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Author: Crina Damşa
Publisher: Taylor & Francis
ISBN: 100095952X
Category : Education
Languages : en
Pages : 350
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Book Description
Re-Theorising Learning and Research Methods in Learning 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 17 chapters and three commentaries, thematically organised 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.
Author: Crina Damşa
Publisher: Taylor & Francis
ISBN: 100095952X
Category : Education
Languages : en
Pages : 350
Get Book Here
Book Description
Re-Theorising Learning and Research Methods in Learning 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 17 chapters and three commentaries, thematically organised 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.
Author: Al Husseiny, Fatima
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 261
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Book Description
In the rapidly evolving education landscape, many challenges confront educators, policymakers, and researchers alike. The shifting demands of students and society, coupled with global disruptions to traditional educational systems, necessitate a comprehensive solution to reshape the learning environment for the digital age. Recognizing these challenges, the book Revitalizing the Learning Ecosystem for Modern Students emerges as a beacon of insight and innovation, providing a holistic exploration of the intricacies within learning ecosystems and offering practical strategies to overcome the hurdles education stakeholders face. For educators seeking innovative strategies, policymakers aiming to craft effective policies, and researchers diving into the forefront of educational exploration, Revitalizing the Learning Ecosystem for Modern Students stands as an invaluable resource. By offering a roadmap not only to identify but also overcome the challenges within the academic domain, this book catalyzes positive change, ensuring that learning ecosystems are revitalized to meet the ever-changing requirements of students in the future.
Author: Louise Poulson
Publisher: SAGE
ISBN: 9780761947981
Category : Education
Languages : en
Pages : 254
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Book Description
This book combines a teaching text with exemplary reports of research and a literature review by international scholars.
Author: Melanie Nind
Publisher: Edward Elgar Publishing
ISBN: 1800884273
Category : Education
Languages : en
Pages : 479
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Book Description
This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods.
Author: Christian Kosel
Publisher: Frontiers Media SA
ISBN: 283255217X
Category : Education
Languages : en
Pages : 213
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Book Description
A classroom full of students can be overwhelming for teachers. It is critical that teachers are able to filter and meaningfully interpret the relevant information in this complex scenario. Much of this filtering and interpretation occurs through selective visual perception. Over the last decade, a rapidly growing number of studies in empirical educational research used eye tracking to investigate teachers' selective visual perceptual processes in the classroom. Theoretically, visual attention and perception are often conceptualized as knowledge-based noticing coupled with knowledge-based reasoning about what is visually perceived. Recent eye-tracking studies have shown that experienced teachers, in particular, show improved selective attention of classroom events through faster detection of relevant information and improved monitoring of learning-relevant situations. Researchers agree that a critical driver of selective attention processes is the professional knowledge (declarative, procedural, and metacognitive) of (experienced) teachers, which controls selective perceptual processes in a top-down process. The findings are significant and provide important insights for research on teacher professionalization.
Author: Sara Efrat Efron
Publisher: Guilford Publications
ISBN: 1462541666
Category : Social Science
Languages : en
Pages : 297
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Book Description
Acclaimed as a text and professional development tool, this user-friendly resource has now been revised and updated, and offers expanded coverage of collaborative action research (CAR) and participatory action research (PAR). Preservice and inservice educators get crucial step-by-step guidance for conducting classroom- and school-based studies to improve their instructional practices. Organized to mirror the full cycle of action research, the book provides balanced coverage of qualitative, quantitative, and mixed methods approaches. Vivid vignettes and examples illustrate research approaches for a range of teaching and learning situations, school subjects, and age groups (PreK–12). Readers learn how research approaches are driven by the research question, as well as how to develop data collection strategies; design and/or evaluate assessment tools; interpret, analyze, report, and implement study results; and design a new cycle of research that builds on the previous one. New to This Edition *In-depth descriptions of CAR and PAR--which enable groups of teachers to work together to solve problems in a classroom or school--plus examples of both throughout the book. *Expanded or new discussions (with examples) of such topics as how research approaches and methods are driven by the research question, how to assess different types of reliability and validity, the differences between analysis and interpretation, and how to use sequential cycles of research for continuous improvement and professional development. *Fully updated references and resources. Pedagogical Features *Both individual and group exercises and activities in every chapter. *New and updated checklists and guidelines that enable busy educators to self-assess the progress and quality of their studies. *Sample templates to assist in development of research instruments. *Example boxes illustrating the components of an action research report. *Summary tables highlighting key aspects of different research strategies. *Chapter summaries (now shorter for ease of use) and suggestions for further reading.
Author: National Institute of Adult Continuing Education (England and Wales)
Publisher: Niace
ISBN:
Category : Education
Languages : en
Pages : 354
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Book Description
The recognition of prior learning (RPL) is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, the USA, Canada, South Africa, Australia, and Sweden. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.
Author: Tobias Marevesa
Publisher: Springer Nature
ISBN: 3031355318
Category : Social Science
Languages : en
Pages : 238
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Book Description
This book, Multidisciplinary Knowledge Production and Research Methods in Sub-Saharan Africa: Language, Literature and Religion, contributes to the polemical conversations about existing architectures of knowledge and research practices in postcolonial sub-Saharan Africa. It creates an academic platform for multi-interdisciplinary research that brings to the fore inspiring efforts to break away from long-standing disciplinary bordering thinking and practices in modern-day sub-Saharan Africa. This distinctive edited collection is a valuable resource for scholars, researchers and students of multi-interdisciplinary research across the globe. The volume also promotes wide-ranging research focused on how to address complexities which hamper the promise of multi-interdisciplinary research in contemporary sub-Saharan African contexts. It provides thought-provoking perspectives on academic conversations about the uniqueness of embracing multidisciplinary research. The traditional methods of interpretation are challenged by the radical emerging demand to shift from a mono-disciplinary thinking to a cross-disciplinary epistemic endeavour in order to successfully address unfolding problematic realities that demand the pursuit of novel heuristic terrains.
Author: Ngulube, Patrick
Publisher: IGI Global
ISBN: 1799814726
Category : Language Arts & Disciplines
Languages : en
Pages : 639
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Book Description
In today’s globalized world, viable and reliable research is fundamental for the development of information. Innovative methods of research have begun to shed light on notable issues and concerns that affect the advancement of knowledge within information science. Building on previous literature and exploring these new research techniques are necessary to understand the future of information and knowledge. The Handbook of Research on Connecting Research Methods for Information Science Research is a collection of innovative research on the methods and application of study methods within library and information science. While highlighting topics including data management, philosophical foundations, and quantitative methodology, this book is ideally designed for librarians, information science professionals, policymakers, advanced-level students, researchers, and academicians seeking current research on transformative methods of research within information science.
Author: Mihaela L Kelemen
Publisher: SAGE
ISBN: 0857022970
Category : Business & Economics
Languages : en
Pages : 250
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Book Description
`This book offers a lively and readable account of how scholars and students might engage with some of the more unusual critical theories associated with the critical management research project. Supported by a wealth of empirical and theoretical material, this book will introduce readers to the complex issues surrounding how to carry out critical management research rather than simply providing prescriptive answers′ - Heather Höpfl, University of Essex `Kelemen and Rumens have done management scholars a great service in reviewing a huge amount of disparate knowledge and compressing it into a succinct, lively and provocative book on the current state of Critical Management Studies. This is a "must-read" for those both inside and outside CMS′ - Keith Grint, Cranfield University `Management is a critical term for contemporary politics, but getting to grips with managerialism requires research methods that can deal with contemporary and controversial topics. This book provides the tools for that project, and will be invaluable for scholars and students who wish to challenge the conservatism of management academy at the present time′ - Martin Parker, University of Leicester Why have certain theories shaped management research? Where do research theory and practice meet, if at all? To ask these questions is to think critically about management research. Mihaela L Kelemen and Nick Rumens explore the fundamentals of critical management theory and their influences on management research, and in doing so offer the student an illuminating introduction to what is often a disparate and complex array of issues. 10 expressive chapters examine theoretical foundations, including those most often sidelined in mainstream management theory; from postmodernism and deconstruction to American pragmatism, along with methodological choices and the intellectual issues each of these presents. Also provided is a timely consideration to the consequences and ethical concerns now inherent to any research issue.
