whom in the re-search enterprise
• Epistemic justice as a dimension of noticing
• On heterogeneity and counter-stances. Normal-languaging and normal-diversities
• Analytical-methodological entanglements: SWaSP framings
• So what does LES gain from SWaSP framings?
• Coda. Learning to (re)notice
• Chapter 6: Commentary on Section A: Theoretical research driving methodological development
• Responses
• From identity thinking to dialogic thinking
• Linking theory to research design
• Chapter 7: The dynamics of social networks: Towards a better understanding of selection and influence mechanisms in social capital building
• Stochastic actor-oriented modelling
• Data for SAOM
• Analysis and modelling in SAOM
• How SAOM can provide new insights into social capital theory?.
• Social selection: homophily and propinquity
• Social influence mechanisms
• Empirical illustration
• Conclusion and discussion
• Note
• Chapter 8: Making visible what seems to be invisible in mathematical problem-solving : Integrating qualitative methods
• A qualitative approach to mathematical tasks
• The a priori analysis
• Thinking aloud
• The protocol analysis
• Applying the combination of methods
• Mathematical a priori analysis of Question 1
• Thinking aloud and protocol analysis
• Chapter 9: Towards a cognitive theory of visual expertise: Methods of inquiry
• Methods of inquiry in the science of visual expertise
• Towards a cognitive theory of visual expertise
• Three assumptions of a cognitive theory of visual expertise
• Two memory stores in a cognitive theory of visual expertise
• Eight processes in a cognitive theory of visual expertise
• Discussion
• Chapter 10: The multi-method autobiographical approach and its contribution to the Funds of Identity theory
• The multi-method autobiographical approach
• "Identity artefacts" as a source of students' funds of identity
• Empirical illustration. The educational project "Who am I?"
• Final discussion and conclusion
• Chapter 11: Methodological explorations of the study of access, inclusion and participation in and across digital/physical space and time boundaries
• Introduction: new mobilities or new ways of doing ethnographies?
• Doing multiple-scale, "thick" ethnography and its promises for sociomateriality
• Outline of the projects and empirical illustrations
• Illustration 1: Virtual sites for learning?
• Illustration 2: Driving simulators and the (im)mobility of learners.
• Openness, mobility and entanglement through a selective permeability lens
• Chapter 12: Untangling sociomateriality: Tracing socio-discursive and materially embodied aspects of knowledge-creating learning through Making-Process-Rugs
• Epistemic role of materiality in artefact-mediated knowledge creation
• Analytical framework of Making-Process-Rug
• Conducting a macro-level Making-Process-Rug analysis and visualising video data
• Selecting significant meso- and micro-level events to capture the epistemic roles of materiality
• Discussing the theoretical and methodological implications
• Chapter 13: Reflection - how methodological innovation contributes to theory development: A new materialist approach
• Using innovative methods to study different but related theoretical concepts
• Investigating how learning relations (not individual learning) develop
• Learning how entangled learning relations between human and non-human actors develop
• How entangled development with epistemic artefacts leads to new concepts of identity and knowledge development
• How entangled development in dispersed learning environments leads to theories about coordination and the emergence of boundaries
• Conclusion
• Chapter 14: Learning analytics and societal challenges: Capturing value for education and learning
• The value of LA for education and learning
• Examples of LA: generating benefits
• Case 1: Analytics about student collaboration for the teacher
• Case 2: Analytics-informed personalised scaffolds for self-regulated learning
• Case 3: Academic path learning analytics to support student engagement
• Reflection on the cases
• Ethics, transparency, accountability, and skills to uphold ownership and privacy
• Ethics.
• Transparency
• Accountability
• Skills to uphold ownership and privacy
• Chapter 15: Distributed design: Learning to work with novel potentialities of digital 3D technology
• Zooming out: developmental learning as a result of complex networks of activities
• Research case: two ways of using the BIM in a construction project
• Zooming in: analysing the face-to-face collaboration with combined 3D models
• Chapter 16: Hybridising in and out-of-school learning
• Coinciding societal developments
• Consequential research designs
• Empirical illustration: Dis/continuities in a summer science school
• Data collection
• Findings
• Chapter 17: Re-conceptualising the space-time of teachers' professional development
• The challenges of evolving space-time relations in contemporary learning
• Conceptualising space-time as chronotope
• Empirical illustration: examining teachers' professional development paths across formal and informal space-times
• Conclusions and further directions
• Chapter 18: Using mixed methods social network analysis to study teacher collaboration for migrant inclusion in a Swedish school
• A meeting of theory and methods
• Study context
• The MMSNA and inclusive pedagogy theory approach: analysing collaboration for inclusion
• Stage one: Trends in collaboration for supporting migrant students
• Stage two: The migrant student support network in practice
• Stage three: Mixing methods and models of migrant integration
• Chapter 19: Utopian Methodologies to Address the Social and Ecological Crises Through Educational Research
• Introduction.
• Educational Research and Planetary Crises.

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ISBN

• 9781003205838
• 1003205836
• 9781000959482
• 1000959481
• 9781000959529
• 100095952X

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