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Journal articles on the topic 'Disciplinary learning'

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

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1

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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2

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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3

., 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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

White, Harold B. "Commentary: Problem-based learning and disciplinary boundaries." Biochemistry and Molecular Biology Education 30, no. 2 (March 2002): 120. http://dx.doi.org/10.1002/bmb.2002.494030020047.

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12

Song, Jeong-Beom, and Tae-Wuk Lee. "Development of Multi-Disciplinary Learning Program for 21stCentury Learning Skills." Journal of the Korea Society of Computer and Information 19, no. 10 (October 31, 2014): 221–30. http://dx.doi.org/10.9708/jksci.2014.19.10.221.

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13

Meyer, Oliver, and Do Coyle. "Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development." European Journal of Applied Linguistics 5, no. 2 (September 5, 2017): 199–222. http://dx.doi.org/10.1515/eujal-2017-0006.

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AbstractPluriliteracies Teaching for Learning (PTL) constitutes a relatively recent development in Content and Language Integrated Learning (CLIL). This approach has been developed by a group of international experts (The Graz Group) in order to model and provide pathways for deeper learning across languages, disciplines and cultures by focusing on the development of disciplinary or subject specific literacies. We argue that deeper learning – defined as the successful internalization of conceptual content knowledge and the automatization of subject specific procedures, skills and strategies – rests on learners’ acquisition of disciplinary literacies. We posit that disciplinary literacies in turn only develop when learners actively engage in subject specific ways of constructing knowledge and when they are taught how to language their understanding appropriately and in an increasingly complex and subject appropriate manner. In this article, we will describe the theoretical underpinnings that inform our model to show how an understanding of the two key processes of deeper learning will aid to the conceptualization of learner progression in pluriliteracies development.
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14

Mobjörk, Malin, Camilla Berglund, Mikael Granberg, and Magnus Johansson. "Sustainable development and cross-disciplinary research education: Challenges and opportunities for learning." Högre utbildning 10, no. 1 (2020): 76. http://dx.doi.org/10.23865/hu.v10.1942.

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It is widely accepted that cross-disciplinarity influences education in issues of sustainability and sustainable development. However, despite a large body of research on cross-disciplinarity, less attention has been given to how it shapes research education. Research education is a formative phase in a researcher’s intellectual development and this article considers the whole research education process, including both its formal and informal aspects. It explores this arena and builds on the experiences of PhD candidates engaged in research education characterised by cross-disciplinarity in the realm of sustainable development. Drawing on pedagogical research on socialisation, this article examines how research education is organised in four research milieus and the experiences of PhD candidates pursuing their education in these learning contexts. The aim is to provide insights into how these research milieus can facilitate future cross-disciplinary research education on sustainable development. The analysis finds that in research milieus that provide courses and seminars about cross-disciplinarity, PhD candidates are more confident in situating their own research. The engagement of senior staff and supervisors in these activities is also key to develop a conceptual apparatus and building the capacity to interact with different disciplines and practitioners. Furthermore, the findings show the importance of communicating about cross-disciplinarity throughout the research education process, starting when PhD candidates are recruited and supervisors are appointed.
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15

Goldman, Susan R., M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan, and Project READI. "Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy." Educational Psychologist 51, no. 2 (April 2, 2016): 219–46. http://dx.doi.org/10.1080/00461520.2016.1168741.

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16

Shaw, Philip. "Adjusting practices to aims in integrated language learning and disciplinary learning." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXXII N° 3 (October 15, 2013): 15–29. http://dx.doi.org/10.4000/apliut.3840.

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17

Fitzgerald, Jill, Jeff Elmore, and Jackie Eunjung Relyea. "Academic Vocabulary Networks Matter for Students’ Disciplinary Learning." Reading Teacher 74, no. 5 (February 26, 2021): 569–79. http://dx.doi.org/10.1002/trtr.1976.

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18

Vassura, Gabriele, and Alessandro Macchelli. "Multi-Disciplinary Tutoring for Project-Based Mechatronics Learning." IFAC Proceedings Volumes 41, no. 2 (2008): 15577–82. http://dx.doi.org/10.3182/20080706-5-kr-1001.02634.

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19

Bowers, Mary Y., and Christopher M. Scherpereel. "Bizblock: A Cross-Disciplinary Teaching and Learning Experience." Business Communication Quarterly 71, no. 2 (June 2008): 221–26. http://dx.doi.org/10.1177/1080569908317083.

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20

Peabody, Christopher, Alison Block, and Sharad Jain. "Multi-disciplinary service learning: a medico-legal collaboration." Medical Education 42, no. 5 (May 2008): 533–34. http://dx.doi.org/10.1111/j.1365-2923.2008.03071.x.

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21

Blanchard, Kathryn D. "Modeling Lifelong Learning: Collaborative Teaching across Disciplinary Lines." Teaching Theology & Religion 15, no. 4 (October 2012): 338–54. http://dx.doi.org/10.1111/j.1467-9647.2012.00826.x.

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22

Bradbeer, John. "Barriers to Interdisciplinarity: Disciplinary discourses and student learning." Journal of Geography in Higher Education 23, no. 3 (November 1999): 381–96. http://dx.doi.org/10.1080/03098269985326.

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23

Ford, Michael J., and Ellice A. Forman. "Chapter 1: Redefining Disciplinary Learning in Classroom Contexts." Review of Research in Education 30, no. 1 (January 2006): 1–32. http://dx.doi.org/10.3102/0091732x030001001.

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24

Swarat, Su, Pamella H. Oliver, Lisa Tran, J. G. Childers, Binod Tiwari, and Jyenny Lee Babcock. "How Disciplinary Differences Shape Student Learning Outcome Assessment." AERA Open 3, no. 1 (January 2017): 233285841769011. http://dx.doi.org/10.1177/2332858417690112.

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Assessment of student learning outcomes (SLOs) has become increasingly important in higher education. Meaningful assessment (i.e., assessment that leads to the improvement of student learning) is impossible without faculty engagement. We argue that one way to elicit genuine faculty engagement is to embrace the disciplinary differences when implementing a universitywide SLO assessment process so that the process reflects discipline-specific cultures and practices. Framed with Biglan’s discipline classification framework, we adopt a case-study approach to examine the SLO assessment practices in four undergraduate academic programs: physics, history, civil engineering, and child and adolescent studies. We demonstrate that one key factor for these programs’ success in developing and implementing SLO assessment under a uniform framework of university assessment is their adaptation of the university process to embrace the unique disciplinary differences.
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25

Brayko, Kate. "Community-Based Placements As Contexts for Disciplinary Learning." Journal of Teacher Education 64, no. 1 (September 27, 2012): 47–59. http://dx.doi.org/10.1177/0022487112458800.

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26

Brewer, Pam Estes, Alanah Mitchell, Robert Sanders, Paul Wallace, and David D. Wood. "Teaching and Learning in Cross-Disciplinary Virtual Teams." IEEE Transactions on Professional Communication 58, no. 2 (June 2015): 208–29. http://dx.doi.org/10.1109/tpc.2015.2429973.

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27

Slaats, Angelique, Hans G. L. C. Lodewijks, and Johan M. M. van der Sanden. "Learning styles in secondary vocational education: disciplinary differences." Learning and Instruction 9, no. 5 (October 1999): 475–92. http://dx.doi.org/10.1016/s0959-4752(99)00007-9.

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28

Jaber, Lama Z., Vesal Dini, David Hammer, and Ethan Danahy. "Targeting disciplinary practices in an online learning environment." Science Education 102, no. 4 (March 26, 2018): 668–92. http://dx.doi.org/10.1002/sce.21340.

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29

Gorman, Michael E., Larry G. Richards, William T. Scherer, and Julia K. Kagiwada. "Teaching Invention and Design: Multi-Disciplinary Learning Modules." Journal of Engineering Education 84, no. 2 (April 1995): 175–85. http://dx.doi.org/10.1002/j.2168-9830.1995.tb00164.x.

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30

Byrick, Robert J. "Professional self-regulation: learning from the disciplinary process." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 60, no. 10 (August 2, 2013): 960–65. http://dx.doi.org/10.1007/s12630-013-0012-x.

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31

Manarin, Karen, Brett McCollum, Jon Mee, Scott Murray, and Jodi Nickel. "Learning about our Disciplinary Reading through Interdisciplinary Conversations." Imagining SoTL 2, no. 2 (December 20, 2022): 24–35. http://dx.doi.org/10.29173/isotl607.

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This reflective essay explores some of what we have learned by participating in an interdisciplinary Scholarship of Teaching and Learning project about disciplinary reading. In dialogic form, we reflect on why we chose to get involved in this project, how this project has changed our understanding of reading in and across the disciplines, and how it affects our teaching practices going forward. We hope this form will reflect our excitement in these interdisciplinary conversations and will encourage readers to seek opportunities for their own interdisciplinary dialogues about reading. In our conclusion we offer a few framing suggestions for those who wish to set up more conversations about reading
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32

Hinchman, Kathleen A., and David G. O’Brien. "Disciplinary Literacy: From Infusion to Hybridity." Journal of Literacy Research 51, no. 4 (October 3, 2019): 525–36. http://dx.doi.org/10.1177/1086296x19876986.

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This article argues that for disciplinary literacy to be addressed successfully by subject-area teachers and students, it needs to choose a different path than the one it has been on. It explains how the road disciplinary literacy has traveled to date has been marked by justifiable subject-area teacher resistance to requirements to infuse literacy teaching and learning strategies into their teaching without regard for disciplinary epistemologies or local perspectives. It argues for an alternative approach that immerses literacy experts in the hybridity of classroom disciplinary learning spaces with respect for literacy and disciplinary discourses as well as school and community subcultural beliefs, practices, and resources. It examines the ways such hybridity has been addressed by disciplinary literacy researchers in the Journal of Literacy Research to date, and it offers recommendations for advancing research, practice, and policy.
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33

Foung, Dennis, and Julia Chen. "Discovering disciplinary differences: blending data sources to explore the student online behaviors in a University English course." Information Discovery and Delivery 47, no. 2 (May 20, 2019): 106–14. http://dx.doi.org/10.1108/idd-10-2018-0053.

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Purpose This study aims to explore disciplinary differences in completing blended learning tasks in an academic literacy course and the feasibility of adopting a blended learning analytics approach to explore disciplinary differences. Design/methodology/approach Following a learning analytics approach, this study blends data from the learning management system and timetabling arrangements. Findings Results suggest that online behaviors of design students and accounting students are different in terms of starting day and completion rate. Blending data sources also provides a new perspective to our learning analytics study. Originality/value This study is an important contribution to the field because studies on learning analytics with multiple data sources are rare, and most disciplinary studies rely on survey data; students’ actual behaviors are under-explored.
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34

Niehaus, Elizabeth, Taylor C. Woodman, Angela Bryan, Ashley Light, and Erika Hill. "Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 2 (November 14, 2019): 121–38. http://dx.doi.org/10.36366/frontiers.v31i2.458.

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Given that higher education institutions are increasingly utilizing short term study abroad courses as a means to develop students’ intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary cont ent and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.
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35

Khatimah, Husnul. "PERILAKU DISIPLIN ANAK PADA PELAKSANAAN BELAJAR DARI RUMAH (BDR) DI RA AL-AKHYAR." TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 7, no. 1 (July 3, 2021): 52. http://dx.doi.org/10.26858/tematik.v7i1.20860.

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This research study about the disciplinary behavior of children in the implementation of learning from home in RA Al-Akhyar. The purpose of this research was to identify : the implementation of the process of learning from home, disciplinary behavior of children while they are learning from home, and the rates of discipline of the child during learning from home. The subjects of this research is 14 children and 2 teachers in RA Al-Akhyar. The data was collected using observation, interview, and documentation. The data was analyzed by reduce data, presented data, and draw conclusion. The results of this study obtained that the disciplinary behaviour of children during the learning from home system implemented in RA Al-Akhyar is that students have developed as expected. This is proven by the achievement of six indicators of disciplinary behavior, namely : filling out the online attendance list on time, wearing uniforms during learning from home, praying in an orderly manner before starting lessons and after online learning during learning from home, trying to do the tasks that have been given during home study accompanied by parents, completing all tasks given by teachers during home study and collecting tasks on time given by teachers before online learning closes.
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36

Lajoie, Susanne, and Eric Poitras. "Crossing Disciplinary Boundaries to Improve Technology-Rich Learning Environments." Teachers College Record: The Voice of Scholarship in Education 119, no. 3 (March 2017): 1–30. http://dx.doi.org/10.1177/016146811711900301.

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Background The capacity of instructional technologies to personalize instruction has progressively improved over the last decade, in conjunction with changes in learning theories that dictate what, when, and how to support learners. Focus of Study This paper reviews several technology-rich learning environments that are investigated by members of the Learning Environments Across Disciplines partnership, including Newton's Playground, the War of 1812 iHistory tours, Crystal Island, BioWorld, and MetaTutor. The adaptive capabilities of these systems are discussed in terms of the metaphors of using computers as cognitive, metacognitive, and affective tools. Research Design Researchers rely on convergent methodologies to collect data via multiple modalities to gain a better understanding of what learners know, feel, and understand. The design guidelines of these learning environments are used to situate this understanding as a means to generalize best practices in personalizing instruction. Conclusions The findings of these investigations have significant implications for the metaphor of using technology as a tool to augment our thinking. The challenge is now to broaden learning theories while taking into consideration the social and emotional perspective of learning, as well as to leverage recent advances in learning analytics and data-mining techniques to iteratively improve the design of technology-rich learning environments.
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37

Ford, Emily, Betty Izumi, Jost Lottes, and Dawn Richardson. "Badge it!" Reference Services Review 43, no. 1 (February 9, 2015): 31–44. http://dx.doi.org/10.1108/rsr-07-2014-0026.

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Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills. Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment. Findings – An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications – Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value – Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.
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38

Manjula, M., and R. Rengalakshmi. "Making Research Collaborations: Learning from Processes of Transdisciplinary Engagement in Agricultural Research." Review of Development and Change 26, no. 1 (May 4, 2021): 25–39. http://dx.doi.org/10.1177/09722661211007589.

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This article is an attempt to capture the process and outcomes of disciplinary collaborations in two multi-partner transdisciplinary research projects on agriculture. The focus of the projects was building smallholder resilience in semi-arid tropics. The collaborating disciplines fall broadly into natural sciences and social sciences. The farming community and other actors across the agricultural value chain, being the end users of research, were active stakeholders. This paper details the drivers and barriers in transdisciplinary collaboration and articulates the extent of disciplinary integration achieved between the natural sciences, social sciences and the end users of research. The key elements contributing to effectiveness of transdisciplinary research are the conceptual clarity of disciplinary contributions and interfaces, shared knowledge of the expected research outcomes, positioning of the different disciplines within the research framework, openness of the researchers to disciplinary cross fertilisation, the transdisciplinary research experience of the partnering institutions and accommodation of the cultural differences between the collaborating partners.
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39

Brock, Cynthia H., Lynda R. Wiest, and Laurie (Darian) Thrailkill. "Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit." Reading Teacher 74, no. 6 (May 2021): 733–46. http://dx.doi.org/10.1002/trtr.2008.

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40

Chiu, Pit Ho Patrio, Siu Wo Tarloff Im, and Chan Hung Shek. "Disciplinary variations in student perceptions of active learning classrooms." International Journal of Educational Research Open 3 (2022): 100131. http://dx.doi.org/10.1016/j.ijedro.2022.100131.

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41

Grierson, David, and Claire Hyland. "Learning for Change: Cross-disciplinary Postgraduate Programmes in Sustainability." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 7, no. 3 (2011): 37–50. http://dx.doi.org/10.18848/1832-2077/cgp/v07i03/54924.

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42

ChanLin, Lih‐Juan, and Kung‐Chi Chan. "Integrating inter‐disciplinary experts for supporting problem‐based learning." Innovations in Education and Teaching International 44, no. 2 (May 2007): 211–24. http://dx.doi.org/10.1080/14703290701241026.

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43

Bell, Philip, Katie Van Horne, and Britte Haugan Cheng. "Special Issue: Designing Learning Environments for Equitable Disciplinary Identification." Journal of the Learning Sciences 26, no. 3 (May 30, 2017): 367–75. http://dx.doi.org/10.1080/10508406.2017.1336021.

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44

Nair, Manju G., and Abhilash Suryan. "Trans-disciplinary Project Based Learning Models for Community Service." Procedia Computer Science 172 (2020): 735–40. http://dx.doi.org/10.1016/j.procs.2020.05.105.

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45

Boon, Andrew. "Lawyers in the dock: learning from attorney disciplinary proceedings." International Journal of the Legal Profession 16, no. 1 (March 2009): 119–28. http://dx.doi.org/10.1080/09695950903204995.

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46

Smith-Miles, Kate A. "Cross-disciplinary perspectives on meta-learning for algorithm selection." ACM Computing Surveys 41, no. 1 (January 15, 2009): 1–25. http://dx.doi.org/10.1145/1456650.1456656.

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47

Ellenbogen, Kirsten M., Jessica J. Luke, and Lynn D. Dierking. "Family learning research in museums: An emerging disciplinary matrix?" Science Education 88, S1 (2004): S48—S58. http://dx.doi.org/10.1002/sce.20015.

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48

Ford, Michael. "Disciplinary authority and accountability in scientific practice and learning." Science Education 92, no. 3 (2008): 404–23. http://dx.doi.org/10.1002/sce.20263.

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49

Dimenäs, Jörgen, and Mikael Alexandersson. "Crossing Disciplinary Borders: Perspectives on Learning About Sustainable Development." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 5–19. http://dx.doi.org/10.2478/v10099-012-0001-0.

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Crossing Disciplinary Borders: Perspectives on Learning About Sustainable DevelopmentWith regard to education, traditional environmentally-related issues have been intertwined with courses in natural sciences, which could entail opportunities as well as difficulties. The study concerns two knowledge matters that are usually divided into two different subject traditions - water and justice. In this article, we focus on the way teachers consider instruction within the frameworks of these two discourses and how teaching is related to sustainable development. The findings suggest that water and justice are two examples that are suitable for the problematisation of sustainable development with respect to holistic education. Current educational policies in Sweden advocate a tendency towards a more closed and subject-centred discourse, which means that the ability to successfully teach about sustainable development is made even more problematic.
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50

Weber, Paula S., and Brad Sleeper. "Enriching Student Experiences: Multi-disciplinary Exercises in Service-learning." Teaching Business Ethics 7, no. 4 (November 2003): 417–35. http://dx.doi.org/10.1023/b:tebe.0000005707.31594.94.

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