Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research

Autor/inn/en	Maheux, Jean-Francois; Roth, Wolff-Michael
Titel	Creating Learning Opportunities for Teachers and Students: A Cultural-Historical Understanding of Classroom Research
Quelle	In: Curriculum Inquiry, 43 (2013) 2, S.233-260 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/curi.12009
Schlagwörter	Classroom Research; Educational Opportunities; Educational Researchers; Educational Environment; Lesson Observation Criteria; Educational Theories; Learning Theories; Aptitude Treatment Interaction; Class Activities; Learning Processes; Educational History; Cultural Context; Educational Practices; Interaction Process Analysis; Group Dynamics; Instructional Innovation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmitschau; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Learning process; Lernprozess; History of education; Bildungsgeschichte; Bildungspraxis; Prozessanalyse; Gruppendynamik; Educational Innovation; Bildungsinnovation; Unterrichtserfolg
Abstract	There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why "should" two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. From the perspective of cultural-historical activity theory and the concept of expansive learning, we articulate the significance of making use of the affordances that arise with the presence of researchers in educational settings. We analyze three vignettes from our research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. We conclude by suggesting that the "impact" of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present. (Contains 5 notes and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10