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Analysing teaching-learning interactions in higher education : accounting for structure and agency / Paul Ashwin.

By: Material type: TextTextSeries: Continuum studies in educationPublisher: London ; New York : Continuum International Pub. Group, [2009]Copyright date: ©2009Description: vii, 167 pages : illustrations ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0826494188
  • 9780826494184
Subject(s): DDC classification:
  • 378.125 22
LOC classification:
  • LB2331 .A775 2009
Contents:
Introduction -- Conceptualising structure and agency in relation to teaching-learning interactions -- Current ways of analysing the relations between structural-agentic processes and teaching-learning interactions -- Analysing the relations between teaching-learning environments and teaching-learning interactions -- Analysing the relations between student and academic identities and teaching-learning interactions -- Analysing the relations between disciplinary knowledge practices and teaching-learning interactions -- Analysing the relations between institutional cultures and teaching-learning interactions -- Implications for researching teaching-learning interactions.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book North Campus North Campus Main Collection 378.125 ASH (Browse shelf(Opens below)) 1 Available A502071B

Includes bibliographical references (pages 143-162) and index.

Introduction -- Conceptualising structure and agency in relation to teaching-learning interactions -- Current ways of analysing the relations between structural-agentic processes and teaching-learning interactions -- Analysing the relations between teaching-learning environments and teaching-learning interactions -- Analysing the relations between student and academic identities and teaching-learning interactions -- Analysing the relations between disciplinary knowledge practices and teaching-learning interactions -- Analysing the relations between institutional cultures and teaching-learning interactions -- Implications for researching teaching-learning interactions.

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