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ERIC Number: EJ903534
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: ERIC
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0077-5762
Conceptualizing and Tracing Learning Pathways over Time and Setting
Barron, Brigid
Yearbook of the National Society for the Study of Education, v109 n1 p113-127 2010
Learning sciences research has been focused primarily on studies of design innovations for schools and on knowledge that develops during brief periods of time (e.g., as a result of the implementation of a science or mathematics unit). This chapter advances the argument that research on learning should also focus on how learners initiate and sustain engagement in activities that advance their learning in particular domains. The author argues that learning sciences research needs to expand its focus to include an examination of engagement as an outcome and to consider how engagement develops across different settings, timescales, and networks of support. This argument represents a human sciences perspective on learning research in its attention to how participants in learning situations both interpret and create learning opportunities.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A