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Parents who are also educational researchers have access to a domain that is highly complex and not always available to other scholars. In this book, parent-researchers provide theoretical and practical insights into children's learning in the home and at school. Readers are given a window into learning in the home context and how all family members organize or engage in that learning. Working on two levels, the book develops scholarly discussions about learning in the home (how is it organized, who the participants are, and what children are learning), and it illustrates the impacts that outside institutions, in particular schools, have on families It is unique in showcasing parent-research as a type of research paradigm with particular aspects and challenges. Both teachers and researchers can learn from these studies as they show the impact that schooling has on families and how institutional discourses and beliefs can both positively and negatively affect the dynamics of any family.
Parents who are also educational researchers have access to a domain that is highly complex and not always available to other scholars. In this book, parent-researchers provide theoretical and practical insights into children's learning in the home and at school. Readers are given a window into learning in the home context and how all family members organize or engage in that learning. Working on two levels, the book develops scholarly discussions about learning in the home (how is it organized, who the participants are, and what children are learning), and it illustrates the impacts that outside institutions, in particular schools, have on families It is unique in showcasing parent-research as a type of research paradigm with particular aspects and challenges. Both teachers and researchers can learn from these studies as they show the impact that schooling has on families and how institutional discourses and beliefs can both positively and negatively affect the dynamics of any family.
This volume adds in important ways to understanding the power and
complexity of the forces in the lives of children that impact their
literacy learning. The critical issues presented emerge from
interpretivist research and thinking practices that are
constructivist in nature. The chapters by researchers, teacher
researchers, teacher educators, and teachers are antidotes to the
present political context in which political agendas are being used
to define literacy, literacy teaching and learning, and literacy
research in narrow ways. Providing a rich source of information
about how young children come to know reading and writing as a tool
of communication in a range of social and cultural contexts, this
book:
This volume adds in important ways to understanding the power and
complexity of the forces in the lives of children that impact their
literacy learning. The critical issues presented emerge from
interpretivist research and thinking practices that are
constructivist in nature. The chapters by researchers, teacher
researchers, teacher educators, and teachers are antidotes to the
present political context in which political agendas are being used
to define literacy, literacy teaching and learning, and literacy
research in narrow ways. Providing a rich source of information
about how young children come to know reading and writing as a tool
of communication in a range of social and cultural contexts, this
book:
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