Learning and Practice
Agency and Identities
The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.
Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.
It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.
This text provides a provocative overview of how learning theory informs practice and how interpretation of theory contributes to more engaged practice. The chapter that tackles the relationship between neuroscience and education is especially interesting as there are marketised tensions that are difficult to resolve for both educators and neuroscientists. The chapter on organisational learning provides opportunities to reframe how this is viewed and implemented in the classroom and encourages reflection as to the sociological implications of how other theory overlaps. The diversity of subjects covered in this text mean that it is relevant for a wide range of audiences in all levels of higher education.
This test demonstrates the diverse context of the sociocultural learning environment with interesting reading of international perspectives.
Thematic sections of the book consists of chapters that focus on (i) mind and learning; (ii) culture, tools and learning; (iii) identities, agency and learning - containing authorative theoretical nuggets of interest for those involved in education and training. A highly recommended text for reading and reference.
I have found this text both interesting and informative. It gives a general covering of a range of educational and workplace settings from pre-primary to further and higher education.
I am considering possible text for a Masters programme that I may be teaching on. This text will prove invaluable as the programme will attract a cross sector cohort involved in teaching and learning from a variety of settings. With that in mind, this will bring a commonality as we examine learning in all those contexts. I will be keen to review in again later when we have used in more on the course.
Thank you
This text is useful for any student entering any course of which has elements of teaching and learning. Interesting chapter on literacies and masculinities which provides important discussion points for any group.
This text is useful for any student entering any course of which has elements of teaching and learning. Interesting chapter on literacies and masculinities which provides important discussion points for any group.
I found this to be an interesting and informative collection of writings and am impressed that it has something to offer across a broad range of learning contexts. I have personally found the book useful in informing my practice as a tutor facilitating work-based learning and as the discussions within the book engage with many of the deep rooted philosophical 'chestnuts' of what constitutes knowledge, it is enormously relevant within the context of a changing academic landscape which is being contested on many levels. I think it more suitable for students at post-grad level but will suggest a number of chapters as supplemental reading for my under-grads.
