Creating Learning Opportunities for Teachers and Students: A Cultural‐Historical Understanding of Classroom Research

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dc.contributor.author Maheux, Jean-Francois en
dc.contributor.author Roth, W-M en
dc.date.accessioned 2017-07-19T23:12:25Z en
dc.date.issued 2013-03 en
dc.identifier.citation Curriculum Inquiry 43(2):233-260 Mar 2013 en
dc.identifier.issn 1467-873X en
dc.identifier.uri http://hdl.handle.net/2292/34351 en
dc.description.abstract There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why should two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural‐historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. From the perspective of cultural‐historical activity theory and the concept of expansive learning, we articulate the significance of making use of the affordances that arise with the presence of researchers in educational settings. We analyze three vignettes from our research in elementary mathematics classrooms for the purpose of illustrating a cultural‐historical activity theoretic explanation of the interaction. We conclude by suggesting that the “impact” of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present. en
dc.publisher The Ontario Institute for Studies in Education of the University of Toronto en
dc.relation.ispartofseries Curriculum Inquiry en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Creating Learning Opportunities for Teachers and Students: A Cultural‐Historical Understanding of Classroom Research en
dc.type Journal Article en
dc.identifier.doi 10.1111/curi.12009 en
pubs.issue 2 en
pubs.begin-page 233 en
pubs.volume 43 en
dc.rights.holder Copyright: The Ontario Institute for Studies in Education of the University of Toronto en
pubs.end-page 260 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 624069 en
dc.identifier.eissn 1467-873X en
pubs.record-created-at-source-date 2017-07-20 en
pubs.online-publication-date 2015-01-07 en


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