Doing Authentic Inquiry to Improve Learning and Teaching

Erscheinungsjahr 2020
ISBN: 978-90-04-42424-1
Verlag: Brill

Buch, Englisch, Band 69, 352 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 624 g

Reihe: Bold Visions in Educational Research

Doing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges.

Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzynska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.

Autoren/Hrsg.

Weitere Mitwirkende

Tobin, Kenneth

Alexakos, Konstantinos

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik

Über Autor(innen)

Kenneth Tobin is Presidential Professor Emeritus in Urban Education at the Graduate Center of CUNY. Tobin began a program of research on teaching in 1973 that continues to the present day. Current research interests include contemplative practices, wellness and wellbeing.

Konstantinos Alexakos is Professor at Brooklyn College and the Graduate Center, CUNY. Current research focuses on teaching and learning, emotions, wellness and critical social issues such as race, gender, and sexuality.