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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/472
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dc.contributor.authorEdwards, Richarden_UK
dc.contributor.authorMiller, Kateen_UK
dc.date.accessioned2016-10-25T03:57:31Z-
dc.date.available2016-10-25T03:57:31Z-
dc.date.issued2007en_UK
dc.identifier.urihttp://hdl.handle.net/1893/472-
dc.description.abstractThe article explores the conceptualisation of learning and context from a number of perspectives and some of the theoretical and methodological issues raised when context is no longer considered a container, but as a relational effect. Central to the article are the questions of what makes something specifically a learning context and what different ways of conceiving the relationship between learning and context might be and with what implications.en_UK
dc.language.isoenen_UK
dc.publisherTaylor & Francisen_UK
dc.relationEdwards R & Miller K (2007) Putting the context into learning. Pedagogy, Culture and Society, 15 (3), pp. 263-274. https://doi.org/10.1080/14681360701601887en_UK
dc.rightsPublished in Pedagogy, Culture and Society by Taylor & Francisen_UK
dc.subjectLearningen_UK
dc.subjectContexten_UK
dc.subjectSituated learning theoryen_UK
dc.subjectActivity theoryen_UK
dc.subjectActor-network theoryen_UK
dc.subjectContext effects (Psychology)en_UK
dc.subjectLearning, Psychology ofen_UK
dc.subjectCognitive learning theoryen_UK
dc.titlePutting the context into learningen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2009-04-26en_UK
dc.rights.embargoreason[EdwardsMillerpaper-final.pdf] Publisher conditions require an 18 month embargo. Date for end of delay: 30 April 2009en_UK
dc.rights.embargoreason[EdwardsMillerpaper-final.doc] Publisher conditions require an 18 month embargo. Date for end of delay: 30 April 2009en_UK
dc.identifier.doi10.1080/14681360701601887en_UK
dc.citation.jtitlePedagogy, Culture and Societyen_UK
dc.citation.issn1747-5104en_UK
dc.citation.issn1468-1366en_UK
dc.citation.volume15en_UK
dc.citation.issue3en_UK
dc.citation.spage263en_UK
dc.citation.epage274en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailr.g.edwards@stir.ac.uken_UK
dc.citation.date25/09/2007en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.scopusid2-s2.0-34848911600en_UK
dc.identifier.wtid826626en_UK
dcterms.dateAccepted2007-09-25en_UK
dc.date.filedepositdate2008-10-14en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorEdwards, Richard|en_UK
local.rioxx.authorMiller, Kate|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2009-04-26en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2009-04-25en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2009-04-26|en_UK
local.rioxx.filenameEdwardsMillerpaper-final.pdfen_UK
local.rioxx.filecount2en_UK
local.rioxx.source1468-1366en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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