Acknowledgements 1. Introduction 2. Conceptualising structure and agency in relation to teaching-Learning interactions 3. Current ways of analysing the relations between structural-agentic processes and teaching-learning interactions 4. An activity theory approach to analysing the relations between teaching-learning environments and teaching-learning interactions 5. A symbolic-interactionist approach to analysing the relations between student and academic Identities and teaching-learning interactions 6. A Bernsteinian approach to analysing the relations between disciplinary knowledge practices and teaching-learning interactions 7. A Bourdieusian approach to analysing the relations between institutional cultures and teaching-learning interactions 8. Implications for researching teaching-learning interactions References Index
A thorough investigation of the research, development, policy and practice of teaching and learning in Higher Education.
Paul Ashwin is Professor of Higher Education at Lancaster University, UK.
'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 supports educational research, Institute
of Education, University of London, UK, University of Bristol, UK,
and University of Cambridge, UK
'Ashwin's analysis of teaching-learning interactions is insightful
and will be useful to any college teacher who reads it. He writes
well so that the book is both thoughtful and readable.' Bill
McKeachie, Professor Emeritus, University of Michigan, USA
‘The book ends with a call for more empirical studies that examine
the relations between "particular sets of structural-agentic
process and teaching-learning interactions" (p. 141) where the
empirical data and the explicit conceptual framework interrogate
each other. I am already recommending it to those engaged in these
studies.' British Educational Research Journal
‘A really important book to be taken note of by higher education
researchers. It will be especially useful to readers who are new to
sociological theory. Its key contribution is in offering an
even-handed appraisal of existing research, and in pushing the
research community to move in new and promising directions. The
book provides some very useful assistance for the
journey.' Studies in Higher Education
'Analysing Teaching-Learning Interactions in Higher Education does
a very good job of examining theoretical frameworks for teaching
and learning in higher education contexts and select educational
systems of European heritage. If you are fatigued with the same old
binary debates in American mainstream publication - teaching versus
learning, student-centered versus teaching-centered pedagogies, or
disciplinary content versus critical thinking - this book might be
right for you.' Journal of Educational Research
Reviewed in Teaching Theology and Religion
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