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  • Author or Editor: Stephen M. Ritchie x

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Stephen M. Ritchie

Abstract

For far too long, the study of learning in school classrooms was undertaken as if this could be achieved independently of learner emotions and contexts. A research focus on the role of learner emotions in school contexts was overdue. More importantly, the confluence of cognition and emotion, as observed in events that punctuated classroom structures dramatically, necessitated theorization of events. Applying what philosophers, sociologists and historians have learned about major historical events, my colleagues and I began a program of research to investigate classroom events as the unit for analysis. Emotional energy of the classrooms and discrete emotions of individuals were outcomes of salient learning events studied. We learned that eventful learning occurs dramatically for all to see, and un-dramatically over time and in ways less visible to other classroom participants. Eventful learning then involves both cognition and emotion and, as the cases reported in this book show, in classroom activities designed to engage learners emotionally.

Research Collaboration

Relationships and Praxis

Series:

Edited by Stephen M. Ritchie

Even though collaboration is entrenched in research practices, few studies have considered how the practice is enacted, among whom and to what effect. Reviewing the accounts of successful or productive collaborative-research teams in which collaborators report either concord or conflict in their relational dynamics, featured in this volume, leads to a deeper understanding of what it means to collaborate. The contributing authors explore their relationships and praxis in particular research collaborations that range from large interdisciplinary teams to intimate teams between university-based researchers who collaborate with teachers or students. Successes experienced by the contributors are discussed in terms of solidarity, emotional energy, trust, agency, power, and ethical praxis. It is clear from the studies reported here that despite recognized differences between researchers in teams, if they work with each other for each other, it is likely that they will build solidarity, and experience positive emotional energy and trust. The edited volume is relevant to both experienced and early career researchers.

The World of Science Education

Handbook of Research in Australasia

Series:

Edited by Stephen M. Ritchie

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa.
The focus of this Handbook is on Australasia (a region loosely recognized as that which includes Australia and New Zealand plus nearby Pacific nations such as Papua New Guinea, Solomon Islands, Fiji, Tonga, Vanuatu, and the Samoan islands) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in Australasian rather than international context. The purpose therefore is to articulate and exhibit regional networks and trends that produced specific forms of science education. The thrust lies in identifying the roots of research programs and sketching trajectories—focusing the changing façade of problems and solutions within regional contexts. The approach allows readers review what has been done and accomplished, what is missing, and what might be done next.