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Analysing Teaching-learning Interactions in Higher Education


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Table of Contents

Part One - Introductions; 1 Introduction; Part Two; 2 Conceptualising Structure and Agency; 3 What does the current research tell us about how teaching and learning experiences are structured?; Part Three - Understanding Different Aspects of Teaching and Learning in Higher Education; 4 Conceptualising the Institutional Careers of Academics and Students; 5 Conceptualising the Teaching-Learning Environment as Interacting Activity Systems; 6 Concptualising the Institutional Field of Higher Education; 7 Conceptualising Disciplinary and Pedagogic Discourses in Higher Education; Part Four - Where Next?; 8 Understanding Teaching and Learning Interactions in Higher Education; 9 Conclusion.

About the Author

Paul Ashwin is Senior Lecturer in Education at Lancaster University, UK.


'This excellent book makes 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 Director of the ESRC Teaching and Learning Research Programme, Institute of Education, University of London, UK
'This is 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", January 2010
"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."

Professor Bill McKeachie, University of Michigan --Sanford Lakoff

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