Roseanna Bourke is Professor of Learning and Assessment in the Institute of Education at Massey University, New Zealand. She is a registered teacher and educational psychologist with an interest in the areas of learning and assessment, children’s rights, student voice, informal and everyday learning, and the impact of institutionalised practices on student learning.John O’Neill is Professor of Teacher Education in the Institute of Education at Massey University, New Zealand. His research interests include the relationship between education policy and teachers’ professional work and learning, children’s rights, and teaching and learning in everyday settings.Judith Loveridge is an Associate Professor in the School of Education at Victoria University of Wellington, New Zealand. She is particularly interested in the intersection between social and cultural processes and individuals’ learning and development, and ethical research with children and young people.

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• Chapter 1. Introduction Chapter 2. The richness of children’s lives Chapter 3. Revealing children’s informal and everyday learning Chapter 4. Conceptions and dimensions of children’s informal learning Chapter 5. Intergenerational learning Chapter 6. Changing understandings of informal learning Chapter 7. Teachers learning about children’s learning Chapter 8. Expansive conceptions of informal and everyday learning Chapter 9. Conclusion

Roseanna Bourke is Professor of Learning and Assessment in the Institute of Education at Massey University, New Zealand. She is a registered teacher and educational psychologist with an interest in the areas of learning and assessment, children’s rights, student voice, informal and everyday learning, and the impact of institutionalised practices on student learning.John O’Neill is Professor of Teacher Education in the Institute of Education at Massey University, New Zealand. His research interests include the relationship between education policy and teachers’ professional work and learning, children’s rights, and teaching and learning in everyday settings.Judith Loveridge is an Associate Professor in the School of Education at Victoria University of Wellington, New Zealand. She is particularly interested in the intersection between social and cultural processes and individuals’ learning and development, and ethical research with children and young people.

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• Chapter 1. Introduction Chapter 2. The richness of children’s lives Chapter 3. Revealing children’s informal and everyday learning Chapter 4. Conceptions and dimensions of children’s informal learning Chapter 5. Intergenerational learning Chapter 6. Changing understandings of informal learning Chapter 7. Teachers learning about children’s learning Chapter 8. Expansive conceptions of informal and everyday learning Chapter 9. Conclusion

Roseanna Bourke is Professor of Learning and Assessment in the Institute of Education at Massey University, New Zealand. She is a registered teacher and educational psychologist with an interest in the areas of learning and assessment, children’s rights, student voice, informal and everyday learning, and the impact of institutionalised practices on student learning.John O’Neill is Professor of Teacher Education in the Institute of Education at Massey University, New Zealand. His research interests include the relationship between education policy and teachers’ professional work and learning, children’s rights, and teaching and learning in everyday settings.Judith Loveridge is an Associate Professor in the School of Education at Victoria University of Wellington, New Zealand. She is particularly interested in the intersection between social and cultural processes and individuals’ learning and development, and ethical research with children and young people.

Select Guide Rating

• Chapter 1. Introduction Chapter 2. The richness of children’s lives Chapter 3. Revealing children’s informal and everyday learning Chapter 4. Conceptions and dimensions of children’s informal learning Chapter 5. Intergenerational learning Chapter 6. Changing understandings of informal learning Chapter 7. Teachers learning about children’s learning Chapter 8. Expansive conceptions of informal and everyday learning Chapter 9. Conclusion