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1.
ABSTRACT

This case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts.  相似文献   

2.
ABSTRACT

Constructionist principles provide fertile ground for developing innovative approaches to learning. Using a grounded theory qualitative research design, we analyzed participant reports of their experience in an online course in which they collaboratively authored a book. Our qualitative analysis suggested that participants experienced extraordinary engagement and motivation, which they interpreted as being related to the collaborative process, their own agency in the project, and the externalized value of creating an artifact intended for a public audience. A new metaphor for learning emerged from the study based on the concept of authorship. Our authorship learning construct sees learning as a process of authoring understanding and skills while simultaneously authoring at multiple levels of agency, including authorship of processes, roles, goals, artifacts, meaning, self, group identity, and society.  相似文献   

3.
ABSTRACT

This article uses vignettes and photographs taken from ethnographic research to reframe the methodological assumptions within school garden research. New theoretical perspectives are applied to previous empirical school garden research that provides deeper understandings of both the teaching and the learning of ecoliteracy in such material contexts. Actor Network Theory and Social Semiotics further highlight the affordance of school garden spaces. We make public the conversations of a small research group about a perceived ethnographic turn towards materiality, aesthetics and agency.  相似文献   

4.

In this article I argue that qualitative research that focuses attention on how change is being understood and experienced on the ground can contribute to broader theoretical insights. In recent research I have been exploring how lecturers apply their understandings of learning outcomes and personal development planning. At one level, these practices are mundane, yet they are subject to increased regulation, policy debate and scrutiny. In understanding macro-level changes, as well as deconstructing policy rhetoric, we need theoretical work that pays attention to the exercise of agency at the micro-level. The article presents a critical realist analysis of the significance of agency as developed by Margaret Archer. The argument for the importance of detailed analysis of mundane practices is then elaborated in the analysis of specific examples. The conclusions are not based on privileging a particular method. Rather, I argue that, in theorising about teaching and learning, and change in higher education, we need a clear focus on agency as the impact of macro-level changes are mediated through the understandings of specific actors, and their creativity and resistance.  相似文献   

5.
ABSTRACT

Lecturers may be exposed to the same Academic Development Programme but their course of action at personal and professional level vary. In this paper, I analyze the lecturers’ contribution in shaping their learning to teach. I interviewed twenty-five lecturers in four private universities in Kenya using semi-structured interviews. The analysis showed that the onus to learn how to teach lies with the individual lecturer (agency) especially in contexts that lack a systematic approach to lecturers’ learning. Academic developers may be interested in understanding how the exercise of agency in learning how to teach leads to variations in lecturers’ actions.  相似文献   

6.
Sue Cox 《Education 3-13》2017,45(3):375-385
ABSTRACT

In this article, I discuss how the context of children’s classroom activities and the quality of their participation and agency are key to learning around values. These pedagogical approaches lie in a socio-cultural theoretical framework which I use to show how ‘empowered’ participation in classrooms and in enquiry activities in curriculum areas is bound up with learning democratic values. Focusing on humanities subjects, I show how such values-based democratic pedagogical approaches in these areas of the curriculum (along with others) can be transformative, promoting values education, personal agency and social change.  相似文献   

7.
ABSTRACT

This exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators’ perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered.  相似文献   

8.
ABSTRACT

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.  相似文献   

9.
ABSTRACT

In this article we explore the dynamic between the pedagogical and the urban, attending to ‘agentive urban learning’. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency, and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Three case studies explore different facets—the first how young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students’ understanding of the city as a site of change, in this instance, climate change; and the third how such agency might be developed collectively in partnership with other city dwellers. We conclude that a diversity of students’ engagement in urban contexts of learning offers ways from which to further investigate how identity, setting, and stakeholder relationships matter as part of potentially sustainable agentive learning futures.  相似文献   

10.
Abstract

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This article presents a study that explores staff and student experience of agency, equity and transparency in existing data practices and expectations towards learning analytics in a UK university. The results show a number of intertwined factors that have contributed to the tensions between enhancing a learner’s control of their studies and, at the same time, diminishing their autonomy as an active agent in the process of learning analytics. This article argues that learner empowerment should not be automatically assumed to have taken place as part of the adoption of learning analytics. Instead, the interwoven power relationships in a complex educational system and the interactions between humans and machines need to be taken into consideration when presenting learning analytics as an equitable process to enhance student agency and educational equity.  相似文献   

11.
Abstract

Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education.  相似文献   

12.
ABSTRACT

Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framework to foreground these challenges that is shaped by a view of children as social actors and experts on their own lives, information and communication technologies as ubiquitous in children’s lives, and ethics as a situated and multifaceted responsibility. This framework has three aspects: access, authenticity and advocacy. We draw on examples from different research projects and use ethically important moments to illustrate how notions of access, authenticity and advocacy can foreground the ethical challenges in teaching–learning research contexts to better consider and offer children greater agency in research collaborations.  相似文献   

13.
ABSTRACT

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.  相似文献   

14.
ABSTRACT

This ethnography, based on fieldwork in Dili, Timor-Leste between 2015 and 2017, adopts an orthodox sociological theorising of agency to investigate the ways in which people in Dili negotiate the numerous interacting structural barriers to digital education. Having identified a lack of attention to learner agency in the literature on the promotion and adoption of MOOCs and OER in the Global South (King, Pegrum, and Forsey [2018]. ‘MOOCs and OER in the Global South: Problems and Potential’. International Review of Research in Open and Distance Learning 19 (5): 2–20. doi:10.19173/irrodl.v19i5.3742), the paper addresses Connell’s [(2008). Southern Theory: The Global Dynamics of Knowledge in Social Science. Crows Nest: Allen & Unwin] influential criticism of the imbalances in global knowledge production, and explores the parallels in technologically enhanced learning. A new concept- Southern agency- is developed through the stories of three Timorese students and their engagement with digital education, focussing on the influences of local infrastructure, family, literacies and the colonial legacy. The paper highlights the need for more extensive research into local practices of learning with technologies and advocates Southern agency as a heuristic device to gain valuable insights into the lived experience of Southern learners.  相似文献   

15.
Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.  相似文献   

16.
Abstract

This article is about collective identity, learning processes and political agency in the Chilean student movement. The geographies of collective identity are constituted through engaging with emotions interwoven with the political learning process by making mistakes that enabled student activists’ agency to undergo transformation between 2006 and 2011. Space articulates an identity politics as the bio-politics of existence through which life itself becomes a political action and animates a radical imaginary of politics as being-in-common. This meaning of politics is interwoven with the production of territorial assemblies in 2011 through which the Chilean student movement reasserted the space–time of the political demand for free education in spatial rather than temporal terms by reimagining a collective vision with others. This represents the main legacy of the movement and becomes a condition of possibility for envisioning free education as an alternative project that seeks to contest neoliberal common sense.  相似文献   

17.
Abstract

This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.  相似文献   

18.
Abstract

BSW and MSW students' evaluations of their field instructors and these individuals' use of various supervisory skills and assignments were assessed early in the field placement. Skills that directly enhanced students' learning in the field were most influential. Supervisory activities that introduced students to the agency and what would be expected of them were particularly helpful. Differences in first-time and second-year students' reactions suggest that students' learning needs vary, based on their prior experience with and understanding of the field. The findings also suggest the need for training to help field instructors make the transition from social work practitioner to social work educator.  相似文献   

19.
ABSTRACT

Interdisciplinary sustainability programs are emerging globally, but little is known about the learning in these educational contexts. This qualitative case study examined undergraduates' experience in a Sustainability Semester, using the agency/structure dialectic as a theoretical lens. Before the semester, students' models of change for sustainability focused on individual actions. After two years, students' models identified systemic and structural barriers that constrained and enabled their agency as individuals. The discussion examines the “ripple effect” model of change that emerged in early interviews and considers how educators might use the agency/structure dialectic to help undergraduates move beyond individualistic models of social change.  相似文献   

20.
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