A group psychotherapeutic perspective on transforming participation in a learning community     

Yotam Hod  Dani Ben-Zvi 《Instructional Science》2014,42(6):949-970

The aim of this study is to investigate learners’ transforming participation as they enter and engage in a learning community. To do this, we investigated the micro-development of two students’ learning and collaborative practices in the context of a unique learning community that was fostered within a graduate level course. Interpretations of the data, which were reviewed by the researchers and triangulated by a group of expert and novice peers, led us to suggest three dimensions of transforming participation that is based on a group psychotherapy framework: (a) the social microcosm—examining one’s learning and collaboration practices in the LC in comparison with one’s everyday life; (b) developing the motivation to change based on dissatisfaction or a desire to grow; and (c) making incremental changes to practices in a socio-cultural context. We discuss the intricacies and implications of this framework for future research on learning communities.  相似文献   

贵州文化传承与发展助力乡村振兴研究     

冯大霓 《成都航空职业技术学院学报》2021,37(4):89-92

实现乡村振兴,发展农村产业、提高农民生活水平,文化建设至关重要.发挥文化的引领作用能全面促进农村经济、生态、文明、人才等方面的发展.以文化价值聚合主体力量,以打造经济文化产业发展为再生动力,以促进精神文明建设为前进方向都是乡村振兴的重要途径.贵州富含多元的少数民族文化、红色文化及地方文化,通过继承和发展这些文化能改进农村建设中的不足,促进新农村的建设.  相似文献   

Revisiting learning communities: innovations in theory and practice     

Yotam Hod  Katerine Bielaczyc  Dani Ben-Zvi 《Instructional Science》2018,46(4):489-506

Research on learning communities has been largely influenced by the sociocultural turn in educational scholarship approximately three decades ago. Here, we present a wider history of research and practice on learning communities as we revisit this highly generative and central topic in the learning sciences. Using this to frame our perspective, we examine several central themes in learning communities by comparing and contrasting four cutting-edge conceptions and innovations. We conclude by asking and providing preliminary answers to three key questions in scholarship on learning communities: (1) Where are the learning and instructional sciences going? (2) Where is education going? (3) Where is the world going? Altogether, this paper can serve as an orientation to the topic of learning communities as research and practice moves forward.  相似文献   

Education and inequalities in rural Vietnam in the 1990s     

Danièle Bélanger  Jianye Liu 《Asia Pacific Journal of Education》2008,28(1):51-65

This article examines the determinants of children's schooling during the 1990s in rural areas of Vietnam. It focuses on the impact of family attributes on the likelihood of children remaining in school or leaving during the primary and secondary school years. Using data from the Vietnam Living Standard Survey (VLSS) of 1992–93 and 1997–98, the authors apply the survival analysis technique to follow a group of 3301 children aged between 6 and 13 over a 5-year period. In addition to the characteristics of the children and their families, they consider community attributes as larger contextual variables that also affect children's school leaving. Overall, they found very significant socioeconomic differentiations between families with respect to schooling, which puts economically disadvantaged children at risk for having their schooling interrupted at a young age. The results also indicate that for girls, compared with boys, the likelihood of staying in school is more responsive to household and community characteristics.  相似文献