Literatura académica sobre el tema "Practice-based studies, transformative learning"
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Artículos de revistas sobre el tema "Practice-based studies, transformative learning"
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Mackinlay, Elizabeth y Katelyn Barney. "Pearls, not Problems: Exploring Transformative Education in Indigenous Australian Studies". Australian Journal of Indigenous Education 41, n.º 1 (agosto de 2012): 10–17. http://dx.doi.org/10.1017/jie.2012.3.
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This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term ‘Problem-Based Learning’, it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term ‘Problem-Based Learning’ (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.
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Ukpokodu, Omiunota Nelly. "Fostering Preservice Teachers’ Transformative Learning in a Social Studies Methods Course: A Reflection on Transformative Pedagogy". Social Studies Research and Practice 2, n.º 3 (1 de noviembre de 2007): 315–40. http://dx.doi.org/10.1108/ssrp-03-2007-b0002.
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Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.
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Cochrane, Thomas Donald, Vickel Narayan, Stephen Aiello, Mehrasa Alizadeh, James Birt, Elisa Bone, Neil Cowie et al. "Analysing mobile learning designs: A framework for transforming learning post-COVID". Australasian Journal of Educational Technology 38, n.º 4 (4 de noviembre de 2022): 1–21. http://dx.doi.org/10.14742/ajet.7997.
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Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.
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Fazekas, Nóra y Kata Beck-Bíró. "Losing Touch? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course". Vezetéstudomány - Budapest Management Review 51, n.º 7 (15 de julio de 2021): 53–64. http://dx.doi.org/10.14267/veztud.2021.07.06.
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The research aimed to discover learning barriers that educators unconsciously raise in students of the organisation development master’s course at Corvinus University of Budapest within an experiential and transformative educational setting. The research follows the interpretive and critical traditions of organisation studies and applies the concept of responsible research and innovation (RRI) in its research design. This article aspires to present a case that can be used by management educators working with experiential pedagogical approaches in higher education. Research results displayed a lack of emotional security and a lack of common vision and understanding as the main obstacles to students’ transformative learning through the experiential learning process. Results suggest dialogical practice for building trust and understanding to eliminate alienation in student-teacher relationship and to improve learning quality. Finally, limitations and further research directions are discussed.
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Vindača, Olga. "TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION: COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (20 de mayo de 2020): 691. http://dx.doi.org/10.17770/sie2020vol4.4994.
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The topicality of the research problem is connected with transformative digital learning (TDL) in the context of higher education. The presence of technology in educational processes leads to a significant restructuring of the learning environment, promoting deep, strategic and personalized learning in lecturer-student collaborative teams, incorporating effective technology learning methods and learning to be based on new experiences and values creation. This article will review the issue of learning process in higher educational institutions focusing on traditional and transformative learning concepts. It is the preliminary result of on going applied research of RTA Research Institute for Regional Studies (RIRS).The aim of this article is to determine the necessity of learning process transformation in higher educational institutions analyzing proposals of experts from Latvian higher educational institutions and define the perspectives of TDL in the context of higher education. The research is based on two-part survey conducted for Latvian experts: 1) comparison of traditional and transformative learning concepts; 2) proposals for TDL perspectives and implementation. The results showed the necessity of learning process transformation, indicating the perspectives and its implementation problems.
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Palma, Lisiane Celia y Eugênio Ávila Pedrozo. "Framework for Sustainable Transformative Learning". International Journal of Social Ecology and Sustainable Development 13, n.º 1 (enero de 2022): 1–17. http://dx.doi.org/10.4018/ijsesd.298336.
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Seeking to understand what changes would be necessary in the Educational Institutions (EIs) to insert sustainability beyond the status quo, this paper presents two case studies conducted in management and economic programmes that have sustainability in their proposals. To this end, it uses the Framework for Sustainable Transformative Learning (FSTL), developed to understand the process of change in EIs in order for them to become agents that promote transformation towards sustainability. Based on the FSTL, a complex matrix was developed to define the categories of analysis. The results of this study point to some paths and changes that need to be made in EIs to advance and promote sustainable, transformative learning. One of the main findings was the need for staff in EIs to be open to change and question institutional management and teaching's epistemological foundations.
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Bartels, Koen. "Transforming the relational dynamics of urban governance: How social innovation research can create a trajectory for learning and change". Urban Studies 57, n.º 14 (9 de enero de 2020): 2868–84. http://dx.doi.org/10.1177/0042098019889290.
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This article examines how social innovation (SI) research can co-produce transformative change in cities. A key challenge is to diffuse and sustain SIs in ways that transform the relational webs that constitute local spaces and their governance. The relational approach to SI is conceptually promising in this respect, but its foundations and practices need to be further developed. Therefore, I develop a relational ‘theory–methods package’ of practice theory and action research. By co-producing immediately usable insights, experiences and artefacts in the daily practice of SI, this approach enables researchers to gradually create conditions for a transformative trajectory of learning and change in urban governance. I critically appraise four research practices in the context of SI in Dutch urban governance and reflect on the transformative potential of this relational theory–methods package.
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Suminar, Jenny Ratna, Ditha Prasanti y Sarah Aisha. "“Master Teacher” Transformative Learning Strategy in Digital Media: “Ruangguru” in Indonesia". Journal of Digital Learning and Education 2, n.º 2 (29 de agosto de 2022): 119–26. http://dx.doi.org/10.52562/jdle.v2i2.394.
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Ruangguru is a digital media learning application created by a startup that understands Generation Z. It provides teaching materials for elementary, junior high, and high school children that can be accessed via Android, iOS, and PC (Windows and macOS), as part of their daily use. This breakthrough was made to maintain school-aged children’s interest and motivation to learn, as Ruangguru carries the tagline: Belajar Jadi Luar Biasa (Learning Becomes Extraordinary) through facilities such as videos, practice exercises, private lessons, as well as tryouts. The novelty in this study lies in the concept of "Master Teacher". Based on the observation and interviews conducted, Ruangguru uses the term "Master Teacher" to refer to the instructors, which raises an understanding of the quality instructors Ruangguru has. Therefore, the researchers intend to reveal the Master Teacher’s learning strategy during the online learning process through digital media. The objectives of this study are as follows: 1) to explore the Master Teacher’s learning strategy while preparing interesting digital media-based applications; 2) to identify Ruangguru’s target audience 3) to explore reasons for using Master Teacher as part of the learning strategy. The research has used case study as a qualitative method to collect data through interviews, observation, and literature studies. The results of this study indicate that: 1) Ruangguru as a learning application provides content for various levels in an interesting way through videos, practice questions, private lessons, tryouts which can be accessed from a smartphone; 2) Ruangguru’s content is adapted from the national curriculum and specifically designed by the best and experienced teachers. It is aimed at Generation Z ranging from elementary, junior high, to high school students; 3) Master Teacher (MT), as Ruangguru’s strong point, serves as a representative in delivering digital media-based transformative learning strategies to Generation Z; 4) Transformative learning strategy is used by Ruangguru Master Teacher (MT) because it suits Generation Z’s characteristics that like Ruangguru’s digital media as a platform to deliver messages. Since the urgency and potential of learning through digital media are considered as an important finding in this research, it is recommended that the results of this study are utilized, disseminated, and developed in learning processes.
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Qutoshi, Sadruddin Bahadur. "Critical Reflective Practice as an Approach to Developing Transformative Living-theory". Dhaulagiri Journal of Sociology and Anthropology 12 (31 de diciembre de 2018): 107–11. http://dx.doi.org/10.3126/dsaj.v12i0.22186.
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This reflective paper aims to provide an opportunity to the readership in the field of transformative education in order to engage them with reflective practices as professional development approach. In academia, writing reflective papers, using multi-paradigmatic research design, for readers believing in post/positivist views is a challenging task. However, innovative editors of journals encourage to create new knowledge through un/conventional approaches. I used Jack Whitehead’s paper (i.e., the review of my doctoral study- Creating living-educational-theory: A journey towards transformative teacher education in Pakistan) and my own reflections as lived experiences to carry out this study. Moreover, I employed reflexivity as an approach to meaning making to serve the purpose of data analysis in this paper. The key findings of this study show that Jack Whitehead skillfully captures key learning outcomes of the doctoral study and synthesized some deep insights very precisely. He created a space for future researchers especially action researches and self-study practitioners to think about how to engage with multi-epistemic approaches in order to experience transformative learning. It is recommended to encourage reflective writings on un/conventional studies to develop a clear understanding of the existing state of teacher education and nature of the journey of transformative teacher education in the academia.
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Asikainen, Eveliina y Annukka Tapani. "Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland". Sustainability 13, n.º 21 (27 de octubre de 2021): 11887. http://dx.doi.org/10.3390/su132111887.
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Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.
Tesis sobre el tema "Practice-based studies, transformative learning"
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Podleschny, Nicole. "Games for change and transformative learning : an ethnographic case study". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/58142/1/Nicole_Podleschny_Thesis.pdf.
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This thesis aims to contribute to a better understanding of how serious games/games for change function as learning frameworks for transformative learning in an educational setting. This study illustrates how the meaning-making processes and learning with and through computer gameplay are highly contingent, and are significantly influenced by the uncertainties of the situational context.
The study focuses on SCAPE, a simulation game that addresses urban planning and sustainability. SCAPE is based on the real-world scenario of Kelvin Grove Urban Village, an inner city redevelopment area in Brisbane, Queensland, Australia. The game is embedded within an educational program, and I thus account for the various gameplay experiences of different school classes participating in this program. The networks emerging from the interactions between students/players, educators, facilitators, the technology, the researcher, as well as the setting, result in unanticipated, controversial, and sometimes unintended gameplay experiences and outcomes.
To unpack play, transformative learning and games, this study adopts an ecological approach that considers the magic circle of gameplay in its wider context. Using Actor-Network Theory as the ontological lens for inquiry, the methods for investigation include an extensive literature review, ethnographic participant observation of SCAPE, as well as student and teacher questionnaires, finishing with interviews with the designers and facilitators of SCAPE. Altogether, these methods address my research aim to better understand how the heterogeneous actors engage in the relationships in and around gameplay, and illustrate how their conflicting understandings enable, shape or constrain the (transformative) learning experience.
To disentangle these complexities, my focus continuously shifts between the following modes of inquiry into the aims „h To describe and analyse the game as a designed artefact.
„h To examine the gameplay experiences of players/students and account for how these experiences are constituted in the relationships of the network.
„h To trace the meaning-making processes emerging from the various relations of players/students, facilitators, teachers, designers, technology, researcher, and setting, and consider how the boundaries of the respective ecology are configured and negotiated.
„h To draw out the implications for the wider research area of game-based learning by using the simulation game SCAPE as an example for introducing gameplay to educational settings.
Accounting in detail for five school classes, these accounts represent, each in its own right, distinct and sometimes controversial forms of engagement in gameplay. The practices and negotiations of all the assembled human and non-human actors highlight the contingent nature of gameplay and learning. In their sum, they offer distinct but by no means exhaustive examples of the various relationships that emerge from the different assemblages of human and non-human actors.
This thesis, hence, illustrates that game-based learning in an educational setting is accompanied by considerable unpredictability and uncertainty. As ordinary life spills and leaks into gameplay experiences, group dynamics and the negotiations of technology, I argue that overly deterministic assertions of the game¡¦s intention, as well as a too narrowly defined understanding of the transformative learning outcome, can constrain our inquiries and hinder efforts to further elucidate and understand the evolving uncertainties around game-based learning. Instead, this thesis posits that playing and transformative learning are relational effects of the respective ecology, where all actors are networked in their (partial) enrolment in the process of translation. This study thus attempts to foreground the rich opportunities for exploring how game-based learning is assembled as a network of practices.
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Heaton, Michelle G. "A Pedagogy of Hope: Levers of Change in Transformative Place-based Learning Systems". Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588265231971143.
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Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.
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Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.
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Julie, Hester. "Community- based service-learning through reflective practice". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i
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Leigh, Christopher. "Knowledge management : a practice-based approach". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/236.
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Driven by advances in internet and wireless communications the information economy is exemplified by the unprecedented speed at which large amounts of information is created and disseminated. As a result, organisations and individuals now need to process more information and create new knowledge faster than ever before. This has forced organisations to consider how individuals and groups create knowledge that enables them to innovate fast enough to compete in the global marketplace. This portfolio contains a collection of studies and an investigation of practice-based approaches to knowing and learning in organisational work settings. It represents a departure from the traditional view of knowledge as belonging to individuals as contained in mental processes, which organisations then attempt to convert into embedded knowledge. This study seeks to explain how knowledge is achieved during the course of practice, being situated in cultural, historical and social contexts. The focus therefore goes beyond the study of knowledge in organisations to shed .light on the organising processes involved in knowing from an institutional and personal perspective. Firstly, it investigates, through a number of practice based studies, how knowledge is created and learning conducted in an organisational setting in order to further the existing research in this area. Secondly, it presents two frameworks that may be used to promote organisational learning and knowledge creation. This study draws on a number of theoretical frameworks, including; constructivist theories of learning, which views knowledge as actively constructed, relative, and pluralistic (Denzin and Lincoln, 2003), the Sociocultural approaches of Vygotsky (1978, 1986) that emphasised the interdependence of social and individual processes in the creation of knowledge, situated learning theories (Brown, Collins, Duguid, 1989 and Lave and Wenger, 1991) in which learning and cognition is situated in the activity in which it occurs, and the ideas of the incredulous postmodernist, for whom all know ledge is provisional, temporal and hypothetical. The portfolio concludes that that human knowledge is subjectively influenced by a large number of factors including cultural, social, pedagogical, and psychological issues in addition to language and context. Furthermore, it asserts that knowledge is a mediated achievement which is collectively created, intrinsically situated in people, artefacts and practices, and is always temporary and open to debate.
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Björck, Ulric. "Distributed problem-based learning : studies of a pedagogical model in practice /". Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012950198&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Van, der Watt Marie Aletta. "The integration of critical reflection as a learning strategy in the training of health science practitioners". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-115359/.
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Pancotto, Adriana. "Os saberes do Pregoeiro : um estudo à luz da noção de Knowing-in-Practice". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165458.
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Os pregoeiros são os servidores responsáveis pela condução dos processos licitatórios de aquisições e contratações dos órgãos públicos no Brasil. A função de pregoeiro, apesar de sua complexidade e importância à eficiente utilização dos recursos públicos, vem sendo negligenciada pelo Estado. Até o momento não há uma carreira específica ou remuneração condizente ao risco dessa atividade. Os métodos e análises realizadas por este estudo, à luz dos Estudos Baseados em Prática (EBP) e do knowing-in-practice, permitiram melhor visibilidade aos elementos tácitos que compõem os saberes os pregoeiros desenvolvidos no seu cotidiano de trabalho. Partindo da identificação e descrição de suas práticas de trabalho, a função pregoeiro caracteriza-se pelo acúmulo e sobreposição de atividades, dificultando assim desenho de um perfil para a mesma. Outra característica inerente a função é a presença de uma forte estrutura normativa a qual norteia e permeia esse trabalho. A partir dos discursos dos entrevistados, constatou-se que o Curso de Formação de Pregoeiros demonstrou-se insuficiente para desenvolver as habilidades de negociação e conversação e os aspectos atitudinais da atenção, equilíbrio e retidão necessários à sua prática. Assim, a aprendizagem no cotidiano de trabalho dos pregoeiros ocorreu de forma situada através dos conhecimentos informais e tácitos, compartilhados por meio das interações sociais entre os servidores, facilitada pela estrutura em rede dos Institutos Federais de Educação, Ciência e Tecnologia (IFs) (instituições pesquisadas), fóruns e comunidades de praticantes, confirmando assim a perspectiva do knowing-in-practice. Afirma-se então que o desenvolvimento dos saberes do pregoeiro não está descolado de suas práticas de trabalho. A partir dos elementos identificados neste estudo, sugerem-se ações para melhoria das condições de trabalho, desenvolvimento e reconhecimento profissional do pregoeiro. Um olhar mais sensível da sociedade e dos representantes políticos é necessária, dada a importância estratégica do papel do pregoeiro na garantia da qualidade do gasto público.Public Procurement Officers are the public servers responsible for conducting bidding processes of acquisition and hiring for public organs in Brazil. The main duty of the Public Procurement Officer, despite its complexity and importance to the efficient use of public resources, has been neglected by the state. Still, there is no specific career or equitable salary which represents the risks of this activity. The methods and analysis made by this study, considering Practice-Based Studies (PBS) and of knowing-into-practice, allowed a better visibility in the tacit elements that build the knowledge Public Procurement Officers have developed in their daily work. Starting with the identification and description of their practices at work, the Public Procurement Officer function is characterized by the accumulation and overlapping of activities, making it difficult to draw a proper profile to the function. Another intrinsic characteristic of the Public Procurement Officers' function, which directs and permeates this paper, is the presence of a normative structure. Through the speech of the interviewees it was possible to state that the Basic Training Course Public Procurement Officers take is not sufficient to develop the negotiation and reasoning skills and the attitude of attention, balance and rectitude needed to the practice of this function. Therefore, the Public Procurement Officers’ learning process happens throughout informal and tacit knowledge, shared through servers’ social interaction – facilitated by the structure in network from Federal Institutes of Education, Science and Technology (FIs) (institutions where the research took place), online forums and communities, corroborating the knowing-in-practice perspective. It can be stated that the knowledge development of Public Procurement Officers is not disconnected to their practice. Based on the elements identified in this study, some actions are suggested to improve the working conditions, development and recognition of the Public Procurement Officers. A more sensitive consideration from society and from political representatives is necessary, given the strategic importance of Public Procurement Officers’ role in assuring the public money is being well spent.
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Huber, Stephan. "“Walking encyclopedias of studies” for sustainability transformations? The role of information and discourse in the case of the German coal phase-out". Thesis, Stockholms universitet, Stockholm Resilience Centre, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-197233.
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Transformations of energy systems in line with the Paris Agreement demand rapid deliberate decline of fossil energy production for decarbonization. Rising in priority on national political agendas, policy change for deliberate decline meets political barriers in the form of powerful incumbent actors, path dependencies and frames of loss. Although these dynamics can impede transformations, literature remains unclear in how to engage with these barriers. Therefore, this study focused on discourse and policy process theories in a qualitative analysis based on a broad selection of documents and expert-based interviews to explore and illustrate the “Commission on Growth, Structural Change and Employment” in Germany (2018/19). In this multi-stakeholder committee, a phase-out plan for coal-fired power generation was negotiated alongside claims of just transitions. Findings indicate that policy change was reached through consensual agreement but was reduced in ambition through path dependent discourse and expert-based information. The selection and evaluation of expert-based information was closely tied to expert members, while political debate on necessary assumptions as a basis for this information remained scarce. Lastly, insights from discourse and expert-based information can enrich the understanding of sustainability transformations and further research on the case could investigate the narrative subscriptions of stakeholders.
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Shimada, Sakura. "L'apprentissage intergénérationnel dans la dynamique sratégique de l'entreprise : comparaison France-Japon". Thesis, Paris 9, 2014. http://www.theses.fr/2014PA090072.
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Notre thèse s’intéresse au rapport entre l’apprentissage intergénérationnel et la dynamique stratégique de l’entreprise, dans une démarche comparative franco-japonaise. La littérature sur les générations, sur l’apprentissage et les capacités dynamiques constitue notre cadre théorique. Dans une étude qualitative multi-cas réalisée en France et au Japon, quatorze cas d’apprentissage intergénérationnel sont analysés. Nos résultats indiquent que le rapport entre l’apprentissage intergénérationnel et la dynamique stratégique de l’entreprise varient entre les cas de continuité et les cas de changement, tandis que le contexte culturel influence la formation des générations et les pratiques d’apprentissage intergénérationnel. Nous montrons ainsi le rôle de l’organisation dans la formation des générations, les enjeux stratégiques de l’apprentissage intergénérationnel et l’encastrement culturel des pratiques managérialesThis thesis is a comparative study of the relationships between intergenerational learning and the firm’s strategic dynamic, lead in France and Japan. The conceptual framework builds on the literature regarding generation, learning and dynamic capabilities. A qualitative multi-case study was conducted in France and Japan and fourteen cases of intergenerational learning were analyzed. The empirical results show that the relationships between intergenerational learning and the dynamic of the firm’s strategy vary between the state of stability and change. The cultural contexts influence the creation of the generations and intergenerational learning practices. These results highlight the role of organizations in the creation of generations, the strategic issue of intergenerational learning and give insights about the cultural embeddedness of managerial practices
Libros sobre el tema "Practice-based studies, transformative learning"
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Mezirow, Jack. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass, 2010.
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Mezirow, Jack. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass, 2010.
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1952-, Taylor Edward W., ed. Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco, CA: Jossey-Bass, 2009.
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Gherardi, Silvia. Learning and knowing in practice-based studies. Cheltenham, U.K: Edward Elgar, 2012.
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M, Underwood Jean D., ed. Computer based learning: Potential into practice. London: D. Fulton Publishers, 1994.
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C, Gauthier Candace, ed. Evidence-based medical ethics: Cases for practice-based learning. Totowa, N.J: Humana Press, 2008.
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Snyder, John E. Evidence-based medical ethics: Cases for practice-based learning. Totowa, N.J: Humana Press, 2008.
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Björck, Ulric. Distributed problem-based learning: Studies of a pedagogical model in practice. Göteborg: Acta Universitatis Gothoburgensis, 2004.
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G, Sebastian Juliann y Stanhope Marcia, eds. Case studies in community health nursing practice: A problem-based learning approach. St. Louis, MO: Mosby, 1999.
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Kemp, Ian J. Structured industrial practice studies: An approach to the integration of academic and work-based learning. Glasgow: Glasgow Polytechnic, 1992.
Buscar texto completoCapítulos de libros sobre el tema "Practice-based studies, transformative learning"
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van der Rijst, Roeland. "The Transformative Nature of Research-Based Education: A Thematic Overview of the Literature". En Research-Based Learning: Case Studies from Maastricht University, 3–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50993-8_1.
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Naidoo, Indran A. "Evaluation for Transformational Change: Learning from Practice". En Transformational Change for People and the Planet, 17–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78853-7_2.
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AbstractThe COVID-19 crisis has challenged the evaluation profession by altering the framework within which it operates. Evaluators must embrace new realities and respond to changes while not altering their principles, norms, and standards.A review of how evaluation networks and offices have responded to changing demands showed lack of recognition for the long-term implications to the profession. Commissioners and users of evaluation now have new priorities, and nontraditional actors have entered the traditional evaluation space, offering similar expertise and meeting the demands of evaluation commissioners and users. The extensive development challenges posed by COVID-19 require a comprehensive response capacity from evaluation if it is to be transformative as a profession.This chapter draws on national and international case studies, examining the concept of transformation from a contextual perspective and noting the relativism in the concept. It draws links between aspects, suggesting that this period is an opportunity for evaluators to learn from practice around transformation, and suggests that flexibility provides an opportunity to remain relevant and advance transformational goals.
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Bracci, Francesca, Alessandra Romano y Victoria Marsick. "A practice-based view of transformative learning". En Transformative Learning Theory and Praxis, 199–225. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429450600-17.
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Kerosuo, Hannele. "Transformative Agency and the Development of Knotworking in Building Design". En Professional and Practice-based Learning, 331–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60943-0_17.
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Landri, Paolo. "A Return to Practice: Practice-Based Studies of Education". En Professional and Practice-based Learning, 85–100. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4774-6_6.
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Gibbs, Paul. "The World of Work-Based Studies and the Recession". En Professional and Practice-based Learning, 149–54. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_13.
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Gibbs, Paul. "Quality in Work-Based Studies Is Not Lost, Merely Undiscovered". En Professional and Practice-based Learning, 93–101. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_8.
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Sergey, Kosaretsky y Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics". En Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky y Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics". En Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Romano, Alessandra, Francesca Bracci y Victoria J. Marsick. "A Practice-Based View of Transformative Learning: An Exploratory Study on the Practical Creativity". En The Palgrave Handbook of Learning for Transformation, 109–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84694-7_7.
Texto completoActas de conferencias sobre el tema "Practice-based studies, transformative learning"
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Wuri, Dwiyati. "Development of Care Learning E-Module for Discovery Learning Based on Students of Makeup Studies Education Program, Medan State University". En Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.116.
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Ho Schar, Cathi. "Toward Public Sector Practice". En 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.
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In 2016, the University of Hawaii at Manoa School of Architecture established the University of Hawaii Community Design Center (UHCDC), working in close collaboration with a state legislator to meet the needs of the state government. This unique governmental alignment introduced a novel form of community design that opened up new academic and extramural space for the school and university, taking the form of a top-down public sector practice as distinct from its more common, bottom-up public interest alternative. This paper presents the results of three years of continuous dialogue with the state legislature and over $2 million in contracts with state agencies, by reflecting on the transformative effects of public sector practice on design pedagogy. This reflection follows three case study courses: an undergraduate basic design studio; an undergraduate concentration design studio; and an advanced professional practice course, all required within Hawaii’s undergraduate and graduate curricula. Each case study lists learning, teaching, and long term benefits that flowed from each public sector partnership, focusing on the potential of this model to strengthen and enrich professional education. The evolution of these courses maps the transition from working on projects to working on systems, also a move toward applying equitable academic and design rigor to marginalized project typologies—e.g. utility buildings, infrastructure, renovation, and repair and maintenance. In addition, UHCDC’s contract work represents an expanded field of practice, including social science research, service and strategy design, community engagement, information design, engineering, and development studies, demonstrating the broader disciplinary demands of the public sector. More importantly, the significant dividends from this three year-old public sector practice identifies an opportunity area for architectural education and practice—design in government.
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Kaplan, Dana y Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.
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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.
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Singeisen, Scott. "Disorienting Dilemmas: A Studio Model for Teaching Meaning-Making and Reflection in Action". En 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.24.
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The term meaning-making has been used in constructivist educational psychology to refer to the personal epistemology that persons create to help them to make sense of the influences, relationships and sources of knowledge in their world.1 According to the transformative learning theory of sociologist and educator Jack Mezirow, adults interpret the meaning of their experiences through a lens of deeply held assumptions.2 When students experience something that contradicts or challenges their way of negotiating the world they have to go through the transformative process of evaluating their assumptions and processes of making meaning. Mezirow called these experiences that force individuals to engage in this critical self-reflection “disorienting dilemmas”.3In ‘Educating the Reflective Practitioner’, Prof. Donald Schön suggests that artistry is necessary for the solution of problems in professional practice that occupy the indeterminate zones of uncertainty, uniqueness, and conflict. The two traditional approaches to the teaching of artistry, however, are problematic. The first, its elimination from a curriculum based on technical rationality, is predicated on the belief that artistry is mystical and essentially unteachable. The second, its reduction to a set of procedures, has proven not to work with indeterminate phenomena that are inherently unmanageable. Schön proposes a third strategy: reflection in action, based on his observations that considerable tacit knowledge is already built into practice. By entering the condition of action and reflecting on what has been done, one can resolve “indeterminate” problems in situ by d oing.4It is the view of this paper that by first positioning students in a disorienting dilemma, and by second, providing a framework for ‘reflection in action’ for students to identify and use analogous architectural research elements, students develop a personal methodology and their own contextual position relative to the history of architecture.
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Pearsall III, Albert A. y Laurence Covington. "Transformative Reshaping: A Teaching and Learning Practice". En 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.11.
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Transformative Reshaping is a novel, research-based strategic approach to teaching and learning that aims to promote academic and professional success and enhance retention among students. This practice encourages providing students with opportunities to learn how to learn (metacognition), develop technical skills, and acquire essential non-technical abilities or soft skills. The cultivation of competent academicians, professionals, and life-long learners is the ultimate goal. Transformative Reshaping is a SoTL practice that was developed by Albert A. Pearsall III, Assistant Professor of Business at the University of the District of Columbia Community College (UDCCC), and Laurence Covington, Instructor of English, UDCCC from discussions with several college professors, reviews of literature, and classroom trial and error. It is based on the ACUE framework for college-level instruction (ACUE’s effective practice framework).
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Onyango, Evans y Catherine Kelonye. "Artificial Intelligence (AI) Driven Interventions in Technical and Vocational Education and Training". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1996.
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In the last decade the world has witnessed major advancement in science and technology, an industrial revolution of some sort, a truly massive shift that has birthed industry 4.0. This gigantic shift has given rise to a demand for uniquely transformative technical skills, a demand that can only be quenched by a properly developed and correctly implemented quality, industry focused, demand-driven Competency Based Technical and Vocational Training (CBET) program. To ensure immediate and sustainable employability of these Technical and Vocational Education and Training (TVET) graduates, the training curricula must take cognizance of the latest trends in science and technology, such as Artificial Intelligence (AI) that are responsible for the prominent shifts in the labour market and the requisite skill demanded. In education AI has been used to improve administration and to augment teaching and learning. The objective of this study was to identify, analyze and categorize Artificial intelligence (AI) driven interventions currently used in TVET institutions and to determine their effectiveness. The research was conducted using scoping review methodology, selected since it enabled the researchers to address the broad research question, assess the extent of the available evidence, define eligibility criteria, search the literature, organize it into groups, screen the results and select evidence for inclusion. The JBI manual for evidence synthesis was used in the data extraction and synthesis. And a descriptive summary of the evidence created (charting). A literature search was conducted on the Web of Science for English language peer-reviewed articles related to AI application to TVET institutions. Out of the 320 eligible studies retrieved only 75 were considered based on the inclusion criteria. The result identified the most commonly employed AI-driven interventions and gave recommendations necessary to realize the full potential AI in TVET.
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Myllymäki, Mikko y Ismo Hakala. "Video-based Blended Learning Practice in Master Studies". En Artificial Intelligence and Applications. Calgary,AB,Canada: ACTAPRESS, 2013. http://dx.doi.org/10.2316/p.2013.792-023.
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Zhao, Linlin, Yahui Zhao, Zhenguo Zhang, Rongyi Cui y Xu Cui. "Practice and Thinking of Blending Learning Based on the “Outcomes-Based Education” Concept". En International Conference on Education Studies: Experience and Innovation (ICESEI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.034.
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Valbak-Andersen, Camilla. "Leading Reflective Practice-Based Learning Trajectories in Order to Develop Organizational Improvisational Skills". En 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.050.
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Zhu, Mei-Li. "Project-based learning model design based on crowdsourcing— Take“Game Project Development Practice”as an example∗". En ICEDS 2021: 2021 2nd International Conference on Education Development and Studies. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459043.3459059.
Texto completoInformes sobre el tema "Practice-based studies, transformative learning"
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas y Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, febrero de 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas y Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, febrero de 2010. http://dx.doi.org/10.15365/ceel.promise2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson y Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, agosto de 2022. http://dx.doi.org/10.51388/20.500.12265/162.
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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), febrero de 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.
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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Nelson, Gena, Angela Crawford y Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, enero de 2022. http://dx.doi.org/10.18122/sped.143.boisestate.
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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Clark, Louise, Jo Carpenter y Joe Taylor. Learning From Responsiveness to a Rapidly Evolving Context: IDRC’s Covid-19 Responses for Equity Programme. Institute of Development Studies, junio de 2022. http://dx.doi.org/10.19088/core.2022.004.
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This report summarises key institutional lessons that emerged from a Learning Journey commissioned by the International Development Research Centre (IDRC) for its Covid-19 Responses for Equity (CORE) programme. Learning Journeys are a research method developed by the Institute of Development Studies (IDS) to support collaborative scoping processes and provide participants with structured spaces to learn, discuss issues, and to reflect on their day-to-day work and how to apply learning. CORE was designed as a rapid response mechanism to address the sudden global shifts caused by the Covid-19 pandemic. The initiative supports 21 research projects with Southern partners across 42 countries. It seeks to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The CORE Learning Journey was managed by the ‘Knowledge Translation’ (KT) supplier for CORE, the UK-based IDS. It brought together grantees, IDRC senior management, Regional Directors (RD), Program Officers (PO), and IDS staff, to share experiences and reflect on the successes and challenges of the CORE programme. It was framed around a central learning question: What are the key lessons to emerge from the IDRC experience of funding CORE as a responsive mechanism to provide innovative Southern-led policy and practice solutions in the context of a rapid onset and rapidly evolving global crisis?
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Carter, Becky. Analysing Intersecting Social Inequalities in Crisis Settings. Institute of Development Studies (IDS), enero de 2022. http://dx.doi.org/10.19088/k4d.2022.003.
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Analysis of intersecting social inequalities is key to effective, inclusive interventions in crisis settings. Gender equality and social inclusion analytical frameworks provide key research questions and participatory methodologies which seek to understand: Who is excluded? How are they excluded? Why are they excluded? What can be done to address this and support greater inclusion? There is a focus on underlying power dynamics, drivers of marginalisation, and entry points for external support. This rapid review presents a summary of relevant analytical frameworks and good practice for analysing intersecting social inequalities in crisis settings. The focus is on how to undertake contextual analysis of the vulnerabilities and needs of people in crises that are shaped by overlapping and compounding social inequalities, arising from discrimination based on gender, age, disability, sexual orientation, gender identity and/or expression and sex characteristics, ethnicity and religion (among other identifiers). The review draws on and presents prior research that identified relevant analytical frameworks, learning and key resources on how to undertake this type of analysis, through a rapid literature search and input by key experts. It summarises a range of frameworks relevant for analysing intersecting social inequalities in crisis settings, developed for various development, humanitarian and peacebuilding objectives. It was harder to find published learning from undertaking this analysis that focuses specifically on crisis settings, but it was possible to draw findings from some individual case studies as well as relevant summaries of learning presented in the analytical frameworks and other guidance materials.
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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.
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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko y Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4466.
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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Rao, Nitya, Sheetal Patil, Maitreyi Koduganti, Chandni Singh, Ashwin Mahalingam, Prathijna Poonacha y 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.