Relevant bibliographies by topics / Disciplinary learning

Academic literature on the topic 'Disciplinary learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Disciplinary learning"

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Pintrich, Paul R. "Learning to Think: Disciplinary Perspectives." Journal of Higher Education 75, no. 4 (July 2004): 476–80. http://dx.doi.org/10.1080/00221546.2004.11772270.

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Shetler, Donald J. "Crossing Disciplinary Lines for Music Learning." Music Educators Journal 76, no. 5 (January 1990): 32–35. http://dx.doi.org/10.2307/3400989.

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., Jim Ellis. "DISCIPLINARY DIFFERENCES AND STUDENTS’ LEARNING PREFERENCES." International Journal of Research in Engineering and Technology 06, no. 15 (March 25, 2017): 25–31. http://dx.doi.org/10.15623/ijret.2017.0615005.

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EBERT-MAY, DIANE, JANET BATZLI, and HEEJUN LIM. "Disciplinary Research Strategies for Assessment of Learning." BioScience 53, no. 12 (2003): 1221. http://dx.doi.org/10.1641/0006-3568(2003)053[1221:drsfao]2.0.co;2.

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Rosenstein, Alvin, Catherine Sweeney, and Rakesh Gupta. "Cross-Disciplinary Faculty Perspectives On Experiential Learning." Contemporary Issues in Education Research (CIER) 5, no. 3 (July 9, 2012): 139. http://dx.doi.org/10.19030/cier.v5i3.7090.

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An on-line survey was conducted among a universitys department chairs in an effort to gain perspective on university-wide use of Experiential Learning (EL). While there were differences in cross-disciplinary definitions and perspectives regarding EL, ninety-one per cent of 35 department chairs indicated their department made use of EL with greatest use during the junior and senior years. EL is defined generally as a hands-on experience and/or learning by doing while cognitive activity, such as observation and reflection, is included in the definition by a third of the chairs. Eighty-eight per cent of the chairs believe students view EL as either very beneficial or beneficial.
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Spring, Jerry. "Book review: Learning to Think: Disciplinary Perspectives." Learning and Teaching in Higher Education: Gulf Perspectives 5, no. 2 (December 1, 2008): 48–50. http://dx.doi.org/10.18538/lthe.v5.n2.03.

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Burrack, Frederick, and Tammy McKenzie. "Enhanced Student Learning through Cross-Disciplinary Projects." Music Educators Journal 91, no. 5 (May 2005): 45–50. http://dx.doi.org/10.2307/3400142.

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Maine, Lucinda L. "The Continua of Learning – Cross Disciplinary Lessons." American Journal of Pharmaceutical Education 69, no. 1 (September 2005): 17. http://dx.doi.org/10.5688/aj690117.

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Klein, Perry. "Review of Learning to Think: Disciplinary Perspectives." Canadian Journal of Higher Education 34, no. 1 (April 30, 2004): 109–13. http://dx.doi.org/10.47678/cjhe.v34i1.183452.

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Tabak, Iris, and Josh Radinsky. "Paving New Pathways to Supporting Disciplinary Learning." Journal of the Learning Sciences 24, no. 4 (October 2, 2015): 501–3. http://dx.doi.org/10.1080/10508406.2015.1091704.

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Dissertations / Theses on the topic "Disciplinary learning"

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Dubuc, Paul A. "Disciplinary differences in students' approaches to the learning task." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30162.

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This study investigated disciplinary differences in students' approaches to the learning task. Students in introductory undergraduate courses (English, psychology, education, engineering) had different levels of academic self-concept, intrinsic motivation, extrinsic motivation, and the use of surface learning strategies. They did not differ however, in their subject motivation or their use of critical thinking or time management strategies. Course differences were found in how student academic self-concept and motivation related to their use of learning strategies, and in turn, how these variables predicted final course grades. Across disciplines, a higher-quality approach to the learning task, as emphasized by students and professors, related to academic achievement but in unexpected ways. Disciplinary differences in students' learning approaches suggest that general models of student learning, such as self-regulation theory, should be applied within academic disciplines.
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Dubuc, Paul A. "Disciplinary differences in students' approaches to the learning task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ64144.pdf.

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Fredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.

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This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.
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Keilty, Bonnie, Carol M. Trivette, and Jennifer Kenealy. "Families as Disciplinary Experts: Collaborating to Build on Family Strengths in Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4427.

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Strengths-based interventions utilize families' "disciplinary" expertise as parents to their individual child. This workshop explores an assessment-to-intervention approach that delves into the ways families help their child learn and why those strategies were chosen to then collaboratively build interventions based on what families already do and their underlying parenting goals.
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Kridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.

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Dahan-Tanauji, Samuel David. "Social and employment policy learning in the context of the Euro crisis : from coordinated to disciplinary learning." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648558.

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Johnson, Samantha Jayne. "Stimulus equivalence and exposure learning : a cross-disciplinary study of rapid vocabulary acquisition." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364583.

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Rao, Mala R. "An experience in learning: design of a multi-disciplinary university at Timbuktu, Mali." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53157.

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Timbuktu is a city in Mali, North Africa. lt has been a real and legendary city, and the Islamic center of North Africa. The program proposes a major international, multi-disciplinary University which will focus the world’s attention to the problems prevalent in that area and address them. If Islamic is not an adjective defining a religious quality, should it be understood as a word that identifies a special kind of Architecture, that of a civilization reflecting or determined by special qualities inherent in Islam as a cultural phenomenon? The design is an attempt in discussing the spatial elements in Islamic architecture which appear to be typical and an attempt is made to explain those elements as expressions of culture created by Islam. The design solution is an expression of the place incorporating those elements of Islamic architecture which are still prevalent and which address the ecological, cultural, and social issues endemic to Timbuktu.
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Dahlbeck, Johan. "Other Classrooms: Beyond the Disciplinary Spaces of the Past." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34033.

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The following thesis is at once a somewhat rudimentary attempt to relate the history of the classroom while describing the potential impact on the space of learning by the introduction of a new type of computer program into a school setting. It asks the question: how is the space of learning affected by the use of this specific type of computer program as an educational tool? In order to begin to formulate an answer to this question I have drawn upon the theorizing of Foucault and Deleuze in particular. Establishing the modern classroom as a relative of sorts to the disciplinary spaces of the past, I conclude that the means and practices by which pupils are being controlled within the space of learning have shifted from discipline being extorted exclusively by the teacher – who in turn is aided by the physical and temporal constraints of the classroom – to control being applied by each individual pupil through technologies of the self. This, in turn, led me to the conclusion that although there are certainly quite tangible effects on the space of learning itself, the actual mode of learning may very well be kept intact through techniques designed to control the behavior of the individual pupil beyond the disciplinary spaces of the past.
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Lin, Hsing-I. "Learning to write the candidacy examination: professors and students talking about academic genres and authorship." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061313464.

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Books on the topic "Disciplinary learning"

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Heikkinen, Anja. Disciplinary Struggles in Education. Tampere: Tampere University Press, 2019.

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Haas, Leslie, Michelle Metzger, and Jill T. Tussey. Disciplinary Literacy and Gamified Learning in Elementary Classrooms. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80349-0.

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Lim, Kenneth Y. T., ed. Disciplinary Intuitions and the Design of Learning Environments. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-182-4.

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Haas, Leslie, Jill T. Tussey, and Michelle Metzger. Disciplinary Literacy and Gamified Learning in Middle School Classrooms. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99422-8.

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1946-, McConachie Stephanie M., and Petrosky Tony, eds. Content matters: A disciplinary literacy approach to improving student learning. San Francisco: Jossey-Bass, 2010.

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Johanna, Seibt, ed. Process theories: Cross-disciplinary studies in dynamic categories. Dordrecht: Kluwer Academic, 2003.

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Carolin, Kreber, ed. The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries. New York: Routledge, 2008.

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Cynthia, Greenleaf, and Murphy Lynn 1945-, eds. Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms. San Francisco: Jossey-Bass, a Wiley imprint, 2012.

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Babylon: Wissenskultur in Orient und Okzident = disciplinary cultures between Orient and Occident. Berlin: De Gruyter, 2011.

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Carr, Neil, Emma J. Stewart, and Mandi Baker, eds. Leisure activities in the outdoors: learning, developing and challenging. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0000.

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Abstract This book presents various studies on leisure activities in the outdoors. Indeed, the benefits of being outdoors in a leisure context are widely acknowledged across a range of disciplinary perspectives (including tourism, therapeutic recreation, camps, education, adventure and recreation) (Humberstone et al., 2015). These benefits include the development of health and wellbeing, social/interpersonal skills, leadership and facilitation skills, personal, emotional and reflective abilities, confidence and identity creation, and technical skills.
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Book chapters on the topic "Disciplinary learning"

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Schaffer, Scott P. "Cross-Disciplinary Team Learning." In Handbook of Improving Performance in the Workplace: Selecting and Implementing Performance Interventions, 598–612. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470587102.ch25.

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Schaffer, Scott P. "Cross-Disciplinary Team Learning." In Handbook of Improving Performance in the Workplace: Volumes 1-3, 598–612. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch44.

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Parry, Sharon. "Doctoral Study and Disciplinary Learning." In Higher Education Dynamics, 15–23. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5312-6_2.

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Welsh, Dianne H. B. "Assurance of Learning and Accreditation Issues." In Creative Cross-Disciplinary Entrepreneurship, 103–31. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137338341_5.

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Tormey, Roland, Siara Isaac, Cécile Hardebolle, and Ingrid Le Duc. "How students develop disciplinary expertise." In Facilitating Experiential Learning in Higher Education, 12–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003107606-3.

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Zhang, Peizhu, Jon Wade, Richard Turner, Douglas Bodner, and Dale Thomas. "SEEA: Accelerated Learning and Learning Assessment for Systems Engineering Education." In Disciplinary Convergence in Systems Engineering Research, 1151–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62217-0_80.

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Danielsson, Kristina, and Staffan Selander. "Websites as Learning Resources for Young Learners." In Multimodal Texts in Disciplinary Education, 117–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_12.

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Ma, Xiao, and Hsien-Hui Tang. "To Explore the Influence of Single-Disciplinary Team and Cross-Disciplinary Team on Students in Design Thinking Education." In Learning and Collaboration Technologies: New Challenges and Learning Experiences, 332–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_23.

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McConachie, Stephanie M., and Rosita E. Apodaca. "Embedding Disciplinary Literacy: Leadership and Professional Learning." In Content Matters, 163–96. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118269466.ch7.

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Kellogg, Diane M. "The Multi-Disciplinary Nature of Experiential Learning." In Shaping the Future of Business Education, 243–51. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137033383_21.

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Conference papers on the topic "Disciplinary learning"

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Ferretti, Stefano, Silvia Mirri, Ludovico Antonio Muratori, Marco Roccetti, and Paola Salomoni. "E-learning 2.0." In the 2008 international cross-disciplinary workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1368044.1368070.

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Whitelock-Wainwright, Alexander, Yi-Shan Tsai, Kayley Lyons, Svetlana Kaliff, Mike Bryant, Kris Ryan, and Dragan Gašević. "Disciplinary differences in blended learning design." In LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375488.

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Black, Tyler W. "Cross-disciplinary Material in Classroom Learning." In SIGDOC '18: The 36th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3233756.3233944.

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Hoang, Phuong Nguyen. "Cross-Disciplinary Language Teaching." In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211224.008.

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Federico, Maria, and Marco Furini. "Enhancing learning accessibility through fully automatic captioning." In the International Cross-Disciplinary Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207016.2207053.

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Gay, Greg, Silvia Mirri, Marco Roccetti, and Paola Salomoni. "Adapting learning environments with AccessForAll." In the 2009 International Cross-Disciplinary Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1535654.1535676.

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Luephattanasuk, Nathapong, Atiwong Suchato, and Proadpran Punyabukkana. "Accessible QTI presentation for web-based e-learning." In the International Cross-Disciplinary Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1969289.1969323.

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Stefanel, Alberto, B. G. Sidharth, F. Honsell, O. Mansutti, K. Sreenivasan, and A. De Angelis. "Disciplinary knots and learning problems in electromagnetism." In FRONTIERS OF FUNDAMENTAL AND COMPUTATIONAL PHYSICS: 9th International Symposium. AIP, 2008. http://dx.doi.org/10.1063/1.2947691.

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Reynolds, Rebecca, and Preben Hansen. "Inter-Disciplinary Research on Inquiry and Learning." In the 2018 Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3176349.3176884.

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Gandhi, S., S. Sankaran, M. Er, K. Orr, and H. Khabbaz. "Developing Technology-Assisted Multi-Disciplinary Learning Strategies." In 31st International Symposium on Automation and Robotics in Construction. International Association for Automation and Robotics in Construction (IAARC), 2014. http://dx.doi.org/10.22260/isarc2014/0046.

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Reports on the topic "Disciplinary learning"

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Cho, Siwon, Laura Morthland, Laura K. Kidd, and Shelby Adkinson. Developing Soft Skills through Multi-Disciplinary Cooperative and Situated Learning. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-160.

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Otto, Philippa. An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: An Example from Civil Engineering. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5356.

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Cobb, Kelly, Martha Carper, and Nioka Wyatt. The Denim Supply Chain as Global Multi-Disciplinary Classroom: A Learning Experience from Field to Factory to Showroom Floor. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-627.

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.

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Technology is becoming more integral across professional fields and within our daily lives, especially since the onset of the pandemic. As such, opportunities to learn computational thinking are important to all students—not only the ones who will eventually study computer science or enter the information technology industry. However, large inequalities continue to exist in access to equipment and learning opportunities needed to build computational thinking skills for students that experience marginalization. We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This report issues two calls to action for educators to design inclusive computing learning opportunities for students: (1) integrate computational thinking into disciplinary learning, and (2) build capacity for computational thinking with shared leadership and professional learning. Inspired by the frameworks, strategies, and examples of inclusive computational thinking integration, readers can take away practical implications to reach learners in their contexts.
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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.

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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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Schlobohm, Trisha. Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2750.

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Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead, Quick Start and Discussion Guide. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/140.

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We call all educators to integrate computational thinking into disciplinary learning across PreK-12 education, while centering inclusivity, to equip students with the skills they need to participate in our increasingly technological world and promote justice for students and society at large. This quick start and discussion guide is a resource for educators to learn about and build capacity for students to engage in computational thinking.
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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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