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Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.
Her current research, informed by cultural-historical theory, is based in a University of Oslo study of how elementary school teachers of shy and withdrawn children work successfully with them. This research is funded by the Research Council of Norway. The research team has been awarded further Research Council funding for a study to start in 2021. The new project will examine shy children’s experiences of transitions between lessons in high school and will be the first to take the perspectives of shy children in school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, will draw on a study of within workplace transitions as older workers learn to work with new technologies.
Her current research, informed by cultural-historical theory, is based in a University of Oslo study of how elementary school teachers of shy and withdrawn children work successfully with them. This research is funded by the Research Council of Norway. The research team has been awarded further Research Council funding for a study to start in 2021. The new project will examine shy children’s experiences of transitions between lessons in high school and will be the first to take the perspectives of shy children in school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, will draw on a study of within workplace transitions as older workers learn to work with new technologies.
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SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCHpp.1-14, (2023)
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