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1.
Ann-Christine Wennergren Ulf Blossing 《Scandinavian Journal of Educational Research》2017,61(1):47-59
Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with 11 teachers. Community of practice theory provides 3 dimensions that were used as analytical tools: shared repertoire, mutual engagement, and joint enterprise. Shared repertoire refers to how teachers introduce and develop tools for learning; mutual engagement to how to establish relationships and atmosphere with a respect for learning; and joint enterprise to how students’ associations and experiences are used to shape content knowledge in planning for learning. We conclude that the theory of community of practice is useful to describe and understand the formation of a PLC. 相似文献
2.
Lois Harris 《Teaching and Teacher Education》2011,27(2):376-386
Teacher actions can influence how students engage at school, making it relevant to understand their conceptions of student engagement and how to facilitate it. Reviews of existing literature suggested that a distinction between engagement in schooling and engagement in learning might help differentiate between social and academic outcomes.Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction. While some teachers held complex conceptions centred on promoting cognitive engagement and student learning, others aligned with engagement in schooling, focusing on generating participation and emphasising positive student affective experiences. 相似文献
3.
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of 'Being' and as the result of learners' engagement with the world in their own, unique, intentional manners. The learners' intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio-cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them. 相似文献
4.
《Educational Philosophy and Theory》2013,45(3):270-286
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of ‘Being’ and as the result of learners’ engagement with the world in their own, unique, intentional manners. The learners’ intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio‐cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them. 相似文献
5.
Mary Breunig Jocelyn Murtell Constance Russell 《Journal of Adventure Education & Outdoor Learning》2013,13(4):267-283
In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills. 相似文献
6.
The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels
of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines
how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain
included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural
and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture
emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain
engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government
to increase participation in higher education by students from under-represented groups, this research identifies some challenges
and possibilities for both universities and academics. 相似文献
7.
This paper focuses on dualities in both the process and outcomes of participation in work. Firstly, the process of participation in work activities and interactions draws on contributions of both individuals and the social world in ways that are variably interdependent, that is, relational. The affordances of workplaces shape the array of experiences individuals are able to access and, they in turn, elect how they engage, construe and construct what is afforded them. Both the social and individual contributions are exercisable with different degrees of intensity, focus and intentionality, thereby making the process of participation in work a relational one. Secondly, and consistent with these processes, the outcomes of workplace participation also comprise dualities. These are individuals’ learning or change, on one hand, and the remaking and transformation of cultural practice that comprises work, on the other. In illuminating and elaborating these concepts, this paper draws upon the initial findings of an inquiry that is mapping the working lives of groups of three workers in each of four workplaces. The aim is to understand how these relational interdependences shape the participation, learning and remaking of work practices in these workplaces. Further, the paper identifies the exercise of both affordances and engagement for each participant within their workplaces. The findings emphasise the distinctive bases by which the groups of workers engage with their work and construct meaning and remake practice as a result of that engagement. 相似文献
8.
《Distance Education》2012,33(2):135-150
The open educational resources (OER) movement is relatively new with few higher education institutions (HEIs) publishing or using them, and even fewer using them to widen engagement or participation in HE study. Although distance teaching universities have been in the vanguard of widening opportunities for HE study, they vary in how far they are doing so. Some use this informal learning through studying OER as a bridge to formal learning; others see it as an end in itself, often as part of a wider set of lifelong learning activities. Initial experiences of some European distance teaching universities indicate that OER are fine for confident and experienced learners but most people will require other support mechanisms to achieve participation. More effort may be needed to design and present OER in ways that are suited to the learners to support their learning, including developing new ways to recognize achievements through open study. 相似文献
9.
Michelle E. Schmidt Jaime L. Marks Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217
Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students. 相似文献
10.
在协作学习中学习投入与学习成效紧密相关,是学生进行有效参与和深度学习的必要条件。但目前的研究大多针对个人学习投入,缺乏在协作学习中小组学习投入的相关研究。在前人研究基础上,本研究从认知投入、行为投入、社会投入、情感投入四个维度构建了在线协作学习中小组学习投入的分析模型,并通过实证研究进一步探索小组投入分析模型各维度与小组学习成绩之间的关系。结果表明,在小组学习投入中行为投入、社交投入与小组成绩呈显著正相关关系,而积极、消极、困惑三类情感投入则与小组成绩呈负相关关系。研究同时发现,高分组在中立情感投入、认知投入的问题和元认知维度中的均值都高于低分组。最后,通过分析在线小组学习投入与成绩之间的关系,为今后优化学习支持服务以及提高小组成员协作质量提供了依据。 相似文献
11.
Sarah J. Twomey 《Teachers and Teaching》2013,19(4):497-514
This qualitative study creates a case for teacher learning through increased access to digital knowledge and information made available through the Internet. I ask how reading environments, supported through online access to scholarly texts, might create intellectual engagement and transformative possibilities for teachers within their professional learning communities. This study is based on the experiences of six female teachers’ participation in a research project in a large urban center in Western Canada. Through individual and group interview data, I present three examples of how the teachers engaged in a discourse of social justice. This paper demonstrates the value of providing teachers with digital access to public knowledge through the Internet as a new and distinctive approach to teacher learning that can deepen understanding of the profession within a collective association of learning. 相似文献
12.
Elizabeth Nagy‐Shadman Cynthia Desrochers 《International Journal of Science Education》2013,35(15):2023-2066
Student Response Technology (SRT) involves the use of hand‐held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower‐division university science classes taught by five different instructors who used SRT. The survey probed students’ perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses. 相似文献
13.
Based on the related theories and research results of learning behavioral engagement, this study constructed an evaluation framework of learning behavioral engagement in live teaching, which included 24 indicators in three dimensions: compliance with norms, learning participation and social participation. A small-class live English learning for younger students on the ClassIn was taken as a case study program. Five younger students attended this English learning course of 16 lessons totaling 950 minutes. The preset indicators were preliminarily examined based on the teaching records and the recorded course data. Then, experts in the field of educational technology were invited to develop the learning behavioral engagement dimensions and indicator weightings by using the Analytic Hierarchy Process, and to determine the evaluation indicator system for the evaluation of learning behavioral engagement. Finally, based on this framework, the characteristics of learning behavioral engagement of the case course were analyzed, and the influences of students’ individual factors, teaching and environmental factors on learning behavioral engagement in live teaching were investigated. 相似文献
14.
在线学习投入程度影响在线学习质量,探究在线学习投入影响因素对于改善在线学习效果具有重要意义。将解释结构模型（ISM）和层次分析法（AHP）相结合,在文献研究与专家访谈基础上建立在线学习投入影响因素多层次结构,确定各层级因素的综合权重系数。研究结果表明：学习动机、自我效能感和教学方法是最直接影响因素,网络技术环境、学习动机、自我效能感、教师参与度、学习支持服务和在线交互环境为最主要影响因素。提出引导和激励在线学习者,提供良好的情感支持;提升教师存在感和参与度,提供充足的教师支持;营造积极的在线交互环境,提供多元的学习支持等策略,提升学习者在线学习投入。 相似文献
15.
《Learning and individual differences》2004,14(3):169-182
Achievement goals and interests are recognized as primary motivators for learning in physical education. The study examined the dynamics of the motivators as associated with organized outside-school physical activity experiences and learning outcomes. Data of achievement goals, personal interest, learning outcomes, and outside-school experiences were gathered from students (N=104) randomly selected from two middle schools. The correlation analysis revealed a complex relationship among the motivators and learning outcomes. The MANOVA showed that the students participating in organized outside-school physical activities had a stronger ego-goal orientation and were more physically active in learning. Their knowledge and skill assessment outcomes did not differ from other students. The findings suggest that participation in outside-school programs may result in an active engagement, but may not lead to a paralleled learning achievement. These findings depicted a complex and dynamic web of relationships between the motivators and learning outcomes that needs to be addressed in future research. 相似文献
16.
Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward. 相似文献
17.
Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were explicitly working with their teams on fostering student engagement. We used the learning history method to capture those experiences and at the same time to stimulate learning within the participating teams. A learning history includes the voices of the different participants involved in order to stimulate reflection and learning. Three teams of teachers participated in the writing of this learning history. Several teachers (n = 10), students (n = 10), and managers (n = 5) from or related to the teams were interviewed. The learning history shows that, on the one hand, teachers emphasized positive relationships and structure in relation to student engagement, yet, on the other hand, students continued to provide examples of negative relationships and mentioned a lack of structure, although they also mentioned improvements. Furthermore, the learning history showed that teachers in all teams reflected on their experiences and learned from the activities employed to foster student engagement, which included taking a more positive approach, conversations about a skills form, and being more consequent. These results taken together indicate that it is possible for teachers to do a better job of engaging their students and that their repertoire can be expanded to include more engagement-related actions. Finally, the learning history produced offers insight into the difficulties experienced by the teams. An important limitation mentioned by all teams was that teachers found it difficult to address each other’s behavior when someone did not act as agreed upon. 相似文献
18.
《Quest (Human Kinetics)》2012,64(2):116-129
Historically the individual and society pendulum has swung back and forth between individuals and conformity and individuals and community. Individuals and society are mutually dependent yet conflicts of interest have shown how one has sometimes flourished at the expense of the other. As the world and society changes, learning must follow so individuals or groups can participate in society. And because participation in society inherently involves learning physical educators and kinesiologists (among others) need to address how we can assist students to be engaged learners who transform experiences into fruitful knowledge, skills, attitudes, values, and beliefs and give meaning to their lives. The paper will situate learning and in particular, student engagement, as a vector for the pervasive change and the associated profound challenges that will be presented to individuals and society this century. Student engagement, particularly at a philosophic level, has essentially been ignored within our field. 相似文献
19.
Louis M. Rocconi 《Research in higher education》2011,52(2):178-193
This study investigated the direct and indirect relationships between participating in a learning community, student engagement,
and self-reported learning outcomes. Using a sample of 241 freshmen at a single urban research university who took the College Student Experiences Questionnaire, the results indicate that after controlling for demographic characteristics and entering composite ACT score, the relationship
between learning community participation and learning outcomes are mediated by students’ levels of engagement. Learning community
participation was not directly related to educational gains but was indirectly related to educational gains through student
engagement. Student engagement in turn was strongly related to educational gains. 相似文献
20.
Mary Prentice 《Equity & Excellence in Education》2013,46(3):266-273
Community colleges educate students from both oppressed and marginalized groups, yet there is almost no literature on community colleges and issues of social justice. Student participation in service learning has been tentatively linked to development of a social justice lens. In this study, I analyze community college students' post-course civic engagement surveys to investigate the effect of service learning experiences on the emergence of any of three types of citizenship: personally responsible citizenship, participatory citizenship, or justice-oriented citizenship. Findings were mixed for personally responsible citizenship, but there were significant data supporting the development of participatory citizenship and justice-oriented citizenship in students who had taken between two and five previous courses that had included service learning. These encouraging findings support the idea that service learning plays a role in helping community college students transform inequitable structures in their communities. 相似文献