Relevant bibliographies by topics / Learning as becoming

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning as becoming'

Author: Grafiati
Published: 22 March 2024

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Journal articles on the topic "Learning as becoming"

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McCarthy, Tim, and Lucas Jackson. "Becoming, Learning, Being." Questions: Philosophy for Young People 12 (2012): 14–17. http://dx.doi.org/10.5840/questions2012127.

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Clegg, Stewart R., Martin Kornberger, and Carl Rhodes. "Learning/Becoming/Organizing." Organization 12, no. 2 (March 2005): 147–67. http://dx.doi.org/10.1177/1350508405051186.

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Korn, Randi, Katie Chandler, and Colleen Marzec. "Becoming a Learning Organization." Curator: The Museum Journal 64, no. 2 (April 2021): 297–311. http://dx.doi.org/10.1111/cura.12419.

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Filstad, Cathrine, and Petter Gottschalk. "Becoming a learning organization." Learning Organization 18, no. 6 (September 20, 2011): 486–500. http://dx.doi.org/10.1108/09696471111171321.

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Niblock, Michael. "Becoming a learning organisation." Long Range Planning 27, no. 4 (August 1994): 146. http://dx.doi.org/10.1016/0024-6301(94)90070-1.

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Iles, Ian K. "Becoming a Learning Organization." Journal of Learning Disabilities 7, no. 1 (March 2003): 65–77. http://dx.doi.org/10.1177/1469004703007001985.

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Dailey-Fischer, Mary. "BECOMING A LEARNING ORGAINZATION." Proceedings of the Water Environment Federation 2005, no. 6 (January 1, 2005): 8512–13. http://dx.doi.org/10.2175/193864705783812828.

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Vander Woude, Diana L., and Deborah C. Letcher. "Becoming a Living-Learning Organization." Nursing Science Quarterly 18, no. 1 (December 2004): 24–30. http://dx.doi.org/10.1177/0894318404272489.

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Brown, Judy Sorum. "On Becoming a Learning Organization." About Campus: Enriching the Student Learning Experience 1, no. 6 (January 1997): 5–10. http://dx.doi.org/10.1177/108648229700100603.

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It is a paradox not lost on many in higher education that while the corporate world has embraced organizational learning, higher education lags significantly behind. What would it take for colleges and universities to step up to the challenge of becoming true learning organizations?
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Wildman, Louis. "Letters: Becoming A Learning Society." Change: The Magazine of Higher Learning 27, no. 6 (November 1995): 6–7. http://dx.doi.org/10.1080/00091383.1995.10544669.

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Dissertations / Theses on the topic "Learning as becoming"

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Taylor, Jane Anne. "Transformative learning : becoming aware of possible worlds." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28548.

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Human learning is a complex multidimensional phenomenon many aspects of which continue to elude understanding and explanation. One facet of the learning puzzle that has not been adequately explored is the role that individual consciousness plays in human learning. Adult education has been instrumental in shifting the focus in studies of learning from an emphasis on the material to be learned to an emphasis on the experience of the individual in the learning transaction. This shift in focus has brought more attention to the processes of individual consciousness as a critical factor in the learning process. In adult education a sense of urgency about the importance of broadening the concept of learning, and a growing awareness of the importance of consciousness, and changes or transformations in consciousness as aspects of a more comprehensive concept of learning, are beginning to merge. The course of human history and culture speaks eloquently of the transformative powers of the human mind to amplify and extend knowledge by transcending what is already known. While current learning literature stresses learning as the process of facilitating changes in behaviour or the acquisition, organization, retention and retrieval of knowledge, little attention has been given to learning as a process of creative transformation of knowledge. This study arose out of a desire to explore the ramifications of transformations within the consciousness of the individual as a major aspect of learning, and to integrate literature on this topic as a means of extending understanding of learning as a transformative process. The study began with explorations in two directions stimulated and directed by the qualitative method of constant comparative analysis. One was the development of the case study of Sara which supplied a slice of experiential data. Sara's case illustrates learning experiences from a personal point of view which emphasizes changes in consciousness as a central dynamic of those experiences. The second direction for exploration was a search of the literature for sources which might account for this type of learning. An analysis and integration of the writings of selected authors supplied the foundation for the development of a model of transformative learning. Finally, this model was applied to Sara's case as a means of clarifying her personal learning experience and illustrating the usefulness of the model as a tool for understanding learning as a process of creative transformation of consciousness.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Camilleri, Michelle. "Becoming a nurse : a process of learning." Thesis, University of Surrey, 2008. http://epubs.surrey.ac.uk/804059/.

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Rasori, Tina Marie. "Becoming historians a project-based learning curriculum /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).
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Lines, David. "Becoming Musical: Creative Emergence, Cultural Identity and Learning." Bärenreiter Verlag, 2012. https://slub.qucosa.de/id/qucosa%3A72050.

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Kohl, Kathleen Theresa. "Teachers' Perceptions of Becoming a Professional Learning Community." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/64.

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Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed teachers' perceptions of PLC progress and differences in levels of development scores among the 5 dimensions of the PLC implementation. The School Professional Staff as a Learning Community survey was given to the 54 members of the faculty at the school. The survey measured the dimensions of shared power/decision making, shared vision, collective learning, supportive and shared practice in teaching, and support of teachers and school. Data were analyzed using repeated measures ANOVA. According to study results, there were significant differences among the dimensions, with shared vision scoring in the consistent range (M = 4.05) and supportive and shared practices in the never range (M = 2.32). Recommendations include strengthening the dimension of shared practice at the local site by supporting frequent observations of other teachers' classrooms with structured opportunities to provide feedback. Improving the functioning of the PLC will assist in sustaining the school learning community and ultimately improve student achievement.
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Howling, Sarah Elizabeth. "Learning, becoming, leading : the experiences of international school Principals." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40916.

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In recent years there has been huge growth in the number of international schools, both worldwide and in the Malaysian capital of Kuala Lumpur. International education may be an increasingly rich area for research, but leadership in international schools remains a relatively unexplored phenomenon. Our understanding of what constitutes successful educational leadership is derived mainly from national settings or comparative international research. This thesis shows that although there are similarities in experience the world over, leadership is deeply contextual. A core strand of this research is to identify and analyse the core leadership practices and styles of international school Principals in Kuala Lumpur and what knowledge and competencies they need to successfully lead. It explores how Principals develop their leadership, their self-concept and identity, including the interrelationships between the three key distinct but deeply interwoven concepts of learning, becoming and leading. The research adopts a qualitative, interpretivist epistemology and in order to generate answers to the research questions, I conducted twelve semi-structured interviews with international school Principals. The findings highlight two important and far-reaching themes that influence Principals’ experience in this context: impermanence and isolation. In addition to generic leadership strategies, Principals in this study navigate complex intercultural situations and acknowledge and embrace their role in creating a supportive community. They use a range of styles including learning-centred, transformational and distributed leadership, placing a very high value on relationships and demonstrating a significant ethic of care. They value reading, coaching, experience and reflection as means of learning, and also make use of social media, creating virtual communities of practice. Finally, a new model is presented to understand and analyse the dynamic and iterative interrelationships between learning, becoming and leading.
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Peseta, Tai L. "Learning and becoming in academic development : an autoethnographic inquiry." Phd thesis, Faculty of Education and Social Work, 2005. http://hdl.handle.net/2123/5769.

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McHugh, Richard. "Educating 'gangsters' : social space, informal learning and becoming 'gang' involved." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/19163/.

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This research focuses on the previously neglected topic of how people are educated into groups commonly described as ‘gangs’; in particular, this thesis outlines the role that social space plays in such educative processes. This focus enables both a new contribution to knowledge in the field of ‘gang’ studies and understandings of the way social space is used, understood and perceived by those involved in ‘gangs’. Much research exists in the field of ‘gang’ studies spanning various disciplines and sub-fields. The existing literature on ‘gangs’ predominantly engages with typographies, definitions and prevention; the majority of which stems from a criminological perspective. There has been no direct attempt to explore the ways in which people are educated into ‘gangs’ thus far. Rather than begin from any predetermined assumptions, this research centred on people who have been involved with or affected by ‘gangs’ in order to begin from the lived experiences of those involved or affected. In-depth interviews were carried out with twenty-two participants who are, or were: involved in ‘gangs’; family members of ‘gangs’; and professionals who work with ‘gangs’ (most of whom were previously involved in such groups themselves). Other ethnographic methods were utilised alongside interviews: primarily overt, with some covert participant observations. Ethnographic aspects of the research were undertaken during a twelve-month period in social spaces that were highlighted by participants as being synonymous with, and frequented, by ‘gangs’. This thesis highlights the conditions, structures, agentive responses and social spaces that form the educative processes for becoming involved in ‘gangs’. My contribution to knowledge herein demonstrates how: education within ‘gangs’ takes place through stories, social haunting and reflection within third places and the wider community; occurs under structural conditions but is mediated by agentive choice; social space fosters a community spirit and offers the opportunity to become someone.
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Lang, Megan Elizabeth. "Becoming HIP: discovering musical identities through engagement with music." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16325.

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Musical identities and musical engagement are inextricably entwined. Investment in musical pursuits leads to the formation of self-perceptions as a musician, performer, and learner, and these perceptions govern behaviour and development in the practice room and on the stage (Hargreaves, MacDonald, & Miell, 2012). This thesis examines musical identities among students involved with the department for Historically Informed Performance (HIP) at a tertiary music institution. It looks at which musical identities were relevant, how they were manifested, and how they interacted with musical engagement. HIP arose as a reaction against modern classical performance traditions (Haynes, 2007). It is focused on musical interpretation based on knowledge gained from historical sources and period instruments, with significant creative input from performers (Haynes, 2007; Peres Da Costa, 2012). The idealism and challenge inherent to HIP gives it the potential to support strong role and group identities. In addition, its close relationship to modern style supports comparisons of identification and approach which are not possible between different genres. These factors make HIP an ideal focal point for this study. The study consisted of 48 semi-structured interviews with 12 students in various levels of engagement with HIP. Interviews were conducted during the process of preparing, delivering, and evaluating a performance, and were situated according to activity. Through Interpretative Phenomenological Analysis (IPA), themes were identified and grouped into five chapters: ‘Me and Music’, encompasses individual engagement with music through life stories, possible selves, and role identities such as musician, performer, student, or instrumentalist; ‘The Musician in Me’, includes more personal components of musical identities, such as beliefs about the nature of knowledge and ability, and perceptions of skills, abilities, and personal characteristics.; ‘Music, Me, and Others’ considers identity in interaction with important others, particularly one-to-one teachers; ‘Music and Me’, is focused on significant behaviours which are influenced by musical identities; and ‘Becoming HIP’, which examines the interview data in relation to engagement with HIP, and discusses interactions of identification with HIP and musical approach. Identification with HIP was associated with a marked shift towards more positive musical identities. The HIP philosophy and approach supported students in taking greater responsibility for learning, decision-making, and performance. Student perceptions of control and competence were improved, resulting in greater autonomy and performance confidence. Conceptualisations of being a performer became more conducive to aiming for controlled performance, rather than automated delivery of prepared material. Developmental trajectories became surer and future options as performing musicians became more imaginable. Overall, HIP-identified participants began to engage in behaviours and develop skills recognised as conducive to successful transition into a career as a professional musician (Gaunt, Creech, Long, & Hallam, 2012). Importantly, there were also participants who did not fully respond to the HIP approach, in spite of professing their devotion to the style. Reasons for limited identification and engagement could be found in misalignment of self-perceptions and beliefs with the expectations of HIP, offering a potential point for intervention.
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Anderson-Gough, Fiona Mary. "On becoming the new accountant expert : between formal and informal learning." Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403104.

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Books on the topic "Learning as becoming"

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Patricia, Roy, ed. Becoming a learning school. Oxford, OH: National Staff Development Council, 2009.

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Moore, Gwen. Becoming-- whole. Atlanta, GA: TEE GEE Pub. Co., 1988.

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Todd, Serby, ed. Becoming-- whole. Rolling Hills Estates, Calif: Jalmar Press, 1991.

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Wright, Noeline. Becoming an Innovative Learning Environment. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0764-5.

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M, Wierdsma A. F., ed. Becoming a learning organization: Beyond the learning curve. Wokingham, England: Addison-Wesley, 1992.

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Swieringa, Joop. Becoming a learning organization: Beyond the learning curve. Wokingham: Addison-Wesley, 1992.

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DeRobertis, Eugene Mario. The Phenomenology of Learning and Becoming. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95204-5.

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Jensen, Rita A. Teaching, leading and learning: Becoming caring professionals. Boston: Houghton Mifflin, 2000.

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1954-, Garnham Alan, ed. Becoming a skilled reader. New York, NY, USA: B. Blackwell, 1988.

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Walker, Cassandra. Becoming myself: True stories about learning from life. Minneapolis, MN: Free Spirit Pub., 1994.

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Book chapters on the topic "Learning as becoming"

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Reitenauer, Vicki L. "Becoming Community." In Learning Through Serving, 37–47. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445692-5.

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Branscombe, Margaret V. "Becoming literate." In Teaching Through Embodied Learning, 12–22. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986-2.

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Jackson, David. "Learning about Dynamic Organisations." In Becoming Dynamic, 39–61. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230376502_3.

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Cockain, Alex. "Becoming quixotic?" In Learning Disability and Everyday Life, 129–43. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003180227-9.

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Wellington, Jerry, and Gren Ireson. "Becoming a teacher." In Science Learning, Science Teaching, 26–43. Fourth edition. | Abingdon, Oxon : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623429-2.

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Kearney, Edmund M. "Assessing Learning." In On Becoming a Teacher, 85–89. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-392-8_20.

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Denton, Alan, and Simon Brownhill. "Independent learning." In Becoming a Brilliant Trainer, 133–44. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315627960-18.

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Djerasimović, Sanja, and Maja Maksimović. "Becoming European." In Adult Education and Lifelong Learning in Southeastern Europe, 115–30. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-173-5_10.

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Sage-Hayward, Wendy, Gaia Marchisio, and Barbara Dartt. "Becoming a Learning Family." In Own It!, 203–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-20419-8_8.

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Kearney, Edmund M. "Appreciating Learning Styles." In On Becoming a Teacher, 55–58. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-392-8_13.

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Conference papers on the topic "Learning as becoming"

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Cohrssen, Caroline. "The contribution of learning trajectories to enacting the Early Years Learning Framework V2.0." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-18.

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The Early Years Learning Framework for Australia v2.0 (EYLF) guides pedagogy and practice with children aged from birth to 5 years and states that ‘over time, children engage with increasingly complex ideas’. With 5 learning outcomes and 8 principles of practice, this requires educators to be highly skilled in facilitating children’s engagement with increasingly complex ideas. It also assumes that all educators recognise children’s demonstrations of understanding, and know what knowledge (or capabilities) likely preceded this understanding, and what comes next. As a framework, this specific information is missing from the EYLF. Learning trajectories may assist educators to recognise demonstrations of knowledge and capability, and to plan opportunities for differentiated teaching and learning that are within a child’s zone of proximal development. A focus on learning trajectories thus supports formative assessment and planning for learning, as well as reflective practice. This presentation will draw on language and communication to discuss the contribution of learning trajectories to teaching practice and the continuity of learning from birth.
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Knowles, Sandra. "Understanding early cognitive development: Using PAT Early Years to support student learning." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-21.

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The correlation between early cognitive and psychosocial development is well established. For this reason, some measurement tools, such as UNICEF’s Early Childhood Development Index (ECDI2030), provide a single score as an overall indicator of a child’s development because performing poorly in one area is likely to mean inadequate development across all areas. While these broad indicators can be useful at a system level, understanding children’s development in discrete domain areas is essential for meaningful intervention. This presentation will explore how measurement tools, such as ACER’s Progressive Achievement Tests (PAT) for the Early Years, can be used to support targeted intervention across a range of learning areas. PAT Early Years will be situated within the broader context of ACER’s early learning descriptions of progress, which establish oral language as a foundational skill and highlight the importance of recognising each child’s progress over time regardless of their starting place.
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Anderson, Prue. "Bringing learning progressions down to 2-year-olds in reading and mathematics." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-10.

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ACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. Educators need to understand what early growth in reading and mathematics looks like in order to foster key skills and concepts at an appropriate level for the child. This ensures a strong foundation for children to make good ongoing progress.
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Bo Stjerne, Jo, and Rachel Parker. "Does play belong in the primary school classroom?" In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-3.

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Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, and a new framework can create continuity between the early years learning contexts and implementation in schools.
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Fleer, Marilyn. "Conceptual development: How do early educators and teachers support children's early thinking in STEM?" In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-15.

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As national and state-based reforms in early education roll-out across Australia, concern for building a well-qualified workforce to meet growing demand has intensified. In parallel with the reforms, teachers and educators are reminded by the recently released 2022 Early Years Learning Framework to design programs that support intentionality in play-based learning. However, the literature shows that despite the concept of intentional teaching being around since 2009, difficulties with how to do this remains. This presentation takes up this challenge, by 1) sharing the collective findings of 6 Australian Research Council-funded research projects into play and learning in STEM; and 2) presenting an evidence-informed model of a Conceptual PlayWorld that resulted from this foundational research. The model is currently being released across Australia (and internationally) to supports educators and teachers to create the conditions for conceptual development in children’s play. The model will be shared via video recordings alongside of findings from a spectrum of research that has been funded through the ARC Laureate Fellowship Scheme over 5 years.
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Griggs, Simone, and Greta Rollo. "Partnerships in early childhood education: Engaging families in professional conversations." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-14.

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Effective monitoring of learning and development involves integrating multiple perspectives from a child’s parents, carers, family, and their educators. A collaborative approach between educators and families not only recognises the family’s critical importance in their child’s life but it has also been shown to benefit children with learning difficulties, delays and behavioural concerns (Parenting Research Centre, 2012; Prior et al., 2011). Efforts made towards the integration of multiple perspectives can also support stronger inclusion of diverse families into communities of early childhood education and care. However, discussions with parents and carers about issues regarding their children’s development can be a challenging part of an educator’s role (O’Connor et al., 2018). This paper will reveal both obstacles and enablers when it comes to engaging in conversations with parents and caregivers. Bronfenbrenner’s ecological systems theory positions ’mutuality, reciprocity and shared decision-making’ (1979, p. 46) at the forefront of planning for conversations about the learning and development of young people. This paper will justify how this lens has informed the development of a tool to support educators and families to move beyond traditional power imbalances to enhanced and balanced relationships that result in improved holistic student support.
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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.
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Dan, Cloney. "Assessment is coming and the early childhood sector must lead the way." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-1.

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Assessment is a core component of quality early childhood practice. It is explicitly highlighted in the new Early Years Leaning Framework V2.0 and is a standard within Quality Area 1 of the National Quality Standard. In everyday early childhood education and care (ECEC) settings, and in initial teacher education, assessment is often limited to observational and narrative-driven approaches. Recent reviews of the literature highlight that there are few other assessment tools readily available to educators. What assessment looks like in early childhood is changing. The Commonwealth, as part of the Preschool Reform Funding Agreement, is developing, trialling, and implementing a preschool outcomes measure. The jurisdictions, too, are driving change: the Victorian Early Years Assessment and Learning Tool is an assessment designed to make consistent observations and assessments of children’s learning in preschool settings. The current state of assessment practices in early childhood settings, and the coming reforms, are provoking a debate about the purpose of assessment and the time invested in conducting assessment. Typically, distinctions are made between formative and summative assessments, as well as population measurement or reporting. Different tools are used for each – educators may imagine soon writing learning stories, completing a transition statement, and undertaking a new preschool outcome assessment for each child in their preschool setting. This paper highlights the latest trends and research in assessment in the early years and discusses a new model of early childhood assessment.
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O'Connor, Gayl. "Themes, resources and uptake of ACER’s Science in the Early Years suite." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-9.

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The Science in the early years series was developed to assist preschool and Foundation to year 2 primary educators to incorporate the latest research in science learning into their programs and teaching practice. This paper focuses on the educator resources developed to support early years educators implement activities to assist children to develop science concepts and inquiry skills. The activities are underpinned by evidence-based research that revealed 4 themes in the early years’ science literature.
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Galib, Christine. "BECOMING MINDFUL: SURFACING HIGH SCHOOL STUDENTS' EXPERIENCES OF MINDFULNESS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0223.

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Reports on the topic "Learning as becoming"

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Mills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano, and Merijke Coenraad. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate. Digital Promise, March 2024. http://dx.doi.org/10.51388/20.500.12265/205.

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There is a necessity for an educational shift to equip today’s learners for success in a dynamically evolving world shaped by emerging technologies and globalization. Emphasizing the importance of academic and technical skills, this report stresses the need for learners to possess adaptability and interpretive abilities to apply these skills in diverse contexts. The “Portrait of the Graduate” initiative is introduced as a visionary framework where readers will learn more about the skillsets districts across the country have identified for students. Furthermore, this report will introduce readers to the design and implementation of “Integrated Learning Pathways'' as a strategy to breathe life into the Portrait of the Graduate and will provide examples of districts putting their Portraits into action. The report concludes with recommending district leaders to create Integrated Learning Pathways to align learning and initiatives to their Portrait of a Graduate and ultimately better prepare students for a successful future.
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Roschelle, Jeremy, and Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, December 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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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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Parker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, August 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.

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Substantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world, however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly pressing in the primary school sector, where little research has examined staff or student interpretations of GCED, and the Asia-Pacific (APAC) region, where despite significant interest, gaps in understanding and implementing GCED remain. This report presents a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. The framework has been developed from a review of existing instruments and research, including work undertaken to frame and assess global citizenship for the Southeast Asia Primary Learning Metrics (SEA-PLM). To develop this framework, we have also sought the input of GCED experts and teachers from the Republic of Korea, the Philippines and Australia to ensure relevance to these contexts. Accompanying the framework is a series of preliminary questions for systems, schools, and teachers designed to assist in exploring enabling conditions for the enactment of global citizenship, which is also underpinned by key findings and gaps from the literature.
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Choquette, Gary. PR-000-16209-WEB Data Management Best Practices Learned from CEPM. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2019. http://dx.doi.org/10.55274/r0011568.

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DATE: Wednesday, May 1, 2019 TIME: 2:00 - 3:30 p.m. ET PRESENTER: Gary Choquette, PRCI CLICK DOWNLOAD/BUY TO ACCESS THE REGISTRATION LINK FOR THIS WEBINAR Systems that manage large sets of data are becoming more common in the energy transportation industry. Having access to the data offers the opportunity to learn from previous experiences to help efficiently manage the future. But how does one manage to digest copious quantities of data to find nuggets within the ore? This webinar will outline some of the data management best practices learned from the research projects associated with CEPM. - Logging/capturing data tips - Techniques to identify 'bad' data - Methods of mapping equipment and associated regressions - Tips for pre-processing data for regressions - Machine learning tips - Establishing alarm limits - Identifying equipment problems - Multiple case studies Who Should Attend? - Data analysts - Equipment support specialists - Those interested in learning more about 'big data' and 'machine learning' Recommended Pre-reading: - PR-309-11202-R01 Field Demonstration Test of Advanced Engine and Compressor Diagnostics for CORE - PR-312-12210-R01 CEPM Monitoring Plan for 2SLB Reciprocating Engines* - PR-309-13208-R01 Field Demonstration of Integrated System and Expert Level Continuous Performance Monitoring for CORE* - PR-309-14209-R01 Field Demo of Integrated Expert Level Continuous Performance Monitoring - PR-309-15205-R01 Continuous Engine Performance Monitoring Technical Specification - PR-000-15208-R01 Reciprocating Engine Speed Stability as a Measure of Combustion Stability - PR-309-15209-R01 Evaluation of NSCR Specific Models for Use in CEPM - PR-000-16209-R01 Demonstration of Continuous Equipment Performance Monitoring - PR-015-17606-Z02 Elbow Meter Test Results* *Documents available to PRCI member only Attendance will be limited to the first 500 registrants to join the webinar. All remaining registrants will receive a link to view the recording after the webinar. Not able to attend? Register anyway to automatically receive a link to the recording after the webinar to view at your convenience! After registering, you will receive a confirmation email containing information about joining the webinar. Please visit our website for other webinars that may be of interest to you!
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Rao, Nitya, Sheetal Patil, Maitreyi Koduganti, Chandni Singh, Ashwin Mahalingam, Prathijna Poonacha, and Nishant Singh. Sowing Sustainable Cities: Lessons for Urban Agriculture Practices in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ssc12.2022.

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Despite growing interest and recognition of urban and peri-urban agriculture (UPA) as a nature- based solution, there is limited empirical evidence in countries like India on its role in reconfiguring goals on environmental functions (such as biodiversity, waste management, water recycling, micro-climate regulation, etc.) and social wellbeing (such as food and nutrition security, gender relations, work burdens, land tenure and community ties). A need to address this gap led to the ideation of the project ‘Urban and peri-urban agriculture as green infrastructures’ ( UPAGrI ). When UPAGrI started in 2019, the research on UPA in India was thin but growing. However, the practical experience of urban farming across Indian cities is thriving and diverse, built on decades of bottom-up experimentation. Within the landscape of our ever-changing cities, we found vibrant communities-of-practice sharing seeds and knowledge, engaged online influencers discussing composting and water reuse, and stories of farming becoming sites of multi-generational bonding and nutritional security. This compendium is a collection of 29 such innovative UPA practices from across the different cities in the country. These diverse case studies are loosely categorized into four themes: environment and sustainability; food, nutrition and livelihood; gender and subjective well-being; and urban policy and planning. Written mostly by practitioners themselves, the case studies collectively recognise and celebrate UPA innovations and practices, serving as a repository of lessons for peer-to-peer learning, and demonstrating how UPA can be one of the many solutions towards sustainable, liveable Indian cities.
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Rao, Nitya. Sowing Sustainable Cities: Lessons for Urban Agriculture Practices in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ssc12.2023.

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Despite growing interest and recognition of urban and peri-urban agriculture (UPA) as a nature- based solution, there is limited empirical evidence in countries like India on its role in reconfiguring goals on environmental functions (such as biodiversity, waste management, water recycling, micro-climate regulation, etc.) and social wellbeing (such as food and nutrition security, gender relations, work burdens, land tenure and community ties). A need to address this gap led to the ideation of the project ‘Urban and peri-urban agriculture as green infrastructures’ ( UPAGrI ). When UPAGrI started in 2019, the research on UPA in India was thin but growing. However, the practical experience of urban farming across Indian cities is thriving and diverse, built on decades of bottom-up experimentation. Within the landscape of our ever-changing cities, we found vibrant communities-of-practice sharing seeds and knowledge, engaged online influencers discussing composting and water reuse, and stories of farming becoming sites of multi-generational bonding and nutritional security. This compendium is a collection of 29 such innovative UPA practices from across the different cities in the country. These diverse case studies are loosely categorized into four themes: environment and sustainability; food, nutrition and livelihood; gender and subjective well-being; and urban policy and planning. Written mostly by practitioners themselves, the case studies collectively recognise and celebrate UPA innovations and practices, serving as a repository of lessons for peer-to-peer learning, and demonstrating how UPA can be one of the many solutions towards sustainable, liveable Indian cities.
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