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Journal articles on the topic 'Learning Circles'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Hiebert, Joan L. "Learning Circles." Nurse Educator 21, no. 3 (May 1996): 37–42. http://dx.doi.org/10.1097/00006223-199605000-00011.

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2

Davie, Lynn E. "Learning Qualitative Research: Electronic Learning Circles." Qualitative Health Research 6, no. 3 (August 1996): 453–57. http://dx.doi.org/10.1177/104973239600600311.

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3

Mungiu-Pippidi, Alina. "Learning from Virtuous Circles." Journal of Democracy 27, no. 1 (2016): 95–109. http://dx.doi.org/10.1353/jod.2016.0000.

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4

Simándi, Szilvia. "Intergenerational learning – lifelong learning." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 63–71. http://dx.doi.org/10.2478/atd-2018-0012.

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Abstract Introduction: Nowadays, providing the access to learning appears as an emphasized priority for every stage of life, due to the demographic changes, even near the place of residence or with the utilization of the possibilities of the new informational and communicational technologies, which bring new possibilities also in the dimension of learning between generations. Purpose: Intergenerational learning can also be defined as a mutual learning relationship and interaction between the young and the old. The starting point of the study is that the younger and older age groups can learn from each other in their free time, in a non-formal learning environment in the framework of study circles. This paper drafts some practical directives for planning and organizing intergenerational study circles in a non-formal learning environment. Methods: We intend to make a synthesis based on former research and literature - learning between generations, spending free time, learning at an old age, study circles - and following this, a methodological guide is going to be made for planning and organizing intergenerational study circles. Conclusions: Study circles can be seen as intergenerational learning possibilities - young and old people with different preliminary knowledge can make a profit from the experiences gained during joint work, and from the topics examined from different points of views. The younger and older generations can work together in a non-formal learning environment and there is an opportunity for common learning and knowledge sharing as well.
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5

James, Nicole. "Learning Circles: Learning Online Together at the Cologne Public Library." Bibliothek Forschung und Praxis 44, no. 1 (April 3, 2020): 30–33. http://dx.doi.org/10.1515/bfp-2020-2086.

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AbstractThe Cologne Public Library has offered small, facilitated study groups for online learning, called learning circles, for the past two years. The development of learning circles by Peer 2 Peer University (P2PU) is discussed, as well as the Library’s experiences with this learning model. An introduction is given to the Erasmus+ project Learning Circles in Libraries (LCIL).
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Lawry, John D. "How Circles can Change Learning." About Campus: Enriching the Student Learning Experience 3, no. 1 (March 1998): 27. http://dx.doi.org/10.1177/108648229800300108.

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7

King, Jonathan, Jonathan T. Down, and David A. Bella. "Learning to Think in Circles." Journal of Management Inquiry 11, no. 2 (June 2002): 161–70. http://dx.doi.org/10.1177/10592602011002010.

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8

Riel, Margaret. "Cooperative learning across classrooms in electronic Learning Circles." Instructional Science 19, no. 6 (1990): 445–66. http://dx.doi.org/10.1007/bf00119390.

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9

McArthur, Tom. "Learning Circles and the M-Bone." English Today 11, no. 2 (April 1995): 2. http://dx.doi.org/10.1017/s0266078400008154.

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10

Wade, Sian, and Marilyn Hammick. "Action Learning Circles: action learning in theory and practice." Teaching in Higher Education 4, no. 2 (April 1999): 163–78. http://dx.doi.org/10.1080/1356251990040202.

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Marat, Nurtas, Baishemirov Zharasbek, Tastanov Madi, Zhanabekov Zhandos, and Tsay Victor. "CLASSIFICATION OF SEISMIC PHASES BASED ON MACHINE LEARNING." PHYSICO-MATHEMATICAL SERIES 5, no. 333 (October 15, 2020): 33–42. http://dx.doi.org/10.32014/2020.2518-1726.80.

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In the course of recent years, progresses in sensor innovation has lead to increments in the interest for automated strategies for investigating seismological signals. Fundamental to the comprehension of the components creating seismic signals is the information on the phases of seismic waves. Having the option to indicate the kind of wave prompts better performing seismic forecasting frameworks. In this article, we propose another strategy for the characterization of seismic waves quantification from a three-channel seismograms. The seismograms are isolated into covering time windows, where each time-window is mapped to a lot of multi-scale three-dimensional unitary vectors that portray the direction of the seismic wave present in the window at a few physical scales. The issue of arranging seismic waves gets one of ordering focuses on a few two-dimensional unit circles. We take care of this issue by utilizing kernel based machine learning that are remarkably adjusted to the geometry of the circle. The grouping of the seismic wave depends on our capacity to gain proficiency with the limits between sets of focuses on the circles related with the various kinds of seismic waves. At each signal scale, we characterize a thought of vulnerability connected to the order that considers the geometry of the dissemination of tests on the circle. At long last, we join the grouping results acquired at each scale into a unique label.
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Fadhilah, Fadhilah, and Rusdin Rusdin. "Meningkatkan Hasil Belajar Sejarah Kebudayaan Islam Menggunakan Metode Inside Outside Circle." AL-FIKR: Jurnal Pendidikan Islam 4, no. 1 (July 1, 2018): 32–37. http://dx.doi.org/10.32489/alfikr.v4i1.39.

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This research is motivated by the problem of low student learning outcomes in the subjects of Islamic Cultural History and does not meet the competency standards according to curriculum demands. This is due to the lack of student learning motivation, and lack of teacher variation in using learning methods. Therefore the researcher chose one of the learning methods namely the Inside-Outside Circle method to improve student learning outcomes. The Inside-Outside Circle method is a learning method by making small circles and large circles, where seven people make an inner circle facing outward and seven people make an outer circle facing inward. The purpose of the research is to improve the quality of learning, especially in the subjects of Islamic Cultural History (SKI). The subjects of this study were students of class XI IPA 2 MAN Model Sorong City in the even semester of the academic year 2017/2018 totaling 29 people. This research was conducted in 2 cycles, namely, cycle 1 carried out 2 meetings and cycle II 2 meetings. The object of this study is student learning outcomes which are divided into 3 domains, namely cognitive, affective and psychomotor. Data collection techniques are done using observation sheets and test sheets during the action and documentation of learning activities. The collected data were analyzed both qualitative and quantitative data. Qualitative data were analyzed by data exposure stages. While quantitative data using descriptive statistical analysis with statistical data processing software SPSS 23.0 and Microsoft Excel 2010. From the results of this study, it can be concluded that an increase in learning outcomes of Islamic Cultural History in class XI MIPA 2 MAN Sorong City Model after applying the Inside-Outside Circle method
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13

Bedel, Osman. "Collaborative Learning through Literature Circles in EFL." European Journal of Language and Literature 6, no. 1 (December 1, 2016): 96. http://dx.doi.org/10.26417/ejls.v6i1.p96-99.

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This paper discusses how the introduction of ‘literature circles’ have led to the stimulation of social interaction among language learners. These social interactions happen because members of the literary circles are able to read and understand a book of choice, and assign participating student members their responsibility through structured time and assessment. They are primarily guided by students’ insights and questions and they apply each other's learning, reading, writing, and speaking skills, making this approach to learning flexible and fluid, while initiating collaborative social interaction at the same time. This collaborative learning and social interactions have been applied in classrooms of ‘English as a Foreign Language’ learners. This paper looks into the need for literature circles that promote collaborative learning in the EFL classroom, in order to attain higher levels of language and literary skills. The research also shows that literature circles as reader-response centric have come to constitute a part of a balanced literacy program in learning foreign language in general and the English language in particular.
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Hill, Frances M. "Organizational learning for TQM through quality circles." TQM Magazine 8, no. 6 (December 1996): 53–57. http://dx.doi.org/10.1108/09544789610152946.

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15

Laquale, Kathleen M., Karen M. Holtgrefe, Angela Perusek, and William Lonneman. "Assessment and Student Learning: Using Quality Circles." Athletic Therapy Today 13, no. 6 (November 2008): 9–12. http://dx.doi.org/10.1123/att.13.6.9.

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Anderson, Peggy L., and LeAnn Corbett. "Literature Circles for Students With Learning Disabilities." Intervention in School and Clinic 44, no. 1 (July 16, 2008): 25–33. http://dx.doi.org/10.1177/1053451208318681.

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17

Oliver, Leonard P. "Study circles: Individual growth through collaborative learning." New Directions for Adult and Continuing Education 1992, no. 53 (1992): 85–97. http://dx.doi.org/10.1002/ace.36719925310.

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18

Riel, Margaret. "Cross-Classroom Collaboration in Global Learning Circles." Sociological Review 42, no. 1_suppl (May 1994): 219–42. http://dx.doi.org/10.1111/j.1467-954x.1994.tb03418.x.

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Computer-mediated-communication makes it possible for teachers and students to work cooperatively with their peers around the world. This process helps students realize the diversity of world views and the role of language in organizing experience. It provides for teachers an extensive educational resource. This chapter describes one form of network learning—cross-classroom collaboration and a specific model for accomplishing this activity—Learning Circles.
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19

Whipple, J., C. Cullen, K. Gardiner, and T. Savage. "Syllable Circles for pronunciation learning and teaching." ELT Journal 69, no. 2 (March 5, 2015): 151–64. http://dx.doi.org/10.1093/elt/ccu094.

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20

Kastari, Mervi. "S2-lukija tulkitsijana selkomukautetun kaunokirjallisuuden lukupiirissä." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 12 (April 16, 2020): 84–107. http://dx.doi.org/10.30660/afinla.84900.

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This article discusses reading circles of adult Finnish as a second language (L2) readers. The books that were read and discussed in the circles were easy-to-read fiction. The study focuses on how the readers interpret what they read and what kind of support they need for their interpretations. The analysis utilizes the concept of scaffolding, used in socio-cultural learning theory. The readers’ reading stances vary from what is literally said in the text to creating their own interpretations of the hidden meanings of the text. The latter are not very common in the reading circles, although many participants express a wish to create and discuss interpretations too. The analysis shows that interpretations can emerge if the participants are scaffolded in the reading circle by the teacher and other readers. The study thus provides useful information for designing reading circles in adult language education.
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21

Orsel, Cansu, and Fatih Yavuz. "A Comparative study on English language teaching to young learners around the world." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 114–18. http://dx.doi.org/10.18844/cerj.v7i3.2656.

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Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).
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22

Plumb, Donovan. "In Defense of Norm Circles." International Journal of Adult Vocational Education and Technology 5, no. 2 (April 2014): 45–59. http://dx.doi.org/10.4018/ijavet.2014040104.

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According to Michael Welton, because of its capacity to support social learning, critical adult education has a pivotal role to play in human emancipation. Drawing on Jürgen Habermas's critical theory of communicative action, Welton argues that critical adult education's deepest contemporary purpose is to foster social learning that can enable people to resist the destructive colonization of lifeworld contexts. This paper argues that, while Habermas provides important insight into the normative foundations of critical adult education, his theory of communicative action does not possess an ontology that can sufficiently illuminate the ways human learning shapes and is shaped by lifeworld contexts. The emergent ontology of critical realism, the paper argues, especially as mobilized by sociologist, Dave Elder-Vass in his discussion of norm circles, provides an additional theoretical basis for enabling critical adult education to realize its fullest emancipatory potential.
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23

Wistow, Gerald, Margaret Perkins, Martin Knapp, Annette Bauer, and Eva-Maria Bonin. "Circles of Support and personalization." Journal of Intellectual Disabilities 20, no. 2 (March 22, 2016): 194–207. http://dx.doi.org/10.1177/1744629516637997.

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Circles of Support aim to enable people with learning disabilities (and others) to live full lives as part of their communities. As part of a wider study of the economic case for community capacity building conducted from 2012 to 2014, we conducted a mixed methods study of five Circles in North West England. Members of these Circles were supporting adults with moderate to profound learning disabilities and provided accounts of success in enabling the core member to live more independent lives with improved social care outcomes within cost envelopes that appeared to be less than more traditional types of support. The Circles also reported success in harnessing community resources to promote social inclusion and improve well-being. This very small-scale study can only offer tentative evidence but does appear to justify more rigorous research into the potential of Circles to secure cost-effective means of providing support to people with learning disabilities than the alternative, which in most cases would have been a long-term residential care placement.
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24

Lemisko, Lynn, and Margaret Epp. "Learning Together: Intergenerational Literature Circles as Sites for Multi-Layered Learning." International Journal of Learning: Annual Review 12, no. 2 (2006): 185–92. http://dx.doi.org/10.18848/1447-9494/cgp/v12i02/47012.

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25

Mekhalfi, Mohamed Lamine, Carlo Nicolò, Yakoub Bazi, Mohamad Mahmoud Al Rahhal, and Eslam Al Maghayreh. "Detecting Crop Circles in Google Earth Images with Mask R-CNN and YOLOv3." Applied Sciences 11, no. 5 (March 3, 2021): 2238. http://dx.doi.org/10.3390/app11052238.

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Automatic detection and counting of crop circles in the desert can be of great use for large-scale farming as it enables easy and timely management of the farming land. However, so far, the literature remains short of relevant contributions in this regard. This letter frames the crop circles detection problem within a deep learning framework. In particular, accounting for their outstanding performance in object detection, we investigate the use of Mask R-CNN (Region Based Convolutional Neural Networks) as well as YOLOv3 (You Only Look Once) models for crop circle detection in the desert. In order to quantify the performance, we build a crop circles dataset from images extracted via Google Earth over a desert area in the East Oweinat in the South-Western Desert of Egypt. The dataset totals 2511 crop circle samples. With a small training set and a relatively large test set, plausible detection rates were obtained, scoring a precision of 1 and a recall of about 0.82 for Mask R-CNN and a precision of 0.88 and a recall of 0.94 regarding YOLOv3.
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Mohrman, Susan Albers, and Luke Novelli. "Beyond testimonials: Learning from a quality circles programme." Journal of Organizational Behavior 6, no. 2 (April 1985): 93–110. http://dx.doi.org/10.1002/job.4030060202.

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Sutisnowati, Sutisnowati. "HASIL MENGGAMBAR RAGAM HIAS PADA BAHAN KAYU MELALUI MODEL LEARNING CYCLE DI SMPN 1 KARANGPLOSO." LINGUA: Journal of Language, Literature and Teaching 13, no. 2 (August 3, 2016): 219. http://dx.doi.org/10.30957/lingua.v13i2.177.

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This study describes implementation of learning cycle model to improve attaintment of drawing decorations using wood material. Classroom action research design with two circles was used. The study took place in SMPN 1 Karangploso Malang in March to April 2015 involving 30 students of 7th grade. Data of this study were processes of instruction to draw decorations. This study revealed (1) average score in circle I are: scetching 69, implementing 68.96, and drawing 71.87’; and in circle II: 80.8 scetching, 82.4 implementing and 82.3 drawing; (2) In circle II process of raising question, answering teacher’s questions, learning efforst, participation and self-independence, respectively are: very good (1.3%), good (52.2%, fair (44.2%), and low (2,2%); in circle II were: very good (21.8%), good (68.8%), fair (3.1%), and low (0%). Learning cycle models in this study improves learning process and attainment on drawing on material woods.
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Pratama, Yoga Wahyu. "The Application of Quantum Learning Model On the Eight Grade Students In Circles Material at SMPN 5 Jombang." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 5, no. 1 (January 9, 2020): 49–55. http://dx.doi.org/10.36835/axi.v5i1.545.

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This study aims to describe the application of the quantum learning model in the material of the central angle, the circumference of the circumference and the area of circle circle in class VIII students in terms of the ability of the teacher to manage learning, student learning outcomes, student learning activities, and student responses. The design of this study uses the One-Shot Case Study. The subjects of this study were class VIII B SMPN 5 Jombang. Data collection techniques used the test, observation, and questionnaire methods using the instrument of student learning outcomes test sheets, observation sheets the ability of teachers to manage learning, observation sheets of student activities and student response questionnaires. Based on the results of data analysis shows that: (1) student learning outcomes complete and meet the KKM. Classically, student learning outcomes are 76.67%. While individually students completed 23 from 30 student . (2) the ability of the teacher to manage learning from the observed aspects as a whole obtain an average score of 4 including in the excellent category. (3) student activities during learning, from the results of the study showed the percentage of overall student activity of 77.78% included in the active category. (4) students' responses to all learning respond positively. Keywords: quantum learning, circles
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Palermo, Claire, Roger Hughes, and Louise McCall. "A qualitative evaluation of an Australian public health nutrition workforce development intervention involving mentoring circles." Public Health Nutrition 14, no. 8 (September 21, 2010): 1458–65. http://dx.doi.org/10.1017/s1368980010002491.

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AbstractObjectiveTo evaluate a mentoring circle workforce development intervention among a group of public health nutrition novices.DesignThe mentoring circle intervention focused on facilitating practice-based public health nutrition competence development and supporting reorientation of practice from clinical services to preventive services. A retrospective post-intervention qualitative semi-structured interview was used to explore the experiences of those participating in the mentoring circle and to make evaluative judgements about intervention attributes and effectiveness.SettingVictoria, Australia.SubjectsThirty-two novice public health nutrition practitioners employed in the state public health system.ResultsKey evaluative theme categories relating to the mentoring circle intervention were identified, including the structure and function of the group, the utility of using advanced-level competency items to guide planning, having a safe and supportive environment for learning and the utility of learning via mentoring and on-the-job experiences. These qualitative evaluation data identify the attributes of the mentoring circle intervention contributing to intervention effectiveness.ConclusionsThis qualitative evaluation indicates that mentoring circles can be an effective workforce capacity-building intervention, particularly in novice workforces characterised by professional isolation and split function roles.
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30

Sullivan, Kevin, Kevin Marshall, and Brendan Tangney. "Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop." Journal of Information Technology Education: Innovations in Practice 14 (2015): 063–83. http://dx.doi.org/10.28945/2176.

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This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.
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31

Van den Branden, Kris. "NIT of NTL?" Onderzoek ontmoet onderwijs 64 (January 1, 2000): 25–35. http://dx.doi.org/10.1075/ttwia.64.04bra.

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In Flemish secondary schools, non-indigenous pupils underachieve. This is pardy due to the way teachers use Dutch as a medium of instruction. In the past, various pedagogical solutions have been put forward to address this problem. However, none of these appears to be successful, basically because they leave the 'instruction paradigm' unchallenged. In this article, the perspective of'powerful learning environments' is suggested as a possible way out. Rather than optimizing the way teachers use language to give instruction (i.e. to pass on abstract knowledge), teachers should develop the proficiency to guide learners while engaging in active confrontations with the world and building up knowledge themselves. Powerful learning environments may be visualised as consisting of three concentric circles: a positive and safe learning climate (outer circle), a variety of meaningful and challenging problem tasks (mid circle) and interactive support by the teacher or other learners (inner circle).
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32

Ravensbergen, Frances, and Madine Vanderplaat. "Learning Circles: One form of knowledge production in social action research." Articles 45, no. 3 (June 7, 2011): 339–50. http://dx.doi.org/10.7202/1003566ar.

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This paper explores the use of “learning circles” as one form of knowledge production in social action research. It reports on a project that used learning circles as a setting within which to increase the engagement of people living with low income in developing strategies for the reduction and elimination of poverty in Canada. It presents the process and reflections, analysis and recommendations of 55 project participants and the authors.
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Livingston, Nancy, and Catherine Kurkjian. "Circles and Celebrations: Learning About Other Cultures Through Literature." Reading Teacher 58, no. 7 (April 2005): 696–703. http://dx.doi.org/10.1598/rt.58.7.11.

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34

Hill, Frances M. "En route to TQM: organizational learning through quality circles." Training for Quality 5, no. 2 (June 1997): 84–87. http://dx.doi.org/10.1108/09684879710167674.

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Retnowati, E., and Marissa. "Designing worked examples for learning tangent lines to circles." Journal of Physics: Conference Series 983 (March 2018): 012124. http://dx.doi.org/10.1088/1742-6596/983/1/012124.

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Wan Yahya, Wan Roselezam, and Normaliza Abd Rahim. "Adult L2 Learning of Victorian Novels Using Literature Circles." International Journal of Learning: Annual Review 16, no. 1 (2009): 195–210. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46098.

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Wolf, Paulette Running, and Julie A. Rickard. "Talking Circles: A Native American Approach to Experiential Learning." Journal of Multicultural Counseling and Development 31, no. 1 (January 2003): 39–43. http://dx.doi.org/10.1002/j.2161-1912.2003.tb00529.x.

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Preston-Cunningham, Tammie, Chanda D. Elbert, and Kim E. Dooley. "Defining Leadership: Collegiate Women’s Learning Circles: A Qualitative Approach." Journal of Leadership Education 16, no. 1 (January 1, 2017): 133–47. http://dx.doi.org/10.12806/v16/i1/t3.

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Simándi, Szilvia. "Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach." Acta Technologica Dubnicae 7, no. 2 (August 28, 2017): 96–104. http://dx.doi.org/10.1515/atd-2017-0017.

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Abstract Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.
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Eagleton, Saramarie, and Anton Muller. "Development of a model for whole brain learning of physiology." Advances in Physiology Education 35, no. 4 (December 2011): 421–26. http://dx.doi.org/10.1152/advan.00007.2011.

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In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.
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Wilang, Jeffrey Dawala, and Piyathat Siripol. "Let's Move It Move It: Thais’ Attitude Toward English as a Lingua Franca." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 716–23. http://dx.doi.org/10.17507/jltr.1205.10.

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Recently, a Facebook group under the name "โยกย้าย มาส่ายสะโพกโยกย้าย" (Let's move it move it) brought together Thais around the globe who share a similar goal of moving abroad. One of the most popular discussions was their concern over their English language skills and the “move-in” country of preference. Since this virtual community is an interesting context to explore, a survey questionnaire was distributed online to know their attitudes toward English as a lingua franca (ELF). To know if Thais' attitude on EFL differs based on their "move-in" country of preference, the participants were categorized based on Kachruvian three concentric circles – Inner, Outer, and Expanding as well as Any circle – a combination of two or more circle. Findings show the strongly favorable attitudes of Thais toward the following aspects - the focus on intelligibility, the use of English to communicate with both native and non-native speakers of English, learning materials for a multicultural environment, and exposure to varieties of English. Despite the favorable attitude, the Expanding circle and Any circle groups strongly agreed that Standard British or American English should be taught. All circles disagreed that "any linguistic use that does not conform to Standard English is incorrect." Discussions of results were provided in the study.
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Putriani, Deska, and Chika Rahayu. "The Effect of Discovery Learning Model Using Sunflowers in Circles on Mathematics Learning Outcomes." International Journal of Trends in Mathematics Education Research 1, no. 1 (December 8, 2018): 22. http://dx.doi.org/10.33122/ijtmer.v1i1.26.

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This study aims to describe the effect of discovery learning model using sunflowers in circles on mathematics learning outcomes of grade VIII Junior High School Number (SMPN) 1 Pagaralam. The methods used in this study is descriptive method quantitative pretest-posttest design with control group design. The population in this study is the entire class VIII students of Junior High School Number (SMPN) 1 Pagaralam that amounted to 270 students with samples at 60 students. Data collection was taken by way of documentation and test be reserved in the form of the essay. The test was analyzed by documentation photograph and statistician with compare data result class experiment and class control, with the significance level of 5%. The result found in the discovery learning approach using sunflowers give good effect the result of learning, this is average experiment class is better than with control class.
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Francis, Richard A., and Jenny Mander. "Circles of Learning: Narratology and the Eighteenth-Century French Novel." Modern Language Review 96, no. 1 (January 2001): 190. http://dx.doi.org/10.2307/3735763.

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Hayes, Helen, and Maryann Brown. "Professional Reading Circles: Towards a Collaborative Model for Lifelong Learning." International Journal of Learning: Annual Review 7, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v07/47577.

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Donaldson, Bobby J. ""Circles of Learning": Exploring the Library of Carter G. Woodson." Journal of African American History 93, no. 1 (January 2008): 80–87. http://dx.doi.org/10.1086/jaahv93n1p80.

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Cohen, Carolyn. "Evaluation learning circles: A sole proprietor's evaluation capacity-building strategy." New Directions for Evaluation 2006, no. 111 (2006): 85–93. http://dx.doi.org/10.1002/ev.200.

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Allen, Bonnie, and Estrus Tucker. "Circles of learning in Mississippi: Community recovery and democracy building." New Directions for Teaching and Learning 2012, no. 130 (June 2012): 89–100. http://dx.doi.org/10.1002/tl.20020.

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Bennett, JoAnna. "Learning Circles: Collaborating to Promote RN and LPN Role Enhancement." Nursing Leadership 16, no. 1 (March 15, 2003): 99–109. http://dx.doi.org/10.12927/cjnl.2003.16235.

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Friesen, Katherine, and Clinton Stephen. "Circles of Learning: Applying Socratic Pedagogy to Learn Modern Leadership." Journal of Leadership Education 15, no. 1 (January 1, 2016): 76–85. http://dx.doi.org/10.12806/v15/i1/t1.

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Youtie, Jan, and Elizabeth A. Corley. "Federally sponsored multidisciplinary research centers: Learning, evaluation, and vicious circles." Evaluation and Program Planning 34, no. 1 (February 2011): 13–20. http://dx.doi.org/10.1016/j.evalprogplan.2010.05.002.

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