New Perspectives on Learning and Instruction is the international, multidisciplinary book series of EARLI and is published by Routledge.
The aim of the series is to present, to the scholarly community, high quality, theoretically-driven research in the areas of learning and instruction. Books that are published in the series are innovative, attempting to forge new conceptions of the field. Originality, scientific merit, and significance for the field are what guide the series. Both edited collections and sole-authored texts that meet these criteria are considered for publication. The focus is on European work, however, contributions from non-European researchers and non-members of EARLI are invited. The series is designed to appeal to a wide audience of researchers and post-graduate students in education and psychology.
Check out the introductory video below by editor-in-chief Isabel Raemdonck and former editor-in chief Mien Segers:
Motivation and Emotion in Learning and Teaching across Educational Contexts
Theoretical and Methodological Perspectives and Empirical Insights
Edited By Gerda Hagenauer, Rebecca Lazarides, Hanna Järvenoja
Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion.
The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings.
This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education.
Re-theorising Learning and Research Methods in Learning Research
Edited By Crina Damşa, Antti Rajala, Giuseppe Ritella, Jasperina Brouwer
Re-Theorising Learning and Research Methods in Educational Research explores the latest developments in the field of learning theory, offering an overview of emerging methods, and demonstrating how recent research contributes to furthering understanding of learning.
Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field, and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.
20% Discount Available - enter the code EFL03 at checkout*
* Please note that this discount code cannot be used in conjunction with any other offer or discount and only applies to books purchased directly via www.routledge.com. This code expires on 31 December 2023.
Prospective authors of monographs and editors of thematic collections are invited to submit proposals to the Chair of the Editorial Board for consideration by the Board.
The procedure works in two phases:
1. Submitting a book proposal
2. Submitting an accepted manuscript
Editor-in-Chief
Université Catholique de Louvain, Belgium
Assitant-Editor
The University of Sydney, Australia.
David Gijbels
University of Antwerp, Belgium
Sanna Järvelä
University of Oulu, Finland
Margareta Limon
Autonoma University of Madrid, Spain
Karen Littleton
The Open University, UK
Wolff-Michael Roth
University of Victoria, Canada
Costas Constantinou
University of Cyprus, Cyprus
Valéria Csépe
Hungarian Academy of Sciences, Hungary
Sibel Erduran
University of Bristol, UK
Sylvia Rojas-Drummond
UNAM, Mexico
Martin Valcke
Ghent University, Belgium
Lieven Verschaffel
University of Leuven, Belgium
Kate Wall
Newcastle University, UK
Marold Wosnitza
RWTH Aachen University, Germany