Search results for: Learning strategies
Page 3/3 28 items
Over the last decades more and more research has analyzed relatively new or rediscovered teaching–learning concepts like blended, hybrid, multi-sensory or technologically enhanced learning. This increased interest in these educational forms can be explained by new exciting discoveries in brain research and cognitive psychology, as well as by the accelerated integration of technology (computers, intranets, internet, etc.) in education. The authors have investigated how the educationally valuable outcomes of these trends could be implemented in computer-programming education and in what ways this process could be catalyzed by arts (dance, music, rhythm, theatrical role-playing).
Updated: May. 09, 2010
The paper focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council-funded project in a school that explored learning strategies for pupils' subject and social development. The paper describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. The paper discusses whether teachers become researchers, or whether they only develop in their role as teachers.
Updated: Jan. 12, 2010
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Updated: Dec. 16, 2009
Development of A User-Friendly Instrument for Identifying the Learning Strategy Preferences of Adults
Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences.
Updated: Dec. 09, 2009
Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors About Innovative Technology
This article promotes instructors’ ideas about behaviors of 21st century teachers. It also explores their efforts to support their preservice teachers to join this rank. In this qualitative study, three instructors report the results of implementing a new project, the Innovations Mini-Teach, into their course. The findings indicated that preservice teachers in this study used a variety of strategies to learn new innovations well enough to teach or model their use to classmates.
Updated: Nov. 16, 2009
This paper derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics. However, they undertook an honors degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the hierarchical undergraduate mathematics curriculum.
Updated: Apr. 06, 2009
Cognitive Strategy Instruction for Adolescents : What We Know about the Promise, What We Don’t Know about the Potential
'Strategy instruction” is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, the author - a veteran teacher educator - argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents’ reading, writing, and thinking across content areas.
Updated: Jun. 16, 2008
Experiencing and Evidencing Learning Through Self-study: New Ways of Working with Mentors and Trainees in a Training School Partnership
The study uses self-study to analyze the development of a mentoring program, during initial teacher mentoring, in a training-school or university partnership. It focuses on the ontological values of the co-authors as they collaborate. The authors use a video to record teaching, and assist mentors and teachers foster the help necessary to improve the relations between the teachers and the mentors.
Updated: Jun. 11, 2008