LEADER 03380nam 2200661Ia 450 001 9910453864203321 005 20200520144314.0 010 $a1-282-13662-3 010 $a9786612136627 010 $a0-8264-3239-5 035 $a(CKB)1000000000754662 035 $a(EBL)436204 035 $a(OCoLC)406415173 035 $a(SSID)ssj0000102880 035 $a(PQKBManifestationID)11137826 035 $a(PQKBTitleCode)TC0000102880 035 $a(PQKBWorkID)10060655 035 $a(PQKB)11241307 035 $a(MiAaPQ)EBC436204 035 $a(Au-PeEL)EBL436204 035 $a(CaPaEBR)ebr10298663 035 $a(CaONFJC)MIL213662 035 $a(OCoLC)893333997 035 $a(EXLCZ)991000000000754662 100 $a20081030d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAnalysing teaching-learning interactions in higher education$b[electronic resource] $eaccounting for structure and agency /$fPaul Ashwin 210 $aLondon ;$aNew York $cContinuum International Pub. Group$dc2009 215 $a1 online resource (176 p.) 225 1 $aContinuum studies in education 300 $aDescription based upon print version of record. 311 $a1-4411-9180-1 311 $a0-8264-9418-8 320 $aIncludes bibliographical references (p. 143-162) and index. 327 $aContents; Acknowledgements; 1 Introduction; 2 Conceptualizing 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 Analysing the relations between teaching-learning environments and teaching-learning interactions; 5 Analysing the relations between student and academic identities and teaching-learning interactions; 6 Analysing the relations between disciplinary knowledge practices and teaching-learning interactions 327 $a7 Analysing the relations between institutional cultures and teaching-learning interactions8 Implications for researching teaching-learning interactions; References; Index 330 $aWhilst current research into teaching and learning offers many insights into the experiences of academics and students in higher education, it has two significant shortcomings. It does not highlight the dynamic ways in which students and academics impact on each other in teaching-learning interactions or the ways in which these interactions are shaped by wider social processes. This book offers critical insight into existing perspectives on researching teaching and learning in higher education and argues that alternative perspectives are required in order to account for structure and agency in 410 0$aContinuum studies in education. 606 $aCollege teaching 606 $aTeacher-student relationships 606 $aInteraction analysis in education 608 $aElectronic books. 615 0$aCollege teaching. 615 0$aTeacher-student relationships. 615 0$aInteraction analysis in education. 676 $a378.125 700 $aAshwin$b Paul$f1970-$0858590 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453864203321 996 $aAnalysing teaching-learning interactions in higher education$91916662 997 $aUNINA