Search Results

Outcomes-Focused Learning Environments

Determinants and Effects

Series:

Jill M. Aldridge and Barry J. Fraser

In order to make education more inclusive, outcomes-focused education is currently being adopted by schools and post-school education and training systems in numerous countries around the world. Outcomes-focused education involves a major shift from what teachers do to an 'outcomes focus’ on what students achieve and an emphasis on catering for students’ individual differences in backgrounds, interests and learning styles.
This book focuses on the successes and challenges of an innovative new post-compulsory secondary school in creating an outcomes-focused curriculum. Major research aims included evaluating the effectiveness of this school’s educational programs in promoting outcomes-focused learning environments, and investigating some of the determinants and effects of outcomes-focused learning environments.
Practically, this book suggests implications for educational systems about how effective outcomes-focused learning environments can be created to maximise educational outcomes for each individual student. Methodologically, the book illustrates the productive combination of quantitative and qualitative data-collection methods in learning environments research. Researchers and practitioners around the world are likely to make use of the widely-applicable Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), whose development and validation are reported in detail in this book.

John G. Cross

153 Negotiation as Adaptive Learning JOHN G. CROSS* College of Literature, Science and the Arts, University of Michigan, Ann Arbor, MI 48109, USA Abstract. The main theses of this paper are 1) that there are such things as "negotiating strategies," 2) that negotiating strategies are acquired

Series:

Stephen M. Ritchie

the gradual temporal process of coming to know, which is contingent on previous understandings and experiences. This contingent and temporal nature of events for learning was illustrated with the case of pre-service teachers learning science. Moments of low intensity emotions also were detected over a

Nicolas Zilber, Nicolas Zilber, Philippe Ciuciu, Nicolas Zilber, Philippe Ciuciu, Alexandre Gramfort, Nicolas Zilber, Philippe Ciuciu, Alexandre Gramfort and Virginie van Wassenhove

Abstract from the 14th International Multisensory Research Forum, The Hebrew University of Jerusalem, Israel, 2013. References Ahissar M. Hochstein S. ( 2004 ). The reverse hierarchy theory of visual perceptual learning , Trends Cogn. Sci. 8 , 457 – 464 . Pascual-Leone A

Ingyu Oh

© Koninklijke Brill NV, Leiden, 2010 DOI: 10.1163/156913209X12499527665422 Comparative Sociology 9 (2010) 308–327 brill.nl/coso C O M P A R A T I V E S O C I O L O G Y Education and Development: Why are Koreans Obsessed with Learning? * Ingyu Oh Bristol Business School, University of the West

Eventful Learning

Learner Emotions

Series:

Edited by Stephen M. Ritchie and Kenneth Tobin

A rich array of social and cultural theories constitutes a solid foundation that affords unique insights into teaching and learning science and learning to teach science. The approach moves beyond studies in which emotion, cognition, and context are often regarded as independent. Collaborative studies advance theory and resolve practical problems, such as enhancing learning by managing excess emotions and successfully regulating negative emotions. Multilevel studies address a range of timely issues, including emotional energy, discrete emotions, emotion regulation, and a host of issues that arose, such as managing negative emotions like frustration and anxiety, dealing with disruptive students, and regulating negative emotions such as frustration, embarrassment, disgust, shame, and anger. A significant outcome is that teachers can play an important role in supporting students to successfully regulate negative emotions and support learning.

The book contains a wealth of cutting edge methodologies and methods that will be useful to researchers and the issues addressed are central to teaching and learning in a global context. A unifying methodology is the use of classroom events as the unit for analysis in research that connects to the interests of teacher educators, teachers, and researchers who can adapt what we have done and learned, and apply it in their local contexts. Event-oriented inquiry highlights the transformative potential of research and provides catchy narratives and contextually rich events that have salience to the everyday practices of teachers, teacher educators, and researchers. Methods used in the research include emotion diaries in which students keep a log of their emotions, clickers to measure in-the-moment emotional climate, and uses of cogenerative dialogue, which caters to diverse voices of students and teachers.

Lauren Stephenson, Barbara Harold and Rashida Badri

In a world of constant change, the ongoing education and empowerment of women is a transformation of profound significance. In the UAE, and in Dubai in particular, the emergence of women into positions of leadership has accelerated over the past thirty years and continues to gather pace, reflecting a worldwide trend. Emirati women's entry into leadership positions in all fields has resulted in social and economic benefits across education, health, commerce and community services – all of which have strengthened the role of women at the grassroots level. As the world grows smaller, the global circle of opportunity for women grows wider. Throughout the UAE and all across the globe women are assuming their rightful place as leaders in education and in society.


The authors conducted a ten-year collaborative narrative research project culminating in a book of jointly constructed stories of five exceptional female Emirati educational leaders. The five women from Dubai are Raja Al Gurg, Raya Rashid, Fatima Al Marri, Rafia Abbas, and Rashida Badri. Through stories of lived experience, this book recognizes the expertise and contributions of these women to the fields of education and leadership; provides exemplars for educators; demonstrates to younger generations what successes and challenges this generation of women faced in order to achieve recognition as successful women and members of the local, regional, and global community; and makes their leadership perspectives and experiences accessible and engaging for all types of audiences.

Series:

Edited by Perry Klein, Pietro Boscolo, Lori Kirkpatrick and Carmen Gelati

Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, etc. – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.

Elan Barenholtz, David J. Lewkowicz and Lauren Kogelschatz

Learning about objects often involves associating multisensory properties such as the taste and smell of a food or the face and voice of a person. Here, we report a novel phenomenon in associative learning in which pairs of multisensory attributes that are consistent with deriving from a single object are learned better than pairs that are not. In Experiment 1, we found superior learning of arbitrary pairs of human faces and voices when they were gender-congruent — and thus were consistent with belonging to a single personal identity — compared with gender-incongruent pairs. In Experiment 2, we found a similar advantage when the learned pair consisted of species-congruent animal pictures and vocalizations vs. species-incongruent pairs. In Experiment 3, we found that temporal synchrony — which provides a highly reliable alternative cue that properties derive from a single object — improved performance specifically for the incongruent pairs. Together, these findings demonstrate a novel principle in associative learning in which multisensory pairs that are consistent with having a single object as their source are learned more easily than multisensory pairs that are not. These results suggest that unitizing multisensory properties into a single representation may be a specialized learning mechanism.

Teaching and Learning Traditions in Children’s Human Rights

Curriculum Emphases in Theory and Practice

Lotta Brantefors and Nina Thelander

develop theoretical concepts that describe the different ways of teaching and learning children’s human rights. We suggest viewing children’s human rights as a subject field for both research and educational planning and argue for the benefits of using educational theories. In this paper the traditions