The challenges of establishing social learning spaces at a Johannesburg university student residence: Student views     

Najma Agherdien 《Africa Education Review》2016,13(2):64-81

This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger’s (2009) notion of ‘social learning spaces’ to explore the manner in which students mediate their social and institutional identity, expose power imbalances in terms of decision-making and determine influences on their learning. We argue that learning is facilitated by social engagement and suggest that the conceptualisation and implementation of social learning spaces, although a complex and protracted process, is valuable for students’ social and academic development, particularly in a residence environment. Data were collected via semi-structured interviews, analysed using content analysis, and interpreted through a Cultural Historical Activity Theory (CHAT) lens. The findings point to the complexity of establishing social learning spaces (SLS) in a student residence environment with students experiencing multiple tensions in the process, including struggles with collaborative learning, difficulties in developing agency and the challenges of traversing power relations.  相似文献   

‘Sitting alone in the staffroom contemplating my future’: communities of practice,legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests     

David H. Johnston 《Cambridge Journal of Education》2016,46(4):533-551

A recent Review of Teacher Education in Scotland reports that 23% of respondents (n = 2381) encountered variable or very poor school placement experiences. This paper uses Lave and Wenger’s ideas concerning Communities of Practice (1998) and Legitimate Peripheral Participation (1991) as analytical tools with which to understand the nature and impact of student teachers’ problematic experiences of school placement. A total of 14 Professional Graduate Diploma in Education students on a one-year Secondary English course were followed through the practice elements of their Initial Teacher Education programme and data were constructed from learning logs and semi-structured interviews. Analysis provided a nuanced account of the student teachers’ difficulties in attaining member status as Legitimate Peripheral Participants in communities of practising teachers, with the concepts ‘joint enterprise’, ‘mutual engagement’ and ‘shared repertoire’ being found to be useful in explaining these difficulties. Limitations in the theoretical framework were also discovered and these are highlighted and developed in the paper.  相似文献   

Imagining and Moving Beyond the ESL Bubble: Facilitating Communities of Practice Through the ELL Ambassadors Program     

Steve Daniel Przymus 《Journal of Language, Identity & Education》2016,15(5):265-279

When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from varied countries of origin, this article shows how program participants strengthened their English language skills and achieved academic success, demonstrating tremendous agency as they gained access to, and were socialized within, interest-based communities of practice. Further, this article documents how youth imagined and claimed new identities, moving beyond the insulation and isolation of the ESL bubble to gaining confidence through interest-based learning with other peers. Findings suggest that interest-based peer programs at schools may create important opportunities for ELLs’ academic, language, and identity formation.  相似文献   

Engaging students as digital citizens     

Lia Blaj-Ward  Kim Winter 《高等教育研究与发展》2019,38(5):879-892

ABSTRACT

Learning and teaching on physical university campuses have been enhanced by digital technology both in formally scheduled learning and teaching events and in the less formal spaces in which the higher education experience unfolds. The digital skills and know-how with which students arrive at university will arguably develop throughout the academic journey, though the extent to which they will underpin students’ growth into digital citizens, that is, confident and competent participants in a broader range of digitally enhanced social and professional communities, is likely to vary. The present article is the outcome of a research project which explored how students experience learning, teaching and communicating through digital technologies on a range of undergraduate courses at a UK university. Focus groups with fifty-five students in different years of study across twenty-three undergraduate courses revealed a nuanced understanding of the notion of ‘digital native’, yet a lack of readiness to link participation in digital spaces to digital citizenship and to articulate attributes of an effective participant in digital communities. The focus groups highlighted inconsistent alignment between personal, academic and professional digital spaces. They clearly signalled a need to explore further the commonalities and points of intersection between the three, moving beyond a skills mindset, and paying particular attention to the way in which participants in higher education construct and take up virtual identities, how they negotiate access to digital environments, the degree of control they are able and ready to exercise over digital spaces, and the contribution that universities can make to facilitate the complex developmental journeys towards digital citizenship.  相似文献   

Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens     

Janice Wearmouth  Mere Berryman 《Cambridge Journal of Education》2012,42(2):253-268

The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic.  相似文献   

Communities of Public Service Support: Citizens engage in social learning in peer-to-peer networks     

Albert Meijer  Stephan GrimmelikhuijsenGijs Jan Brandsma 《Government Information Quarterly》2012,29(1):21-29

New Public Management and bureaucratic models fail to acknowledge the value of peer-to-peer cooperation between citizens as a resource for public service support. Social media enable citizens to create environments for sharing information about public services in Communities of Public Service Support. The success of this model for public service support depends on the availability of communities, the level of active participation, and the information content. This paper presents an empirical study of virtual communities of expats in The Netherlands. Our analysis shows that there is a wide variety of virtual expat communities with a high level of participation and valuable content. We conclude that virtual communities play an important role in public service support since they facilitate social learning between citizens.  相似文献   

基于教师主体的提升培训实效性策略研究     

王岩 《顺德职业技术学院学报》2012,10(2):38-41

当前教师培训实效性不强的根本原因是忽视了教师的主体性,忽视了即便是教师,在作为被培训者时也仍然需要遵循的学习和成长规律。要提高教师培训的实效性,就应该充分尊重教师的主体地位,将研究寓于培训之中,培养教师成为反思性实践者,为受训教师组建学习共同体,进而帮助教师建构具有自身主体特色的教育教学能力。  相似文献   

高职院校“道德性社团”班级的构建     

王静文 《重庆职业技术学院学报》2012,21(2):25-27

随着我国经济的发展,高职院校服务社会的功能逐渐凸显出来,社会对具有技术的高职院校的学生产生了强烈的需求,但也提出了更高的要求,因此必须加强对高职院校学生的管理。基于＂道德性社团＂的班级建设有重要意义和一定的可行性。道德性社团班级的构建需要学校管理者、教师及学生的共同努力。  相似文献   

龙门石窟藻类类群调查分析     

祖恩普  郝常艳 《洛阳师范学院学报》2012,31(8):63-65

对龙门石窟潜溪寺、宾阳南洞、药方洞、西方净土变龛四个洞窟内淡水藻类的主要类群及分布情况进行了调查.结果显示,这些洞窟内的藻类包括蓝藻、绿藻、硅藻3个门中的6个科7个属,并对藻类的成因及其溶蚀岩石的机理进行了分析.研究结果将为以后生物病害防治办法的研究提供基础资料.  相似文献   

论农村社区成人教育组织的发展——基于组织理论的视角     

杨智 《职业技术教育》2012,33(13):60-64

农村社区成人教育组织对我国新农村建设具有重要的价值和意义,而目前我国农村社区成人教育组织的发展却不尽人意,严重制约了农村成人教育活动的开展,从组织理论的视角出发,农村社区成人教育组织未来应建立结构化目标体系,构建以正式结构为主的灵活开放的结构网络,形成弹性的组织评价机制,建立规范的组织运行机制.  相似文献