Understanding Teaching and Learning

Classroom Research Revisited

  • Editors
  • Baljit Kaur

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Graham Nuthall
    Pages 1-39
  3. Judith Green, Maria Lucia Castanheira
    Pages 53-65
  4. Jane Abbiss
    Pages 67-78
  5. Fritjof SahlstrÖm
    Pages 79-90
  6. Neil Mercer
    Pages 91-95
  7. Jane McChesney
    Pages 135-143
  8. Bronwen Cowie, Kathrin Otrel-Cass, Judy Moreland
    Pages 159-169
  9. Keryn Davis, Sally Peters
    Pages 171-182
  10. Michelle Clarke
    Pages 183-193
  11. Greta Morine-Dershimer
    Pages 195-199
  12. Angus H. Macfarlane, Sonja L. Macfarlane
    Pages 213-224
  13. Neil Harrison
    Pages 251-256
  14. Gregory Lee, Deb J. Hill
    Pages 257-267

About this book

Introduction

• 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.

Keywords

classroom research teacher education

Bibliographic information