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1.
How can action learning contribute to social capital? 总被引：1，自引：1，他引：0
This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks. 相似文献
2.
Shirley Franklin 《Education 3-13》2013,41(1):81-87
The notion of learning styles, and the multiple intelligence theory from which some of this derives, has come to be one of the dominant themes in the discourse on learning and teaching. This article argues that much of the language associated with this recent educational phenomenon is misleading for teachers. The author argues that instead of drawing attention to how children learn and the tools and processes of learning, learning style theories have led to pupils being labelled as being particular types of learners. The article argues for a more sustained debate on the notion of learning styles that will encourage teachers to interrogate underlying concepts more deeply. 相似文献
3.
Ian Johnson 《International Journal of Lifelong Education》2013,32(2):99-114
The teachings and practices of Buddhism are becoming popular today in Western countries. Its non-theistic nature and scientific method, focusing on the individual's independence in learning practice, appeal to many. Buddhism contains some effective and unique learning techniques that could be applied to lifelong learning. Within a notion of lifelong learning defined in terms of the conscious learning taking place throughout the life span, Buddhist meditation, contemplation and mindfulness practice are ideally suited to conscious life experience awareness. The philosophical framework for lifelong learning discourse, particularly that which is outlined by Richard Bagnall as drawing on the three progressive sentiments, matches the Buddhist ideals for the individual and society. Just as Bagnall calls for a re-evaluation of the direction for lifelong learning discourse away from economic determinism, back towards the framework of the three sentiments, the emphasis of this paper argues that lifelong learning discourse and strategies might also usefully be informed by ancient Buddhist ideas and methods. To do so might require a broader perspective on what constitutes lifelong learning and what its motivations and goals should be. 相似文献
4.
WHOSE DEVELOPMENT? SALVAGING THE CONCEPT OF DEVELOPMENT WITHIN A SOCIOCULTURAL APPROACH TO EDUCATION
A bstract . The concept of development is currently under revision in education and psychology. In this essay, Eugene Matusov, Renée DePalma, and Stephanie Drye examine a traditional notion of development and provide an alternative sociocultural view. As educators working within a sociocultural approach to learning, development, and education, the authors see psychological phenomena as rooted in participation in sociocultural activities, practices, and communities. They critique how the traditional notion of development essentializes this process, assuming development to be independent of the observer. Using a case where a child of color develops a "sitting disability" within the institutional context of schooling, they illustrate the need for introducing a sociocultural notion of development, arguing that development is a social construction emerging in communities of practice and that it is necessary to consider the role of the observer in both defining and guiding this process in a professional discourse of cases. 相似文献
5.
David Alan Gilman 《教育心理学家》2013,48(1):17-19
This article describes how scaffolded instruction during whole-class mathematics lessons can provide the knowledge, skills, and supportive context for developing students' self-regulatory processes. In examining classroom interactions through discourse analysis, these qualitative methods reflect a theoretical change from viewing self-regulation as an individual process to that of a social process. This article illustrates how studying instructional scaffolding through the analyses of instructional discourse helps further the understanding of how self-regulated learning develops and is realized in mathematics classrooms. Qualitative methods, such as discourse analyses, and their underlying theoretical frameworks have great potential to help "unlock" theories of learning, motivation, and self-regulation through exploring the reciprocity of teaching and learning in classrooms. 相似文献
6.
Many adult beliefs are based on the testimony provided by other people rather than on firsthand observation. Children also learn from other people's testimony. For example, they learn that mental processes depend on the brain, that the earth is spherical, and that hidden bodily organs constrain life and death. Such learning might indicate that other people's testimony simply amplifies children's access to empirical data. However, children's understanding of God's special powers and the afterlife shows that their acceptance of others' testimony extends beyond the empirical domain. Thus, children appear to conceptualize unobservable scientific and religious entities similarly. Nevertheless, some children distinguish between the 2 domains, arguably because a different pattern of discourse surrounds scientific as compared to religious entities. 相似文献
7.
《Learning and Instruction》2000,10(3):267-292
In this study we examined the transition from other to self-regulation by drawing on Vygotsky's general genetic law of cultural development and on Bakhtin's notion of genre appropriation. We attempted to replicate previous sociocultural research findings on the development of self-regulation with older students and a formal academic multiple-variant task. We aimed at extending this body of research by employing both qualitative and quantitative discourse analytic approaches. Ten secondary school students were individually tutored by their geography teacher in how to solve correlational problems. Every student worked with the teacher for about three hours and solved a minimum of seven correlational problems. All tutorial sessions were videotaped and subsequently transcribed. A coding scheme was developed and all instructional discourse was segmented and coded by two independent judges. On the whole, quantitative discourse analysis supported the notion of a transition from other to self-regulation in the area of correlational reasoning. Additionally, it was found that teacher regulation was differentiated within tasks and that certain properties of discourse influence how explicit student self-regulation is. Qualitative discourse analysis supported the notion of the assimilation of the voice of the teacher into the voice of the student. A three dimensional conception of learning is proposed and the implications of the study are discussed. 相似文献
8.
《Teaching and Teacher Education》2000,16(3):295-313
This study examined teacher–student discourse from a sociocultural perspective in order to ascertain the nature of effective instruction for school-age students with learning disabilities. This discussion examines one teacher's resource room instruction that was part of a larger study of teacher–student discourse. The results suggested two considerations: (1) the importance of teacher self-reflection and the implications for effective teaching and learning, and (2) differential discourse patterns across academic domains. Wood's notion of contingent teaching (1991) provided a guideline for coding teacher–student discourse. The results suggest that feedback combined with cognitive structuring contribute to effective teaching and learning. 相似文献
9.
Kenneth Wain 《International Journal of Lifelong Education》2013,32(1):36-53
The notion of a ‘learning society’ is one that crops up increasingly today in the ongoing debate about the future of education in the postmodern world, together with its twin notion, ‘lifelong learning’. This article discusses the contemporary discourse within which this debate tends to be contextualized and finds several worrying factors about it: namely that it has a vocationalist, managerialist, thrust, is oriented towards the requirements of the market and the global economy and the needs of employers, and subjected to the principle of peformativity. The article concurrently examines recent trends in adult and continuing education that confirm this agenda, and asks how it can be resisted. The possibility of creating a counter-utopia or counter-discourse to it which replaces performativity with justice is proposed, but this runs into the objections of postmodernists against the employment of master narratives. The article then examines whether there are alternative resources within ‘postmodernism’ itself which do not fall foul of these objections within which an oppositional discourse could be constructed. 相似文献
10.
Katherine Nicoll 《教育政策杂志》2013,28(1):43-55
This paper seeks to extend work previously published that points to the importance of rhetorical analysis to policy studies. It argues against the notion that policy can be dismissed as ‘spin’ and explores further the work of rhetoric within the UK government’s policy texts of lifelong learning. For the authors, rhetorical analysis helps to point to the politics of discourse that is at play in policy‐making processes. This paper points to some of the conceptual resources upon which one can draw in undertaking rhetorical deconstructions of policy texts and discourses, in this case, of lifelong learning, and one’s own role, as analysts and sultans of spin. 相似文献
11.
12.
Daniel J. Walsh 《Early education and development》1991,2(2):109-119
This article makes the argument that the present discourse on developmental appropriateness needs to be expanded. Four points are made: First, the present discourse assumes a consensus about child development that is more apparent than real; second, it is premised on a suspect notion of broad, universal stages; third, it ignores an important alternative perspective to the dominant individualist perspective on learning and development; and fourth, it ignores an important alternative perspective to the dominant view of the relationship between learning and development. Critiques are made and alternative perspectives presented. 相似文献
13.
《Early education and development》2013,24(2):109-119
This article makes the argument that the present discourse on developmental appropriateness needs to be expanded. Four points are made: First, the present discourse assumes a consensus about child development that is more apparent than real; second, it is premised on a suspect notion of broad, universal stages; third, it ignores an important alternative perspective to the dominant individualist perspective on learning and development; and fourth, it ignores an important alternative perspective to the dominant view of the relationship between learning and development. Critiques are made and alternative perspectives presented. 相似文献
14.
中国高校后勤改革:回顾与前瞻 总被引：1，自引：0，他引：1
中国高校后勤社会化改革经过四次全国高校后勤工作会议推动，已进入了一个总结经验、寻求进一步发展的新阶段。回顾过程、把握现状、针对不足、寻求发展是当前乃至今后一个时期后勤社会化改革面临的主要课题。 相似文献
15.
Based on assumptions derived from the humanistic education theory that (1) the learners' perceived meaningfulness of a learning experience is an important measure of the educational outcomes, and that (2) the learner is a legitimate evaluator of his own learnings, this study attempts to develop a conceptual model for the meaningfulness and value of a course of study as judged by students in higher education. The model suggests that in a course, perceived meaningfulness and value are related to the perceived learnings in the cognitive-subject matter, affective-personal, and behavioral domains.A Course Valuing Inventory based on this model has been developed and tested on 141 students, participating in 19 university courses. Testing the Inventory showed that it is reliable, and that the relationship between the perceived learnings in the course and its value are as established by the conceptual model. It was also found that the tool successfully differentiates between graduate and undergraduate students, as has been hypothesized.The study was supported in part by the Jewish Memorial Foundation. 相似文献
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17.
朱涛 《河北师范大学学报(教育科学版)》2004,6(2):33-37
学习型社会的建设要在学习型社区普遍建立的基础上进行，学习型社区的创建又有赖于社区组织的学习化建设。从组织形态看，社区存在两大类性质明显不同的组织，它们的学习化建设既需要共通的策略，也要求专门的举措。 相似文献
18.
Maarit Arvaja Päivi Häkkinen Anneli Eteläpelto Helena Rasku-Puttonen 《European Journal of Psychology of Education - EJPE》2000,15(4):455-466
The aim of this article is to specify how different aspects of task assignments are related to different types of student discourse during the report writing phase of a science learning project. A group of four ninth-grade students of the Finnish comprehensive school (about 15-year-olds) participated in a project work involving laboratory experiments, reading literature, and analysing and reporting research findings. The empirical data were collected through videotaping and interviews in authentic classroom settings. The results indicated that construction of shared, high-level understanding was quite rare in this case of small group interaction. As one of the main reasons for this, we suggest that the learning tasks were defined in a way that did not encourage shared reflection and high-level discourse. The students’ task was mostly to answer fact-seeking questions made by their teacher to guide the report writing, which promoted recollection rather than reasoning. In order to facilitate high-level discourse and learning, more attention should be paid to the kind of processes that task assignment triggers. The findings are discussed in the framework of how teachers could formulate their task assignments to promote high-level discourse. 相似文献
19.
Lynnaire Sheridan Suzanne Kotevski 《International Journal of Inclusive Education》2013,17(11):1162-1171
This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. “Disabled People as Culturally Relevant Teachers.” Journal of Social Inclusion 1 (1): 43–51] argument that the presence of people with a disability in the classroom is important as these teachers deliver both content and generate ‘other’ learnings. This study examines what was different about the learning experience and what additional learnings may have occurred because of the students' interaction with a tutor with a disability. It begins to explore what educational scaffolding may be needed to facilitate and maximise student learning in this scenario both in the classroom and online learning environment with a tutor with a disability affecting physical movement and verbal communication. It seeks to advocate for the potential role of people with a disability in academia. 相似文献
20.
David R. Cole 《高等教育研究与发展》2018,37(2):241-253
Study abroad programs at university are supported as a means to expand university operations beyond the study walls of the institution, and to help students become aware of and cope with the demands of an increasingly interconnected and globalised world. This paper questions the assumptions that underlie the tendencies in contemporary study abroad programs, whose ethos it is argued, at the same time misunderstands and underestimates the potential effects of the study abroad practice. Using a theoretical framework derived from the French philosophy of science of Gilbert Simondon, Gaston Bachelard and Georges Canguilhem, this paper puts to work fully elaborated and contextualised concepts, which look to change and expand one’s notion of the learning possible due to study abroad programs, beyond experiential change. Simondon’s individuation questions the ways in which particular student agencies and learning characteristics are constructed in study abroad tours, Bachelard’s concept of space questions the reality of precise coordinates and concrete analyses of the study abroad tour itinerary, and Canguilhem’s vitalism puts under pressure ‘the life’ of the tour learnings and effects. This paper will be furnished with empirical evidence taken from a recent overseas tour involving Australian students performing teaching practicums in schools in Penang, Malaysia. 相似文献