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Conceptualizing and Tracing Learning Pathways over Time and Setting


by Brigid Barron — 2010

This chapter makes a case for research on learning that captures the dynamics of learning across setting and time and that focuses on sustained engagement in learning activities. A focus on engagement is warranted by social theories of learning that emphasize the value of understanding learning as a process of becoming. Examples drawn from a program of research that uses biographical methods illustrate one approach to advancing research on engagement across setting and time.


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This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 113-127
http://www.tcrecord.org ID Number: 18406, Date Accessed: 10/19/2017 10:50:41 AM

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About the Author
  • Brigid Barron
    Stanford University
    E-mail Author
    BRIGID BARRON is an associate professor at the School of Education at Stanford University and a faculty co-lead of the LIFE center, and directs the YouthLab research group (youthlab@stanford.edu). A developmental psychologist by training, she studies processes of learning in and out of school. In a National Science Foundation-supported CAREER award, she documented adolescents’ learning ecologies (e.g., learning opportunities across home, school, libraries, virtual communities, and camps) for technological fluency development in the Silicon Valley region. This work used longitudinal methods to document the evolution of interest-based activities. Barron is principal investigator on a grant funded by the John D. and Catherine T. MacArthur Foundation that follows students longitudinally as they participate in programs such as game design, robotics, and digital movie-making. Recent publications include: Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1, 55–77, and Barron, B., Walter, S., Martin, C. K., & Schatz, C. (2009). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education. doi:10.1016/j.compedu.2009.07.017.
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