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:

Sign-in
Email:
Password:
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.		$12
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.		$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.		$210


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: 1/26/2021 12:34:38 AM

Purchase Reprint Rights for this article or review