Marja Vauras – författare

Interpersonal Regulation of Learning and Motivation is the first book in the field to focus on major methodological advances in research on interpersonal regulation of learning and motivation. Interest in developing ways of capturing the dynamics of interpersonal regulation in real-life learning interactions is growing rapidly. Understanding these dynamics is particularly timely given the increased use of collaborative learning activities in schools and university settings, as well as through face-to-face and computer supported collaborative learning (CSCL) environments. While groups and collections of individuals in social interaction are expected to bring their own motivations and goals to the learning situations, it is also assumed that these are further shaped through interaction, as the group activity evolves. Research methodology publications in the field of learning, regulation and motivation are still dominated by a focus on the individual. The study of collaborative learning at both conceptual and methodological level has not incorporated the significance of social regulatory processes of learning and motivation. This is a new development in the field and one covered by this book. The book contains numerous illustrations of innovative: Methodological approaches to study and interpret the dynamics of interpersonal regulation Data sources and data representations to capture scaffolded instruction Theory-based analytic methods to investigate interactions in real-life collaborative learning Coding systems and social software tools for gathering and analysing interactive data.Interpersonal Regulation of Learning and Motivation brings together the work of scholars who have been studying interpersonal regulation of learning and motivation at the boundaries of the individual and the social, and who have made original methodological contributions to the study of interactive learning environments. In combination, their work provides a range of distinctive and original conceptual and methodological contributions to this under-examined and vital field of research, making this an essential read for any researcher or student interested in collaborative learning and motivation.

Interpersonal Regulation of Learning and Motivation is the first book in the field to focus on major methodological advances in research on interpersonal regulation of learning and motivation. Interest in developing ways of capturing the dynamics of interpersonal regulation in real-life learning interactions is growing rapidly. Understanding these dynamics is particularly timely given the increased use of collaborative learning activities in schools and university settings, as well as through face-to-face and computer supported collaborative learning (CSCL) environments. While groups and collections of individuals in social interaction are expected to bring their own motivations and goals to the learning situations, it is also assumed that these are further shaped through interaction, as the group activity evolves. Research methodology publications in the field of learning, regulation and motivation are still dominated by a focus on the individual. The study of collaborative learning at both conceptual and methodological level has not incorporated the significance of social regulatory processes of learning and motivation. This is a new development in the field and one covered by this book. The book contains numerous illustrations of innovative: Methodological approaches to study and interpret the dynamics of interpersonal regulation Data sources and data representations to capture scaffolded instruction Theory-based analytic methods to investigate interactions in real-life collaborative learning Coding systems and social software tools for gathering and analysing interactive data.Interpersonal Regulation of Learning and Motivation brings together the work of scholars who have been studying interpersonal regulation of learning and motivation at the boundaries of the individual and the social, and who have made original methodological contributions to the study of interactive learning environments. In combination, their work provides a range of distinctive and original conceptual and methodological contributions to this under-examined and vital field of research, making this an essential read for any researcher or student interested in collaborative learning and motivation.

Interpersonal Regulation of Learning and Motivation is the first book in the field to focus on major methodological advances in research on interpersonal regulation of learning and motivation. Interest in developing ways of capturing the dynamics of interpersonal regulation in real-life learning interactions is growing rapidly. Understanding these dynamics is particularly timely given the increased use of collaborative learning activities in schools and university settings, as well as through face-to-face and computer supported collaborative learning (CSCL) environments.

While groups and collections of individuals in social interaction are expected to bring their own motivations and goals to the learning situations, it is also assumed that these are further shaped through interaction, as the group activity evolves. Research methodology publications in the field of learning, regulation and motivation are still dominated by a focus on the individual. The study of collaborative learning at both conceptual and methodological level has not incorporated the significance of social regulatory processes of learning and motivation. This is a new development in the field and one covered by this book.

The book contains numerous illustrations of innovative:

Methodological approaches to study and interpret the dynamics of interpersonal regulation

Data sources and data representations to capture scaffolded instruction

Theory-based analytic methods to investigate interactions in real-life collaborative learning

Coding systems and social software tools for gathering and analysing interactive data.

Interpersonal Regulation of Learning and Motivation brings together the work of scholars who have been studying interpersonal regulation of learning and motivation at the boundaries of the individual and the social, and who have made original methodological contributions to the study of interactive learning environments. In combination, their work provides a range of distinctive and original conceptual and methodological contributions to this under-examined and vital field of research, making this an essential read for any researcher or student interested in collaborative learning and motivation.

Interpersonal Regulation of Learning and Motivation is the first book in the field to focus on major methodological advances in research on interpersonal regulation of learning and motivation. Interest in developing ways of capturing the dynamics of interpersonal regulation in real-life learning interactions is growing rapidly. Understanding these dynamics is particularly timely given the increased use of collaborative learning activities in schools and university settings, as well as through face-to-face and computer supported collaborative learning (CSCL) environments.

While groups and collections of individuals in social interaction are expected to bring their own motivations and goals to the learning situations, it is also assumed that these are further shaped through interaction, as the group activity evolves. Research methodology publications in the field of learning, regulation and motivation are still dominated by a focus on the individual. The study of collaborative learning at both conceptual and methodological level has not incorporated the significance of social regulatory processes of learning and motivation. This is a new development in the field and one covered by this book.

The book contains numerous illustrations of innovative:

Methodological approaches to study and interpret the dynamics of interpersonal regulation

Data sources and data representations to capture scaffolded instruction

Theory-based analytic methods to investigate interactions in real-life collaborative learning

Coding systems and social software tools for gathering and analysing interactive data.

Interpersonal Regulation of Learning and Motivation brings together the work of scholars who have been studying interpersonal regulation of learning and motivation at the boundaries of the individual and the social, and who have made original methodological contributions to the study of interactive learning environments. In combination, their work provides a range of distinctive and original conceptual and methodological contributions to this under-examined and vital field of research, making this an essential read for any researcher or student interested in collaborative learning and motivation.

Ennakoimattomista muutoksista ja erilaisista kriiseistä on tullut arkipäivää kouluissa. Koulun resilienssillä tarkoitetaan sen kriisinkestävyyttä, selviytymistä, joustavuutta ja palautumiskykyä. Resilientin koulun arki on sujuvampaa ja koko kouluyhteisön hyvinvointia kannattelevaa.Epävarmoina aikoina koululla on keskeinen rooli siinä, että jokainen oppilas voi tuntea olonsa turvalliseksi, kokea onnistumisia ja voida hyvin. Avain resilienssiin on hyvinvoiva yhteisöllinen koulu, joka toimii aktiivisesti yhteistyössä perheiden ja lähiyhteisöjen kanssa ja jota yhteiskunnan eri palvelut, säännökset ja muut toimijat tukevat. Tässä teoksessa kerrotaan, millaisia innovatiivisia ratkaisuja ja uusia käytäntöjä tarvitsemme, jotta koulun resilienssiä tukeva toimintakulttuuri voisi toteutua. Teos sopii opettajille, rehtoreille, opettajaksi opiskeleville, päättäjille, vanhemmille sekä kaikille lasten ja nuorten parissa toimiville tahoille.Marja-Kristiina Lerkkanen on kasvatustieteen professori Jyväskylän yliopistossa, EDUCA-lippulaivan johtaja, opettajankouluttaja ja oppimisen tutkija. Katariina Salmela-Aro on akatemiaprofessori Helsingin yliopiston kasvatustieteen tiedekunnassa ja EDUCA-lippulaivan varajohtaja. Marja Vauras on kasvatustieteen emeritaprofessori Turun yliopistossa ja kasvatuspsykologian, etenkin oppimisen ja opettamisen, tutkija. Kirjoittajat ovat Resilientti koulu ja koulutus EduRESCUE -hankkeen tutkijoita Jyväskylän, Helsingin ja Turun yliopistoista sekä hankkeen sidosryhmien asiantuntijoita. Kirjoittajilla on runsaasti kokemusta yhteystyöstä opettajien, rehtoreiden, vanhempien sekä lasten ja nuorten kanssa.