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Learning Practice (learning + practice)
Selected AbstractsChinese Students in a UK Business School: Hearing the Student Voice in Reflective Teaching and Learning PracticeHIGHER EDUCATION QUARTERLY, Issue 1 2006Yvonne TurnerArticle first published online: 7 FEB 200 This paper presents the outcomes of a study carried out in 2001,2002 with nine postgraduate students from China, enrolled on taught master's programmes in a UK university business school. The aims of the research were to explore the development of the students' orientations to learning during their year of study in the UK, and to explore how the researcher's interactions with the study group contributed to her professional reflections and influenced her academic practice. The main conclusions of the project were that participants' underlying approaches to learning did not change substantially over the year, owing to the culturally implicit nature of UK academic conventions and that they experienced high levels of emotional isolation and loneliness, which affected their academic confidence. [source] Responsibility and Reciprocity: Social Organization of Mazahua Learning PracticesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2009Ruth Paradise This article describes Mazahua children's participation in learning interactions that take place when they collaborate with more knowledgeable others in everyday activities in family and community settings. During these interactions they coordinate their actions with those of other participants, switching between the roles of "knowledgeable performer" and "observing helper." It is argued that experience with this way of interacting implies readiness to take on responsibility for carrying out important family and community activities, and an understanding of and capacity for reciprocity. Observations in a sixth-grade classroom with a Mazahua teacher and children show that children continued to interact in ways that allowed for collaborative task-oriented organization of classroom learning activities.,[Indigenous education, family and community learning, interactional practices, Mazahua learning] [source] The interplay between learning and the use of ICT in Rwandan student teachers' everyday practiceJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 6 2009E. Mukama Abstract The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions. The purpose was to explore ways of using information and communication technology (ICT) in student teachers' everyday learning practice. The study draws from a sociocultural perspective and emphasis is put on a literature review involving ICT in teacher education. The findings reveal that utilization of ICT pertains to three major types of variation among student teachers who use ICT: passive, reluctant, and active users. The active ICT users demonstrated a capacity to cross group boundaries and play a central role as agents of change in learning practice. The point is that more experienced student teachers can assist their colleagues in the zone of proximal development and, therefore, enhance the integration of the new technology in teacher education. This implies that having access to ICT together with some instruction is not sufficient to prompt students to start using this technology as a pedagogical tool. Moreover, confrontation of different experiences regarding the use of ICT can spearhead change in student teachers' learning practice through critical reflection. [source] Post-16 e-learning content production: a synthesis of the literatureBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2007Sara De Freitas Dr This paper provides a metareview of how e-learning content is currently being produced and embedded in the learning practice in further education, work-based learning and community learning contexts. Based upon this metareview, the paper has identified four categories of content production used: (1) learner-authored content, (2) practitioner-authored content, (3) commercial- and public sector-commissioned content and (4) combinations of these categories. The metareview also identifies several well-used, practitioner-based and institutional models for embedding e-learning content into practice, exploring some of the implications of this upon practitioners. [source] Learning organization in mainland China: empirical research on its application to Chinese state-owned enterprisesINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2004De Zhang This paper examines the applicability of the learning organization concept and its measurement in a Chinese context. Based on the theoretical framework proposed by Watkins and Marsick (1993, 1996, 1997), this paper identifies the differences in seven of the Dimensions of Learning Organization Questionnaire (DLOQ) between traditional state-owned enterprises (SOEs) versus independent listed companies and companies in service versus manufacturing industries in China. Results indicate that the Chinese version of the DLOQ demonstrated acceptable psychometric properties. Service companies exhibit better learning practices than manufacturing companies; however, the independently listed companies failed to show better learning practices than their unlisted counterparts. Implications for practice and future research are discussed. [source] The ,good' parent in relation to early childhood literacy: symbolic terrain and lived practiceLITERACY, Issue 2 2009Sue Nichols Abstract In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ,proper' parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self-representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government-sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ,interact' with their children around language and books. The problem for which both, in their different ways, offer a solution is the "not-yet-ready" child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ,good parent' plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work. [source] | ||||||||||