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1.
Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
2.
Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists’ knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners’ prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation. 相似文献
3.
SU Ya-hui FENG Li-yia 《美中教育评论》2008,5(11):1-10
To promote economic and personal growth, higher education students＇ employability, ensuring their preparedness for the workforce, is emphasized. From the employer＇s perspective, judging whether a graduate is employable depends upon whether the graduate exhibits the attributes which employers value. Yet, with the growing emphasis on lifelong learning, it is important for higher education to re-consider and reframe the development and assessment of attributes of graduates in the context of lifelong learning. In this paper, these attributes will be explored in that context, and the issue of how assessment helps the development of graduate attributes is to be considered. Student engagement is proposed in this paper as the holistic, useful approach for the development of employability and lifelong learning. The holistic approach reflects the fact that what is required in a workforce is not the acquisition of knowledge, skills and dispositions per se, but the capability to make an engagement through which knowledge, skills and dispositions are connected as a whole. The lack of emphasis on students＇ engagement could lead to mistakenly selecting as important for the focus of assessment simply the acquisition of skills, knowledge or dispositions, rather than the holistic connection of these to their application in the workforce. 相似文献
4.
ZHANG Yibin 《开放教育研究》2005,11(Z1):56-60
The author tries to verify that there are differences between the usages of the metacongintive strategies through a survey. He also discusses the role of the language teacher, since more and more people believe that teachers are not only language instructors but also learner trainers. So if they are interested in improving learners 'use of strategies for learning and using the language, their roles may be changing. 相似文献
5.
What makes a successful learner? Some people learn foreign languages more quickly than others; they progress rapidly while others still struggle along making very slow progress. What individual differences might contribute to the successful learning process? Based on the case study of two second language learners and the comparison between their learning outcome and performance, this paper tries to explore more insights about the leaner factors and their influences on second language learning. 相似文献
6.
Since their founding, the Black churches have strived to implement and fulfill their missions. These institutions acknowledge the importance to become actively involved in the community as well as engaged in the lives of young people. Black churches are faced with unique challenges every day, however, they provide significant number of resources to the communities at large. In this study, we examine the role of partnerships through local churches and its impact on low performing schools using qualitative methodology. Research shows that low performing schools are influenced positively by partnerships with Black churches. 相似文献
7.
Adult education is a practice in which adults engage in systematic and sustained learning activities in order to gain new forms of knowledge,skills,attitudes,or values.It can mean any form of learning that adults engage in beyond traditional schooling,ranging basic literacy to personal fulfillment as a lifelong learner.In particular,adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn,that they are able and willing to take responsibility for that learning,and that the learning itself should respond to their needs. 相似文献
8.
Tatjana Devjak Sanja Bercnik 《美中教育评论》2009,6(7):68-78
In this text, the authors are analyzing preschool care and education in local community. They are focusing on the problem of information transfer between the kindergarten, parents and local community, as well as the model of relationship participation. Cooperation between parents, kindergarten and local community is an important element in the preschool institution quality, because it changes inner relationships, climate and culture. Expectations about cooperation in some authors＇ views （Resman, 1992; Schleicher, 1989; Coleman, 1998; Ryan, 1995） depend on tradition, objectives, social context, legal framework and situational demands. The research data show that Slovene kindergartens have more consumer-like relationships with parents instead of partnership. Kindergartens are clear about important information concerning their pedagogical work and organization, but they do not include parents in making decisions about the developing and executing of programs. 92.3% of parents think that the information they receive is clear, understandable only 89.6% think they are frequent. More then half of the interviewed parents frequently or always participate in kindergarten life and work, only about 43% believe that they can co-influence the development or realization of the programme. Parents also think that the local community is not giving them enough information about preschool care problems, because only 10.2% are included in solving current preschool care problems in their municipality. 相似文献
9.
Action learning refers to that man try everything to find out the new pattern of action in similar situations of the future by introspection and comprehension about past and present experience （affairs） in order to achieve a certain purpose or solve a certain problem. Compared with the traditional vocational teachers＇ training model, the action learning model based on ＂experience-introspection-action＂ is better to promote and enhance the practical knowledge growth and personal theory construction of vocational teachers. Action learning can simultaneously promote mutual development of individuals and learning groups （organizations）. 相似文献
10.
Dorothy Cynthia Nampota 《美中教育评论》2009,6(8):30-37
Due to the increasing number of children and youth dropping out of school, the Malawi government came up with a strategy to address their learning needs through non-formal means in its EFA plan. This resulted in the introduction of a three-year cycle pilot programme known as Complementary Basic Education （CBE）. Funded by GTZ, a German funding agency, the CBE programme has since entered its second year of implementation. This paper reports an evaluation study of the CBE programme so far, with a view of highlighting some of the challenges affecting its implementation. Using a qualitative methodology, the study found that the programme is in many respects, potentially beneficial to various groups of stakeholders including learners, their parents and the community in general. However, the study finds that the major setback in achieving this potential lies in the differences in perception of what should count as curriculum for the CBE programme between providers and beneficiaries. There is a mismatch between ＂needs＂ as perceived by learners and community members on the one hand, and ＂needs＂ as perceived by the providers on the other hand. The paper discusses some of the issues that the providers need to respond to if CBE implementation is going to be beneficial to the livelihood needs of the learners and the immediate community. 相似文献
11.
Tzu Judy Huang 《美中教育评论》2005,2(1):58-67
Why do some of adult learners successfully accomplish their learning while the others drop out？ This has been an important question in the field of adult learning. For a long time researchers has been exploring this subject around learning barriers as well as motivations. Not until lately did some of adult and distance scholars start to pay attention to the question of why some of the adult students could successfully push through their learning process even if they are in a disadvantaged situation. Thus, Learner Retention has become one of the important themes to discuss in order to understand more about how to assist learners to persist through their learning.
The main purpose of this paper is to explore how adult learners persist through their learning and factors that might have influences on them. Adult teachers and NOU students （including those who already graduated and those who dropped out） were interviewed and surveyed. Concluding from those data and content of interviews, this paper set a model that describes how adult learner retain through their learning process and some suggestions are made for better student learning support policies. 相似文献
12.
Serkan Baykusoglu 《美中教育评论》2014,(10):688-704
In this paper, the role of parents in supporting their children＇s progress, as a factor affecting Turkish-speaking children＇s achievement, has been explored. It is a fact that Turkish-speaking pupils, when compared with other ethnic groups, such as Bangladeshi and Somali, struggle, underachieve, and still continue performing low in the British education system. The Turkish community has been resident in the United Kingdom （UK） for over 70 years with the current estimated population of 450,000. However, the community is invisible in the society; their diverse needs are not known; and there are limited research and government reports. The relevant data and research findings indicate that there are various factors for the underachievement of the Turkish-speaking pupils. This study shows the degree of importance of parental participation for Turkish-speaking parents in supporting their children＇s achievement. As a result, lack of parental involvement is one of the important factors in achievement; and a majority of parents stated that they could not involve in their children＇s learning because a number of reasons evaluated in the paper. 相似文献
13.
When to immerge students in the target language community is a hot issue debated by many researchers through the whole linguistic and second language research history.While as far as my hypothesis concerned,I argue that it’s a better way for second language learners to learn some basic language skills before getting involved in that language community,including the target culture,fundamental second language skills,and first language abilities.Meanwhile,I demonstrate my argument from four aspects:age factors,first language factors,cultural factors and motivational factors.And I argue that English learners receive late immersion perform as well as or better than children in early immersion programs,since there is a direct relationship between native language and second language learning.As long as second language learners are literate in their first language,then their abilities in first language can facilitate the second language learning and can discipline themselves in the process of how to learn a second language.Meanwhile,transmitting cultural knowledge plays an important role in second language learning,and the most suitable approach is to do preparing transmission before students entering the real cultural community,i.e.the preparing work should be done before students getting involved in the language community;otherwise they may catch the cultural shock and are reluctant to explore the target culture.This paper aims at finding a most comfortable and preferable environment for learners to learn a second language and providing parents who are planning to send their children abroad some feasible advice. 相似文献
14.
Learner autonomy is considered as one of the key educational goals in all the countries of the world since 1980s.In China,developing learner autonomy is particularly emphasized in College English Curriculum Requirements.Some researches have been made on developing learner autonomy,which seem to prove that the training of language learning strategies helps to develop learner autonomy.But because the traditional teaching method has been dominant in universities,college students,in particular art majors are passive and lose interests in English.Consequently,English teaching method must be reformed and learn er autonomy must be developed.In the relevant researches on learning strategy training and the development of learner autono my,the subjects are not involved in art majors.So the author tries to make a research in the field by combining with her teaching experience.Developing learner autonomy in art majors through the training of metacognitive strategies may lay the basis for their future learning and development,which is important for the college English teaching of art majors.Key wrods:learner autonomy;art majors;metacognitive strategy training 相似文献
15.
Carolyn Dickie Laurie Dickie 《美中教育评论》2009,6(7):18-28
Demands by internal and external accreditation groups, whether governmental or professional, has resulted in education providers being more aware of partnership paradigms that develop institutional quality for mutual benefit. The focus of this article is to examine current research on educational partnerships in South-East Asia, identify purposes of academic alliances and report on collective goals, expectations and principles that academics have in relation to cross-institutional relationships. A three-round Delphi technique was used to examine the pros and cons of partnerships, how partnerships could be made more successful and to identify specific actions that individual academics could undertake to develop smarter partnerships. A conceptual framework of alliance performance is suggested and the management of a partnership is addressed in relation to shared values, capacity building and the role of an alliance manager. 相似文献
16.
Alan Brown 《美中教育评论》2008,5(1):9-17
National （and European） qualifications frameworks, the specification of learning outcomes and grand targets like the Lisbon goals of increasing the supply of graduates in Europe in order to achieve a more knowledge-based society are all predicated upon the idea of moving people through to higher and well-defmed levels of skills, knowledge and understanding. However, the work of researchers, from the UK＇s Teaching and Learning Research Programme （TLRP）, examining work-related learning from a number of perspectives, would suggest that the way to move towards a more knowledge-based society is for as many people as possible, whatever their supposed highest overall ＂level＂ of skills is, to believe that they should develop their skills, knowledge and competence in a number of ways unrelated to their current highest ＂level＂. This means rather than having an essentially binary conception of competence at the heart of the levels, it would be far more beneficial in inducing the frame of mind required of a knowledge-based society to have a developmental view of expertise. Such an approach can address three particular challenges that a ＂levels＂ approach f＇mds difficult to accommodate. First, there is the issue of transfer-there would be an expectation that graduates would be some way from ＂experienced worker standard＂ when they completed their initial training. Secondly, such an approach could provide the conditions in which a commitment to continuous improvement at work could flourish, as most people would believe that they needed to develop in a number of ways （at a range of ＂levels＂） in order to improve their performance. Thirdly, this approach of continuing to expect people to continue to develop a range of skills would offer some protection against the development of ＂skilled incompetence＂ （where organisations and individuals continue to focus upon what they do well without paying due regard to the future）. 相似文献
17.
Teacher learning： Reflective practice as a site of engagement for professional identity construction
HUNG Hsiu-ting 《美中教育评论》2008,5(5):39-49
This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social practice for enhancing teacher learning. Through a close analysis of a selected discussion thread, this paper aims to demonstrate that teacher-learners＇ reflective practice in the online learning community provided a site of engagement for developing their professional identity and shaping the practice of teaching in their process of learning to teach. 相似文献
18.
For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners’ motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research. 相似文献
19.
Oksana Afitska 《美中教育评论》2014,(8):517-535
Over the last decade, there has been an increased interest in investigation of assessment for learning. However, to date, there are still very few studies that investigated assessment for language learning or formative language assessment, focusing particularly on： （a） effects of formative assessment on learners＇ linguistic development and on teachers＇ teaching and lesson planning; （b） variables influencing the frequency and extent of effectiveness of formative assessment; （c） teachers＇ and learners＇ views on teacher feedback and learner peer- and self- assessment; and （d） fulfilment of the requirements set in the official United Kingdom （UK） policy documents on effective teaching and assessment of learners with English as an additional language （EAL）, also known as English as an second language （ESL） in the United States （U.S.）, in real classrooms. This article addressed these issues, and thus, extended the limited knowledge base on formative language assessment research to date. Moreover, through examining classroom-embedded language assessment processes from various perspectives, this research paper made a link between two research areas： （a） language testing and assessment; and （b） second language acquisition, also a relatively neglected field of research. This paper investigated two intact primary immersion classrooms, with learners as young as 8-10 years old and teachers whose teaching roles in the classrooms differed; two teachers were mainstream classroom teachers （CTs） and one was a mainstream teacher with specific responsibilities for language development in the school. The data were derived from literacy, numeracy, and science lessons through classroom observations and from the research participants through interviews. The data were firstly transcribed and coded qualitatively and then analysed both quantitatively and qualitatively. The findings revealed that various language assessment strategies were used regardless of the subject area of the les 相似文献
20.
For English language learners who are in the college level, learning knowledge and skills from the teachers, the course books and the classroom activities can not 100 percent satisfy their individual needs or meet their various learning styles. In order to compensate this limit, they need to do self-access after class. In this paper, I will describe the relative background knowledge first and then try to illustrate the role of self-access in one＇s language learning process. Finally I will try to discuss the ways of making self-access more useful and feasible in students＂ practical study. The purpose of the present essay is to emphasize the important part self-access plays in ELT. 相似文献