Search results for: Learning strategies
Page 2/3 28 items
Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.
Updated: Jun. 20, 2012
In this article the authors analyze three episodes from an elementary mathematics teacher education class: two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers.
Updated: May. 13, 2012
Developing Social Skills Training and Literacy Instruction Pedagogy Through Service Learning: An Integrated Model of Teacher Preparation
This exploratory study examined the authors' utilization of two service-learning tutoring programs with preservice teachers (PSTs). The PSTs were assigned to either Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) tutoring program and taught one of the tutoring programs with identified kindergarten or first-grade struggling readers. The findings reveal that the TAILS journals were more informative, included very specific social skills details. TAILS journals reported twice as many classroom social behaviors when compared to the BP journals.
Updated: Jan. 02, 2012
This article examines the learning strategies and learning-related emotions of German teacher trainees. Characteristics of German teacher trainees are identified through comparisons with German students on educational science course, and through comparisons with Swedish teacher trainees. It was found that there are national differences between German and Swedish teacher trainees.
Updated: Dec. 20, 2011
Toward Communal Negotiation of Meaning in Schools: Principals’ Perceptions of Collective Learning from Success
This study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices. The study employed a qualitative topic-oriented methodology to explore principals’ mindscapes concerning collective learning from success in schools. The findings reveal that principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Furthermore, principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust.
Updated: Oct. 27, 2011
The purpose of this article is to show how teachers introduce and include cognitive learning strategies as part of their teaching. Furthermore, the article also describes how pupils experience the use of strategies in their learning processes, as seen from the teachers’ perspective. The article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. This study shows that although self-regulated learning is one of the aims of the teaching practice, this does not mean that the pupils are left on their own to totally direct their own learning.
Updated: Aug. 23, 2011
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Updated: Aug. 23, 2011
In this article, the authors review three lines of experimentation that call into question important aspects of common instructional practices. The authors conclude by discussing the frequently observed dissociation between people’s perceptions of which learning procedures are most effective and which procedures actually promote durable learning.
Updated: Jul. 05, 2011
When You've Only Got One Class, One Chance: Acquiring Sociocultural Knowledge Using Eclectic Case Pedagogy
This article describes the creation of an eclectic case pedagogy. This pedagogy is based on case-based methods, sociocultural learning theory and visual studies successfully used in a university teacher education course designed to help students acquire sociocultural knowledge about schooling and teaching. Students highlight three specific kinds of learning opportunities afforded to them when engaging with the eclectic case pedagogy including: guided participation, dismantling and building connections and close in(tro)spection of schooling and society.
Updated: Jun. 13, 2011
The present study examines two of instruments reporting learning/cognitive style with school pupils in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about the usefulness of these instruments in these contexts are explored.
Updated: Apr. 14, 2011