• How do children, individually and collectively, make meanings of their learning experiences? • How can teachers become aware of children’s meaning making on an ongoing basis? • Is it possible and useful to create an integrated theory of student learning? • How can classroom research enhance critical understandings of the situated nature of learning and teaching, while taking into account the systemic and educational policy contexts? • How do differences, such as class, race, culture, gender and sexualities, interact with student learning? • How can teachers respond effectively to the realities of today’s diverse classrooms? • What are the current and emerging issues in classroom research? These are just some of the questions this book grapples with. It pays tribute to Professor Graham Nuthall’s (1935-2004) research contributions – a pioneering and internationally renowned classroom researcher of teaching and learning from New Zealand. It has been written by emerging and experienced classroom researchers from several countries as part of a project aimed at building on and extending Nuthall’s research and promoting the conducting, teaching and supervision of classroom research. The authors engage critically with theoretical, methodological and pedagogical possibilities of their research using Nuthall’s work as a springboard. As a result, all authors make links between theory and practice. Further, several leading international researchers contribute comments on future directions for classroom research and its relevance for teaching and learning. Understanding teaching and Learning: Classroom Research Revisited would be of interest to practicing or prospective teachers and teacher educators, as well as scholars and students of teaching and learning.
Inhaltsverzeichnis
Foreword; Acknowledgements; Introduction: Understanding Teaching and Learning: Classroom Research Revisited; Researching Classrooms, Theorising Classroom Research; 1. Understanding What Students Learn; 2. Reassessing the Nature of Learning in a Science or Mathematics Classroom; 3. Exploring Classroom Life and Student Learning: An Interactional Ethnographic Approach; 4. Students’ Learning Experiences: What Do We Mean and What Can We Know?; 5. “The Truth Lies in the Detail”: On Student and Teacher Epistemic-stance Displays in Classroom Interaction; Commentary: The Future Development of Research on Classroom Talk; Teaching and Learning in Curriculum Areas; 6. The Acquisition of Conceptual Knowledge in the Classroom: A Case Study; 7. Bending and Bouncing: A Distributed Perspective of Sonya’s Learning about Refraction; 8. Accessing Children’s Beliefs about Mathematics through Their Drawings; 9. Finding Out about Fossils in an Early Years Classroom: A Context for Developing a “Practical Explanatory Theory”; 10. Exploring Learning in the Early Years: Working Theories, Learning Dispositions and Key Competencies; 11. Sink or Swim: Diving below the Surface of Children’s Classroom Experiences with Nuthall’s Methodology; Creating Inclusive Classrooms; 12. “Facilitative Inclusion” in Early Childhood and New Entrant Classrooms: Lived Realities for Children with Down Syndrome; 13. Weaving the Dimensions of Culture and Learning: Implications for Educators; 14. Whānau Classroom “Lessons” Illuminate Bicultural and Bilingual Literacy Learning Processes for Māori Children; 15. Culturally Diverse Children in the Classroom: Hidden Cultural Lives; Commentary: Future Directions for Classroom Research in Australian Indigenous Education; Widening Conversations In and Beyond Classrooms; 16. Some Historical Reflections on a National Curriculum: A New Zealand Case Study; 17. Assessment, Teaching and Learning in and beyond Classrooms; 18. Searching for Compassion inthe Classroom: An Auto-ethnographic Inquiry into Teaching and Learning with Refugee Students; 19. Learning the Hard Way: The Destabilisation of Teacher, Student and Researcher Knowledges in a Classroom Research Partnership; Commentary: Visioning the Next Generation of Research on Classroom Interaction; Commentary: Positive Directions in Research to Inform Theory and Practice; Commentary: Future Directions in Classroom Research with Indigenous Children; Notes on Contributors; Index.
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