Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

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.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Conceptualizing and Tracing Learning Pathways over Time and Setting
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

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
https://www.tcrecord.org ID Number: 18406, Date Accessed: 6/12/2021 11:13:40 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

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.
Member Center
In Print
This Month's Issue