Rethinking Learning

What Counts as Learning and What Learning Counts
1. Auflage 2006
ISBN: 978-0-935302-33-2
Verlag: Sage Publications, Inc

Buch, Englisch, 320 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 469 g

Reihe: Review of Research in Education

The rapid transformations of social, economic, and cultural worlds of learners in school and nonschool settings that we are facing today are reminiscent of the transformations that accompanied the industrial revolution at the turn of the 20th century. Like those at the turn of the 20th century, education researchers and their constituencies (e.g., students, teachers, community members, and policy makers) are faced with a series of questions: How are we to respond to the educational challenges of this new millennium? How do we engage with new forms of learning, the influence of new media on children's lives, changing community dynamics, and many long-standing and tenacious educational and social problems? And how can research and theory constructively and critically engage with the demands and imperatives of government educational and social policies?

In this book, the editors bring together an intergenerational group of researchers who represent both new and long-standing perspectives and debates on the shapes, definitions, and processes of learning in the context of global cultural and economic change.

Autoren/Hrsg.

Green, Judith

Luke, Allan

Green, Judith Lee

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Introduction: Rethinking Learning: What Counts as Learning and What Learning Counts - Judith Green and Allan Luke
Chapter 1: Redefining Disciplinary Learning in Classroom Contexts - Michael J. Ford and Ellice A. Forman
Chapter 2: Cross-National Explorations of Sociocultural Research on Learning - Olga A. Vásquez
Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda - Alfredo J. Artiles, Elizabeth B. Kozleski, Sherman Dorn, and Carol Christensen
Chapter 4: Validity in Educational Assessment - Pamela A. Moss, Brian J. Girard, and Laura C. Haniford
Chapter 5: Social, Methodological, and Theoretical Issues Regarding Assessment: Lessons From a Secondary Analysis of PISA 2000 Literacy Tests - Jean-Yves Rochex
Chapter 6: Culture and Learning in the Context of Globalization: Research Directions - Wan Shun Eva Lam
Chapter 7: Engaging Young People: Learning in Informal Contexts - Jennifer A. Vadeboncoeur
Chapter 8: Youth, Technology, and Media Cultures - Julian Sefton-Green

Über Autor(innen)

Green, Judith Lee
Judith L. Green is Professor Emerita at the University of California, Santa Barbara. She holds a PhD from University of California, Berkeley. Dr. Green served as editor of the Handbook of Complementary Methods in Education Research (Green, Camilli, & Elmore, 2006) and of the Review of Research in Education (2006, 2008, and 2010). Her research examines how, through discourse, teachers and their students in linguistically and culturally diverse classrooms, socially construct disciplinary knowledge from preschool through higher education. She also writes on issues of epistemology related to collecting, archiving, searching, and analyzing video records within ethnographic archives. She is a fellow of the American Anthropology Association and the American Educational Research Association. She has been awarded the Lifetime Achievement Award from Division G (Social Context of Education) of the American Educational Research Association and the John J. Gumperz Lifetime Achievement Award from the Language and Social Processes Special Interest Group (AERA).